Annual report 2017/18

PSI ANNUAL REPORT 2017 / 2018

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CONTENTS A Place Where We Belong ………......................................................................................................3 An IB World School Since 2000 ...................................................................................………......….4 Our School Community ……….........................................................................................................5 Faculty Academic Qualifications ………..........................................................................................8 Accreditation / Self Study…............................................................................................…....…......9 The PSI Board Of Directors …..........................................................................................….…......10 Board Chairperson’s Report ……..........................................................................................……...12 School Director’s Report……..……...........................................................................................…...13 Primary School Principal’s Report …………....................................................................................14 Secondary School Principal’s Report ……………............................................................................15 PTA Annual Report ………….…………...............................................................................................16 The Primary Student Council Report ………..................................................................................18 The Secondary Student Council Report …….................................................................................19 Infographics ....................................................................................................................................20 Enrolment Annual Report ……........................................................................................................21 Opportunities And Experiences …………........................................................................................22 PSI Taking Action …………...............................................................................................................23 Marketing and Communication Annual Report.............................................................................24 Human Resources Annual Report ..................................................................................................25 ECA Programme Expansion Report ................................................................................................26 Ukraine Externum Programme Report ..........................................................................................27 Library Annual Report ....................................................................................................................28 Customer Service Annual Report..................................................................................................29 New Facilities - Block A Annual Report ........................................................................................30 Academic Achievement ………….....................................................................................................32 PSI Graduating Class 2018 ………...................................................................................................36 University Offers To PSI Students ……….................................................................................. .....37 Our Graduates …………....................................................................................................................38 PSI Annual Goals & Dashboard .....................................................................................................40 PSI Accredited ........ ………............................................................................................................. 46 KFN Cafeteria ..................................................................................................................................64 Financial Year ............................………...........................................................................................66 Alumni and Friends Association.....................................................................................................69

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A PLACE WHERE WE BELONG

A PLACE WHERE WE BELONG

SCHOOL INTRODUCTION In 1995, a group of parents seeking a genuinely international school experience for their children in Kyiv worked together to found Pechersk School International Kyiv (PSI) as a private, non-profit school. In 2003, the school moved to its present site.

As an English-medium school serving international and host national families in Kyiv, PSI attracts students from the diplomatic, government and business communities.

Since 2000, PSI has been authorised to offer all three International Baccalaureate® (IB) programmes.

Students are encouraged to explore their various abilities and interests to the fullest. Our extensive extracurricular activities programme gives students access to a wide range of clubs and sports, including overseas sports competitions, drama, music, student leadership roles, and community service activities.

The school is proud of its vibrant and diverse international community.

We educate more than 400 students between the ages of 3 and 18 from more than 40 different countries.

Students and staff joining PSI are quickly made to feel part of the school, with a sense of being safe and cared for in a challenging and

motivating learning environment that promotes personal excellence.

This commitment is the reason why our school motto is ‘A Place Where We Belong.’ The real warmth of the school is the atmosphere of friendship combined with endeavour that is embodied by our students, parents and staff.

VISION STATEMENT We grow. We lead. We succeed.

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AN IB WORLD SCHOOL SINCE 2000 PECHERSK SCHOOL INTERNATIONAL KYIV, IS THE ONLY SCHOOL IN UKRAINE THAT HAS BEEN FULLY AUTHORISED SINCE 2000 TO OFFER ALL THREE INTERNATIONAL BACCALAUREATE (IB) PROGRAMMES FROM EARLY CHILDHOOD (3 YEAR OLDS) TO GRADE 12.

A well-established programme in international schools for decades, the IB is also the fastest growing curriculum in the world and not only in international schools. Many national school systems are viewing the IB as ‘best educational practice’ and are adopting it, too. All three IB programmes (the Primary Years, Middle Years, and Diploma) provide rigorous curriculum content with a focus not only on acquiring knowledge but also on fully understanding and applying it.

At PSI, daily learning is conducted in a nurturing and stimulating environment with the aim that each student will fulfill his/her potential through

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inquiry, reflection and learning that is applied to real world contexts. Our IB teachers inspire students to become inquirers, knowledgeable, thinkers, communicators, principled, openminded, caring, risk-takers, balanced and reflective learners. Parents value the development of personal skills and attitudes relevant to the learning needs of today and the challenges of our world tomorrow. At PSI, we educate our students to be critical thinkers and compassionate citizens who take positive action in both the school and local community.

participation in global issues.

We also prepare students for global citizenship by emphasising intercultural understanding and

PSI, KYIV, UKRAINE

Universities and employers recognise the value of the IB programme that not only promotes high academic standards but does so in a framework of critical thinking, self-awareness and collaboration.

As director, I see the skills, traits and awareness that the IB promotes as wonderful preparation for life in the twenty-first century.

JOHN BURNS DIRECTOR

A PLACE WHERE WE BELONG

PSI COMMUNITY THE LEARNING EXPERIENCE AT PSI IS SHAPED BY A SPIRIT OF COMMUNITY, WHEREBY STUDENTS, TEACHERS AND PARENTS WORK TOGETHER TO ACHIEVE OUR GOALS OF CREATING INDEPENDENT LEARNERS AND GLOBAL CITIZENS IN ‘A PLACE WHERE WE BELONG.’ We anticipate that PSI students will become active, inquiring learners in pursuit of their individual journey towards excellence. Almost every graduating student moves on to tertiary education. At the same time, a broad range of opportunities and

experiences are valued at PSI both in our host country and abroad. They are provided through our Extra Curricular Activities Programme, special events calendar, our many service projects, and an involvement in the CEESA network of schools. PSI has a strong

commitment to community service and action.

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OUR COMMUNITY

6

UKRAINE

125

HOLLAND

9

SPAIN

5

USA

97

FINLAND

8

CZECH REPUBLIC

4

UK

21

LITHUANIA

8

DENMARK

4

CANADA

20

INDIA

7

GEORGIA

4

RUSSIAN FEDERATION

16

SOUTH KOREA

7

GREECE

4

ISRAEL

15

CHINA

6

AZERBAIJAN

3

SWEDEN

13

GERMANY

6

BELARUS

3

TURKEY

11

ITALY

5

ROMANIA

3

A PLACE WHERE WE BELONG

46 297 444

NATIONALITIES

FAMILIES

STUDENTS

SERBIA

3

HUNGARY

2

ARMENIA

1

SWITZERLAND

3

KAZAKHSTAN

2

BULGARIA

1

AUSTRALIA

2

LEBANON

2

CROATIA

1

BELGIUM

2

MALAYSIA

2

JAPAN

1

BOSNIA AND HERZEGOVINA 2

NEW ZEALAND

2

LATVIA

1

CHILE

2

PAKISTAN

2

MOLDOVA

1

COLOMBIA

2

POLAND

2

FRANCE

2

PORTUGAL

2

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FACULTY ACADEMIC QUALIFICATIONS PSI teachers are all fully university trained and certified in their areas of instruction.

Our teachers are actively engaged with their students, the school community and their own ongoing growth and development. Our staff undertake professional development initiatives each year and many pursue additional degrees in areas related to their specialisations.

TEACHING STAFF NATIONALITIES

STAFFING AREA BREAK DOWN

28 USA

68% Master’s Degree

41.8% Teachers

10 Ukraine

29% Bachelor’s Degree

20.9% Administration

6 Canada

3% Doctor’s Degree

20.9% Business / Office

9 UK 2 New Zealand 2 Australia 1 Ireland 1 Hungary 1 Philippines 1 Spain 1 Cameroon 1 Mexico 1 India 1 Russia 1 Turkey 8

TEACHING STAFF QUALIFICATIONS

16.4% Teacher Assistants

A PLACE WHERE WE BELONG

ACCREDITATION/ SELF STUDY

WE ARE PLEASED TO HAVE COMPLETED THIS IMPORTANT PHASE OF OUR SELF STUDY AND ACCREDITATION PROCESS.

In December, our completed self study reports went out to all three IB programmes, as well as to the Council for International Schools (CIS) and the New England Association of Schools and Colleges (NEASC).

In February 2018, we welcomed a team of twelve educators from around the world. This included a superintendent of schools from Massachusetts, a representative of the IB World office, independent consultants for the IB, and administrators and teachers from around our region. The team spent

a week on our campus verifying our self study reports and identifying our areas of strength and our areas for growth.

Their initial response to us was overwhelmingly positive and helpful.

We were left with the strong message that PSI has made great strides since the last visit five years ago and is very much on the right path for continuing improvement. A summary of their recommendations and commendations is included in this Annual Report. We are pleased with

the successful process and visit. We look forward to the work ahead as we continue on our path of ongoing improvement.

PATRICIA PUIA SECONDARY PRINCIPAL/ ACCREDITATION CHAIR PSI, KYIV, UKRAINE 9

THE PSI BOARD OF DIRECTORS 2017/2018

MATTHEW WERNER USA Board Chairperson Facilities & Building Committee US Embassy Management Counsellor

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TETIANA BUGASOVA UKRAINE Board Vice Chairperson Governance & Strategy Committee CMS Cameron McKenna, Head of Business Administration

SYDNEY SHORE CANADA Board Secretary, Facilities & Building Committee Media Specialist, Producer

A PLACE WHERE WE BELONG

PETER ERBEN DENMARK Board Member Governance and Strategy Committee IFES Country Director

JOHN BURNS AUSTRALIA Non-Voting Board Member Director / All Committees Director, PSI

MARTIN SCHUMACHER GERMANY Board Member Governance and Strategy Committee CEO of Metro Cash & Carry Ukraine

LINA NEMCHENKO UKRAINE Chairperson Facilities & Building Committee Partner, Baker & McKenzie

ALEX MUNTEANU USA Finance & Risk Management Committee Founder and Managing Partner, 4i Capital Partners

VITALII GORDUZ UKRAINE Board Member Finance and Risk Management Committee CEO, United Online Ventures

ROBERT MCNEIL UK Board Member Finance Committee General Manager, Pulse

YULIYA BADRITDINOVA UKRAINE Governance & Strategy Committee Marketing & Communication Director, McDonald’s Ukraine

NATALIYA FIALA UKRAINE Governance & Strategy CommitteeNonLawyer, DLA Piper Ukraine

OLGA GORDUSENKO UKRAINE Finance & Risk Management Committee Senior Engagement Manager, McKinsey & Company

ANNAHITA SARTY CANADA Staff Representative Non-Voting Board Member Spanish teacher, DP Extended Essay Coordinator 11

BOARD CHAIR’S ANNUAL STORY

THANK YOU TO THE DIRECTOR, TO THE TEACHERS AND THE ADMINISTRATORS, AND ALSO TO THE STUDENTS AND THE PARENTS AT PSI. ALL OF YOU HAVE CONTRIBUTED TO AN INCREDIBLY SUCCESSFUL SCHOOL YEAR, AND THANKS TO YOU OUR SCHOOL CONTINUES TO GROW AND IMPROVE.

As we finish the 2017-2018 school year, we can reflect on PSI’s many successes. We completed and moved into our brand new building! This has completely transformed our campus and all aspects of our programmes.

The students have performed and 12

competed in the auditorium (winning a Battle of the Bands!), we have hosted numerous sporting events in the gym and the pool, and the space has been ideal for community involvement from big events like International Night as well as family time with the regular pool access. I can’t wait to see our next production.

We also successfully completed our multi-year reaccreditation process, with glowing responses from the accreditation team. I was so happy to hear how impressed they were by their interactions with our students.

We’ve also begun a successful transition of directors; while we are sad that John will be leaving us (and I’ll note that it took Paris to make that happen), Rachel’s visit in March showed us all that we’ve made a good decision and that we will be in good hands going forward. And did I mention that enrollment is above 440 and that we are graduating another very impressive class this year?

Of course, we are not ready to rest on our laurels. We’ve continued our successful Futures Forum and the Board has maintained a focus on how the school can continue to grow, lead

and succeed. Over the next year, we’ll be building on our use of space to engage even more with schools in Kyiv and the region. We will be embarking on a new joint venture with the Litsey School next door, granting us access to their outdoor facilities.

We will continue to expand our ECA programme. We continually look to ensure that our children have access to everything they need to succeed, and that our teachers have constant opportunities for professional development. We’ll be adding another year with no change to tuition rates.

I am very happy with our decision to come to Kyiv and enroll in PSI. This is truly a community that makes everyone feel that they belong, a refrain that I’ve heard from new parents, students, and visitors such as the accreditation team, throughout the year. I am looking forward to my third year in Kyiv and in PSI, I can tell you that I am extremely excited about the future and to seeing the successes that we will share next year.

MATTHEW WERNER, BOARD CHAIRPERSON PSI, KYIV, UKRAINE

A PLACE WHERE WE BELONG

DIRECTOR’S ANNUAL STORY

PSI IS A WORLD CLASS INTERNATIONAL SCHOOL. OUR INTERNATIONAL ACCREDITATIONS, INTERNATIONAL BACCALAUREATE WORLD SCHOOL STATUS, IB DIPLOMA RESULTS AND THE LIST OF UNIVERSITY OFFERS FOR OUR STUDENTS ALL INDICATE HIGH QUALITY AND A SUCCESSFUL SCHOOL YEAR. The busy PSI Board provides governance, strategy and credibility to all things PSI. Our wonderful PTA provides a connection point for all school families and a place to discuss matters large and small at the school.

Our school principals and all leaders

work very hard to drive the school’s development and standards. The wonderful teachers do an amazing job both in their classrooms and across the one hundred plus events, special days, committees and extracurricular programmes in the school.

Our business and all support staff contribute massively to the running of the school on a daily basis. I congratulate and greatly thank everyone in the PSI community for their contributions to school development.

I take with me from PSI as much new knowledge and growth as I leave behind. I have greatly appreciated the honour of being the director of this amazing school. I have learnt that student numbers and school size are not an indicator of the quality of an international school. Sometimes we wonder about PSI keeping up with other, often larger international schools, their standards, innovations and high quality. We should all stand very proud and ask, ‘Are they doing the job as well as PSI?’ I close by wishing all students, families and staff that are leaving PSI

all the very best for the new school year and beyond. To the many who are returning, I offer best wishes for another exciting academic school year in 2018 - 2019.

JOHN BURNS, DIRECTOR PSI, KYIV, UKRAINE 13

PRIMARY PRINCIPAL’S ANNUAL STORY IT HAS BEEN A TERRIFIC YEAR IN THE PSI PRIMARY SCHOOL!

DEAR PSI COMMUNITY: 2017-18 saw our Early Childhood, Music, Art and Additional Language classes move into our new purpose built faciltiies in October. Students have been using these areas throughout the year as they learn and grow. With the addition of an auditorium, we were able to have our entire primary school community, ECG5, all together for our Primary School assemblies for the first time ever. Our new pool has also allowed us to stay on campus while Primary students have taken swimming lessons, not only during PHE, but in ECAs as well.

Throughout the year, we have had author visits, kindness challenges, discussions about the IB Learner Profile, learning celebrations, and more. It was a busy year, but students worked hard and continued to learn how to be principled, caring, reflective, 14

balanced and more. During units of inquiry, such as How We Express Ourselves, students learnt about communication and the importance of not only how we say things but how we listen as well. They learnt the importance of empathy and reflected on what it means to put themselves in another person’s shoes.

This year, we adopted the Readers’ Workshop structure of teaching and learning reading. All of our students progressed in their reading while they built stamina and the skills to read for longer periods of time. They talked about and wrote about their reading and participated in book clubs, reflection and small guided reading groups while building their reading skills.

Between the new building and facilities, our accreditation and IB

re-authorisation visits, full school assemblies, visiting authors and units of inquiry, our Primary School students progressed not only in their academics, but in their social and emotional development as well.

SUE WILLIAMS PRIMARY PRINCIPAL, PSI, KYIV, UKRAINE

A PLACE WHERE WE BELONG

SECONDARY PRINCIPAL’S ANNUAL STORY OUR 2017 - 2018 SCHOOL YEAR HAS BEEN AN EXCITING ONE!

DEAR PSI COMMUNITY: Our move into the new facilities in October was certainly a highlight of the year. The new gymnasium, swimming pool, science labs, visual and performing arts classrooms and auditorium have greatly expanded the work that we’re able to do with students in those areas. Both the gym and the auditorium are now regularly booked for assemblies, performances, meetings, exhibitions, and tournaments. What a great way to open up those opportunities for students!

In February, we welcomed the accreditation visiting team. Twelve educators from around the world spent a week meeting with our teachers, support staff, students and parents. We were able to highlight the great progress we’ve made in the five years since the last accreditation visit, showcase the work of our students

and teachers, and get very positive feedback on our efforts. The lead up to that visiting team week involved all teachers in eighteen months of intensive review and documentation, so a good report from the visiting team was very rewarding.

And, of course, we’ve continued to offer the many powerful and engaging learning opportunities for our Secondary School students, including school plays and swimming tournaments, CEESA trips and the Week without Walls, drama performances and portfolio showcases, the Battle of the Bands and Model United Nations debates. And in between all of those great events, we continue to work hard every day to make learning a memorable and student-centred experience.

As we saw our Grade 12s off at the end of May, we also celebrated their many accomplishments, including university acceptances this year to Harvard, Purdue and University of Toronto in North America; Univerity of Surrey, Kings College, Brunel University, and University of Sussex in the UK; Eindhoven and Groningen, in Europe; and Yale-NUS in Singapore.

It’s a fitting end to a great year at PSI!

PATRICIA PUIA SECONDARY PRINCIPAL PSI, KYIV, UKRAINE 15

PTA ANNUAL STORY THE PTA (PARENT TEACHER ASSOCIATION) IS OPEN FOR ALL PARENTS AND STAFF TO PARTICIPATE. THE AIM OF THE PTA IS TO SUPPORT THE SCHOOL, PROMOTE COMMUNICATION AND COMMUNITY EVENTS, AND RAISE THE SPIRIT OF BELONGING AT PSI. EVERY YEAR THERE ARE SUCCESSFUL EVENTS RUN BY THE PTA. THIS YEAR WE HAVE ALSO CONSOLIDATED OUR SUPPORT OF A COUPLE OF NEW SCHOOL-WIDE INITIATIVES.

GOING GREEN PSI aims to become a Green Flag EcoSchool within the next five years and the PTA has heavily supported many of the initiatives so far. The PTA funded twelve presentations by No Waste UA given to all Primary classes, Grade 7 and maintenance staff regarding environmental sustainability and recycling. The PTA purchased all of the recycling bins that are currently in the Primary classrooms and in many areas in the Secondary block.

CISRI Last year, the PTA and PSI started a new initiative called CISRI (Community Involvement and Social Responsibility Initiative). So far this year, we have awarded CISRI grants to six successful 16

projects. A majority of the initiatives are outside of the school and support the local community but one new project in the Primary School was for materials for a new Makerspace in the Learning Resource area.

wine and cheese evening to have a chance to greet one another. It was a nice occasion for both working and non-working parents to mingle with staff and teachers in a very relaxed atmosphere.

BACK TO SCHOOL PICNIC AND NEWCOMERS WINE & CHEESE EVENING

INTERNATIONAL NIGHT

The Back to School Picnic, held in the school playground, was a great opportunity to welcome new families, get together with old friends and give the children a chance to play together. It was a perfect way to start the new school year. For all newcomers at PSI, both parents and teachers, the PTA also organised a

This year we were excited to host the International Night in our new gym!

This was a wonderful opportunity to celebrate all the nations represented in our school community. Every country or region hosted a table where they showcased and provided a selection of national foods, drinks and decorations. The evening started with the Parade of Nations, where students proudly wore their national costumes and presented their national flags.

A PLACE WHERE WE BELONG

SPRING FUNDRAISING EVENT In April the PTA organised the annual Spring Fundraising event. This year, the theme was Casino Night! This event was hosted at D12 Art Hall for the second year running, which is a wonderful venue. There was a lot of effort to provide a fun evening of live musical entertainment, high quality catering and drinks, and unlimited access to casino gambling games with amusingly printed cash! We also wanted to honour John Burns’ five year directorship at PSI with some tributes.

This year, the PTA did not organise Country Baskets for the Silent Auction, but the Teacher Promises were again successful for raising funds as was a new initiative from students whereby some art pieces were produced and donated for bidding. All raised funds go to CISRI and will thereby support the students’ social responsibility projects.

In addition to two rooms showing age-appropriate animated films, the PTA provided a large Art Space in the school cafeteria during the event, where Ukrainian artists held creative masterclasses with the kids.

WINTER BAZAAR The Winter Art Bazaar was an annual event once again held in the new gym for the first time, which meant we could greatly expand the number of vendors involved. This event provided a wonderful opportunity for selecting unique gifts, by supporting locally sourced and handcrafted arts and crafts. This year, there were even more stalls with a wide variety on offer, ranging from paintings, jewellery, pottery, and wooden lamps and puzzles, etc. For

the first time, the Green Team also represented their efforts to promote sustainability and recycling within the school as well as a stall selling handmade ornaments by clients at the Djerela Centre, a centre for adults with disabilities supported by our CAS students. The bazaar is a good way to stay connected with our wider community.

BAKE SALES Throughout the school year the PTA has held several Bake Sales to raise funds for CISRI and for the Secondary Student Council. The Valentine’s Day Bake Sale saw goods brought in by parents and sold by the Secondary students; money raised from that event will be used at the Student Council’s discetion.

STAFF APPRECIATION PARTY The Staff Appreciation Party is always a fun-filled evening held in June for all parents and staff at PSI. The PTA hosts this annual party to thank the teachers and staff for their hard work during the school year.

All in all, it has been a successful year with the added enjoyment of our new facilities, as well as continued parent and teacher involvement. We look forward to continuing our support of the school motto: ‘A place where we belong.’

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THE PRIMARY STUDENT COUNCIL

SERVICE TO SCHOOL AND COMMUNITY This year’s Primary Student Council, advised by Jane Harrison and Jane Lueders, is comprised of two representatives from each class in Grades 3, 4 and 5. From these students, the Student Council elects a President, Vice President, Treasurer and Secretary. They began the year by looking at last year’s Student Council projects and deciding whether or not they wished to continue them. As they wanted to be of service to the school and the community, they decided to continue to work with the Secondary School in collecting bottle caps and 18

plastic bottles to be recycled. Each week, the Student Council members visited the classrooms for which they are responsible and transfered the plastic to a big bin from which it is recycled. With the start of the Green Committee, Student Council has now relinquished their recycling initiative and given it over entirely to the Green Committee.

The Student Council also planned and held a Bake Sale to raise 6856 UAH to donate to 4Paws, an animal sanctuary here in Ukraine. For their service to the school, Student Council members met with the visiting IB team during the Accreditation Visit to give their opinions on life at PSI. In their latest action, they coordinated

with Secondary to celebrate Lots of Socks day which raises awareness of Down Syndrome, and raised money by selling socks to support the Early Development Center here in Kyiv which helps Down Syndrome children, raising 3000 UAH. The dedication of the Primary Student Council to serving their school and community is evident. They have learnt to cooperate with each other, to give their ideas and feedback, to communicate with students in the Primary and Secondary Schools, and to become more responsible leaders who realise that through their actions, they can make a difference in their school and community.

A PLACE WHERE WE BELONG

THE SECONDARY STUDENT COUNCIL

The Student Council has had a great year. We continued to build school spirit at PSI. We have led several assemblies, held bake sales, hosted a movie night, and orgasized a book sale. On a larger scale, we have hosted a middle school informal social, and the high school prom. These are only a few of the things that we achieved in 2017-2018.

The Student Council is an important organisation at PSI. We represent the students’ opinions and ideas. By leading the monthly assemblies, the Council members have made these 45 minutes interesting by allowing student activities and achievements to be expressed from a student perspective. The assemblies have also

been a great opportunity to introduce new events and celebrate past successes, in addition to talking about the success of our sports teams. We have also included interactive games and activities to increase student engagement. Cultural performances were another feature of assemblies this year.

To encourage school spirit, we have organised spirit weeks and informal socials, where students have had a chance to mingle with students from different grades. This helped students bond across different grades and across the Primary and Secondary School. Additionally, we increased school spirit through holiday celebrations such as Valentine’s Day,

where we delivered flowers, and candies to students and teachers.

We also organised events such as the senior breakfast to say farewell to our seniors in style.

Finally, the Student Council also serves as a connection between students and the school administration, providing input on school plans and feedback on educational and social programmes at PSI. To that end, the Student Council officers have met with administration, the PTA and most recently, the Board of Directors.

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ABOUT PSI

23 2000

45 72 OVER

%

NATIONALITIES

YEARS OLD

AN IB WORLD SCHOOL SINCE

OUR STUDENTS

70

21

% OF ALL CLASSROOM POSITIONS ARE HELD FOR EXPATRIATE STUDENTS

GRADUATES HAVE RECEIVED OFFERS FROM

52

LEADING UNIVERSITIES IN EUROPE AND NORTH AMERICA

%OF PRIMARY STUDENTS WERE

100

PROFICIENT OR ABOVE IN EXPOSITIONAL WRITING ON THE ACER TEST

1 6

STUDENTS AT PSI

FULLY QUALIFIED TEACHER TO EVERY

THERE IS

%

100 GRADE 12 DIPLOMA SCORES REMAIN

OF OUR TEACHERS HAVE MASTERS OR ADVANCED DEGREES

4

OF MIDDLE SCHOOL STUDENTS MET OR EXCEEDED THEIR PROJECTED GROWTH IN READING MAP RESULTS. POINTS ABOVE THE WORLD AVERAGE FOR

55

%

3

YEARS IN A ROW

SECONDARY STUDENTS RECEIVED HONOURS OR HIGH HONOURS IN 2017 - 2018

OUR COMMUNITY INVOLVEMENT THERE HAVE BEEN

18

2000 12

WE HAVE SUPPORTED

OVER

120

FACEBOOK FOLLOWERS

COMMUNITY SERVICE PROJECTS THIS YEAR

FACILITIES / RESOURCES A NEW BUILDING OF OVER

20

4500

M2

OUR NEW BUILDING INCREASED THE TOTAL LEARNING AREA BY

OVERSEAS CEESA SPORTS AND CURRICULUM ACTIVITIES THIS YEAR

%

43

275

ECA ACTIVITIES OFFERED EVERY WEEK THROUGHOUT THE YEAR

CHROMEBOOKS

23,734

MATERIALS ACROSS BOTH LIBRARIES

A PLACE WHERE WE BELONG

PSI ENROLMENT STUDENT NUMBERS ARE VERY IMPORTANT TO INTERNATIONAL SCHOOLS. THEY MAKE UP ALMOST ALL OF OUR ANNUAL REVENUE, WHICH IN TURN ALLOWS US TO RUN ADDITIONAL PROGRAMMES AND OFFER MORE SUBJECTS TO

The pattern for this current school year and into 2018 / 2019 is a stable one, although any significant growth seems unlikely.

Although there is not a specific goal to ‘grow the school.’

Strategies are now planned and documented to keep a ‘strong enrolment’ aimed at 450 to 500 students.

2017-2018 2016-2017

NOVEMBER JANUARY APRIL

PSI QUARTERLY ENROLMENT TREND 2012 - TO PRESENT

AUGUST

STUDENTS.

The 2013 / 2014 academic year saw the enrolment dip due to the difficult political and economic situation, both in Ukraine, and in Kyiv itself.

2015-2016

2013-2014 2012-2013

JUNE

2014-2015

Numbers of students

150

200

250

300

350

400

450 21

OPPORTUNITIES AND EXPERIENCES theatre text and experimental staging.

The winter was brightened by student performances in the 3nd Annual Kyiv Shakespeare Competition, where several of our students, along with students from Kyiv International School, directed and performed short scenes and monologues. PSI students won several awards, including Best Comedy Scene and Best Tragedy Scene.

CEESA This year’s Central and Eastern European Schools Association (CEESA) Conference in Prague, entitled ‘Empowered Learners’, focused on how educators can empower their learners in schools by giving them the tools they need to be able to think critically and creatively.

The keynote speakers were Ziauddin Yousafzai, father of Malala, talking about empowering learners for a brighter future, and Catherine SteinerAdair, talking about the impact of technology on childhood, family life and education Whilst many of the presenters spoke on this topic, there were also a number of other workshops and seminars, the athletic director’s job-a-like, the pre-conference workshop on Making Thinking Visible by Mark Church, who will be visiting PSI in November, and 22

workshops on Trans-languaging and Mother Tongue programmes.

A number of PSI staff attended the event and learnt a great deal from the presenters. Next year’s conference will be in Warsaw, affording another great opportunity for educators in the region to make contact with each other and go from strength to strength.

DRAMA 2017/18 has seen the drama department really stretch the boundaries in both student learning and performance opportunities.

Several productions graced the stage this year, opening with the Erik Zambrano-directed The Cuchulain Cycle, by W.B. Yeats.

The play afforded our senior students the opportunity to stretch their acting skills by working with a non-traditional

In October, seven middle school students attended workshops in London held by ISTA, the International School Theatre Association. Our high school students travelled to Manchester for workshops in March.

Both London and Manchester were truly amazing places to visit and gave the students inspiration to create original and memorable pieces of theatre.

Finally for the year-end, our summer musical, Pippin by Stephen Schwartz.

Set during the reign of Charlemagne in the Middle Ages, this production follows his son Pippin as he searches for a path that will give his life meaning and purpose. This musical challenges our cast to explore humour and to hone their physical comedy technique.

A PLACE WHERE WE BELONG

PSI TAKING ACTION

CAS All Grade 11 and 12 students were involved in the CAS Programme. This year they continued their proactive participation in the Kindergarten Building and Teaching, Animal Shelter, Student Store, Visually Impaired Centre support, Djerela Centre , Down Syndrome Centre, and Children of the World to the Children of Ukraine projects. They also initiated a new Writing Lab and Ukraine that Cares projects. This year, four projects received and implemented PTA CIRSI Grants.

CAS projects give students an opportunity to learn leadership, cooperation, and time management, as well as getting an invaluable experience that they might never obtain in the classroom.

Every project has a student leader and a teacher as a supervisor. For the

students, this leadership is excellent practice in planning, collaboration, and interaction with external institutions. The PSI vision - ‘We grow. We lead. We succeed.’ - directly relates to CAS team leaders and all CAS students.

GRADE 5 EXHIBITION This year’s Grade 5 Exhibition came under the transdisciplinary theme of Sharing the Planet. A wide variety of issues were explored, including ‘The Loss of Culturally Significant Buildings in Kyiv’, Lack of Ukrainian Translated Reading Material’, ‘Discrimination in Dance’ and ‘The Digital Divide.’

The students chose issues based on connections to their own passions and then set about developing questions based on the 8 PYP concepts: Form, Function, Causation, Change,

Connection, Perspective, Reflection and Responsibility. This initiated the research stage of inquiry, where the students had to use both primary and secondary sources to gather information. A formal report was then written using this information and preparations made to present their findings. The arts component was again a highlight for many students, with the students being asked to represent the Exhibition in a song and dance routine. Overall, this was a very successful Exhibition with many positive comments received from staff, parents and other students about the very high standard of work on display.

FOUNDATION SCHOLARSHIP Each year, the PSI Foundation Scholarship recognises one exceptional current Grade 7 Ukrainian national school student with a full scholarship to study at PSI starting in Grade 8 and through to Grade 12. The scholarship begins for the successful student in August for the 2018 / 2019 academic school year.

We are pleased to announce and introduce, 12-year-old Sofiia D, as the successful scholarship recipient and look forward to her joining the PSI community in the new school year.

23

MARKETING AND COMMUNICATION

DEAR PSI COMMUNITY: The Marketing and Communication Department is committed to developing PSI’s reputation and position in both the local and global markets as a progressive and dynamic international school. Our team had three main focuses for the 2017 2018 school year: –– Reach people (both locally and abroad) and have them know / understand the high quality of PSI –– Get people who make contact with or visit and tour PSI to enrol their children here.

–– Increase the affinity (‘love’) 24

for PSI in both the internal and external community.

This school year, we have also been working on the following projects: –– Implementing new standards of the new Brand Book (new logo, formats, styles, merchandising, etc.)

–– Updating the school brochure –– Updating the website –– Beautification Project of the new building –– Promoting the new facilities –– Introducing a new director –– Increasing the number of non-

governmental agencies (NGOs), business organisations, and embassy contacts –– Increasing the number of members in the Alumni and Friends Association –– Developing the PSI Application for parents –– Implementing and training support staff in our Customer Service Project –– Updating procedures for school tours for prospective families

A PLACE WHERE WE BELONG

HUMAN RESOURCES AT PSI

DEAR PSI COMMUNITY: The Human Resources Department is committed to partnering with the school community in attracting and retaining a first-rate, talented and diverse staff. Our team is passionate about promoting and maintaining a culture of employee engagement and inclusiveness where work is meaningful, employees are valued, and collaboration is celebrated.

To achieve these objectives, the department provides a full-range of support services, programmes and resources in the areas of employee benefits, compensation, compliance, employee relations, recognition, talent management and training.

Human Resources also supported some existing services as well as provided a number of strategic employee engagement initiatives: –– professional development of school staff –– customer service training sessions throughout the year

–– feeling of community, teamwork –– philosophy of the school –– opportunity that PSI provides in professional development and career growth –– salary paid on time –– good medical insurance Charted below is satisfaction level:

the

overall

–– staff performance evaluation and bonuses –– upgraded local staff medical insurance –– staff satisfaction surveys –– local staff social fund project According to the staff satisfaction survey conducted this year, a level of staff satisfaction relates to: 25

ECA PROGRAMME EXPANSION

The PSI Extracurricular Activities Programme is a complex programme that unites various kinds of after school classes. It also includes Mother Tongue and the Super Saturday Sports programmes. The PSI Extracurricular Activities Programme, following its motto, is dedicated to providing PSI students with exciting new opportunities and high quality experiences. The Extracurricular Activities Programme allows students to try something new in six different categories: Academics, Sports, Art, Media & Tech, Social & Leadership and Languages. The programme keeps growing to meet the demands of PSI students.

This school year has been extremely

26

significant for the Extracurricular Activities Programme, as it has undergone so many changes: –– It is the first time all activities were offered for free.

–– The Super Saturday Sports programme has become more professional, as we now have a coach from Dynamo Kyiv working with the students.

–– The number of ECA classes per week is almost double the number offered last year.

–– The opening of the Phase 2 building has allowed us to add new and exciting activities (like swimming, climbing, ballet and

ballroom dance) to the ECA programme and increase the number of the most popular ECA classes (like basketball and football).

This school year, the following extracurricular activities were added to the programme and offered to students at least once: Watercolour, Painting, Ballroom Dance, Swimming, Zumba, Ballet, Cooking Club with KFN, 3D Printing, Maker Space, Gardening, Romanian Mother Tongue, PSI Drone Filming, Street Style Dance Club, Earthtrek, Movie Making Club, Felting, Programming (Coding), PSI Green Team, PSI News TV Show, Cheerleading Club, and Filmmaking Studio.

A PLACE WHERE WE BELONG

UKRAINE EXTERNUM PROGRAMME

LLC Pechersk International School holds a licence to offer general secondary education in Ukraine. Due to this licence, the school is able to independently conduct examinations based on the Secondary School programme and issue a nationally recognised education certificate (diplomas and certificates) in addition to the Bachelor’s degree in the territory of Ukraine.

The programme of the Ukrainian school represents an extra education programme based on the national standards of Ukraine for the LLC Pechersk International School students studying the Ukrainian language or willing to get an education certificate in Ukraine.

The students study a few additional subjects, such as Ukrainian language, Ukrainian literature, History of Ukraine, Geography of Ukraine, and Science of Law. We consider this programme an important step to take when entering the national universities or for future employment in Ukraine, whether the child plans to go abroad or not.

The curriculum is approved by the Ministry of Education of Ukraine based on the Ukrainian school system. Some of our curriculum fields were assigned education level credits as well. The lessons are free. Today, the Ukrainian Externat programme comprises 66 students, 9 teachers and 11 classes.

This year our Ukrainian Externat programme was successfully accredited by local educational authorities.

This school year, according to the school plan, 3 teachers got higher qualifications in Grinchencko University of Higher Qualification.

Ukrainian Externat School pupils participated in National Olympiads and won some prizes. Ivan D, Grade 9, took 2nd place in Science; and Kateryna J in Grade 8 took 1st place in Visual Art. Our school is growing and developing rapidly and successfully, and we hope that it will become more popular among our Ukrainian students.

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LIBRARY

FOR THE SCHOOL YEAR 2017/2018, THE FOCUS FOR THE PSI LIBRARY HAS BEEN TO CONTINUE HIGH LEVELS OF CIRCULATION WHILST UPDATING AND MODERNISING THE COLLECTION AND MOVING FORWARD WITH THE LIBRARY/ IT MERGER. Circulation for the period between 1st April 2017 and 28th March 2018 has been 15,447, which is in line with the previous circulation for the same period last year. From 15 August 2017 to 27 March 2018, 578 outdated, unpopular or damaged copies were removed from the collection, freeing 28

up valuable shelf space for new resources.

copies and 3,499 non-fiction printed resources.

A TitleWise analysis identifies that the collection currently consists of 23,734 items, representing 20,170 individual titles. This includes ebooks, audio and visual materials, fiction and nonfiction hard copy books, professional development books, foreign language materials, periodicals, and reference materials. The value of this collection is estimated as $262,887.06. 9.1% of the whole collection (2,158 items in collection) consists of resources published since 2015.

The rest of the collection is made up of foreign language resources, quick reads, graphic novels, professional development resources, DVDs, biographies, easy reads, eBooks and magazines. During this academic year, the professional development and foreign language collections have been consolidated, recatalogued, re-labelled and relocated to the newly re-designed space in P204 in the Primary School building.

The library collection can be found in three different physical locations, with a digital representation in open public access catalogue, Follet Destiny ™ . All members of the community are welcome to borrow library resources. Of 681 library patrons, 58 parents currently have library accounts and are active library users.

Each of the three library areas can be used for a variety of purposes on top of scheduled class periods.

Across both Primary and Secondary libraries, the collection is balanced with 52% non-fictional resources vs. 48% fiction titles. In the Primary library, the story collection contains 2,721 copies, 2,417 general fiction books and 4,966 non-fiction printed resources. The Secondary School fiction collection contains 3,229

A PLACE WHERE WE BELONG

CUSTOMER SERVICE PROJECT

AS AN IB WORLD SCHOOL, IT IS OUR INTENTION TO OFFER WORLD CLASS SERVICES IN EVERY ASPECT OF SCHOOL LIFE.

Because we continually assess all areas of what we do, this extended to an analysis, update, and an improvement of communication and personal services for our community members. If our motto is ’A Place Where We Belong,’ we must take up the challenge to continually foster such an environment that welcomes and values every individual and family. Essentially, where we thrive, we will all achieve excellence.

To this end, over this academic year we have focused on customer service training and implementation amongst PSI administration staff members.

This has included the series of training sessions designed to cover all aspects of our Service vision: ‘Help everyone feel welcomed and valued’.

Staff was taught how to manage people and problems effectively and efficiently as well as how to apply themselves to deliver excellent

results. We developed conflict solving skills in particular.

We had some workshops facilitated by an external consultant during our PD days, followed by the collaboration and research of an ongoing focus group. By the end of this academic year, all support staff will understand deeply the service vision and underpinning pillars, and also have a clear understanding of the customer service cycle and in particular, the conflict solving process.

Throughout this experience, we realised that this is indeed an ongoing journey that will not have a lasting effect unless the majority of staff are involved and take it on board.

We value our community members and over the coming year will invite feedback on the experiences with our service culture as a whole.

29

NEW FACILITIES BLOCK ‘A’

WE ARE DELIGHTED WITH OUR RECENT CAMPUS RENOVATIONS AND THE ADDITION OF A NEW, STATE OF THE ART, MULTI-PUTPOSE BUILDING - BLOCK A, ENHANCING WHAT WE OFFER TO THE ENTIRE SCHOOL COMMUNITY.

The campus now includes three blocks that house our Primary and Secondary Schools, with specialist facilities that provide ample space and flexibility for events, meetings and extracurricular activities.

Below is a full list of our new facilities: –– Specialist teaching block for Secondary School sciences –– the Fine and Performing Arts classes for both Primary and Secondary

–– Secondary School study space for DP students –– Additional classrooms, offices and meeting rooms for school departments.

–– Corridors that fully link the existing Primary School to the new cafeteria, Early Childhood Centre, gym and all specialist classes –– Renovated playgrounds

–– Full sized and permanent double gymnasium

–– Swimming pool

–– School auditorium for assemblies, special events and productions

Our move into the new Block A in October was certainly a highlight.

Both the gym and the auditorium are now regularly booked for assemblies, performances, meetings, exhibitions, and tournaments. What a great way to open up those opportunities for students!

–– Early Childhood Centre for students aged 3 and 4 years –– An on-site kitchen and cafeteria, allowing for an expanded menu –– Music and instrumental music 30

tutorial rooms

A PLACE WHERE WE BELONG

LITSEY TRACK & FOOTBALL FIELD

WE ARE VERY PROUD OF THE ONGOING PROCESS OF IMPROVING OUR EXISTING FACILITIES AND PREMISES. IN ADDITION TO THE PHASE 2 BUILDING PROJECT THAT WAS FINISHED IN OCTOBER, WE ARE BUILDING A LITSEY TRACK & FOOTBALL FIELD THAT WILL OPEN IN JUNE.

This project is to build and share a football field and athletic track on the neighbouring national schools property. Construction began in the spring and will be completed in June.

The new facility will be ready for full use in August 2018.

The details of the project are the following: –– Football Field Size - 60m x 30m –– Athletic Tracks - 4 Lanes (200 Metres) –– Artificial Grass Field

national school. A timetable has been established that matches many of our double, 90 minute PHE periods for the PHE staff to take their classes.

–– Some ECAs and PSI Sports Teams will use the field from 3 pm to 5 pm daily as we have full use at these times.

–– Some Super Saturday Sports programmes will begin as from August as we also have full use on Saturdays.

–– Ready – June 2018

–– The new field is surrounded by a 4 metre fence to keep it clean and safe at all times.

–– Adjoining Security Gate –– Security Staff Supervision –– During the school day we have a ‘50/50’ time share with the 31

ACADEMIC ACHIEVEMENT

FALL MAP ASSESSMENT TWICE EACH YEAR, STUDENTS IN GRADES 3 TO 8 PARTICIPATE IN THE US-BASED ‘MAP’ (MEASURE OF ACADEMIC PROGRESS) STANDARDISED ASSESSMENT PROGRAMME.

Over 5 million students from more than 50 countries participate in what is known to be a ‘best practise’ external assessment. Assessments are conducted in the skills of Reading and Mathematics.

Data is used to check on students’ achievement at a grade level and also to measure their learning growth rate.

Over time and multiple assessments, the results are plotted and can be evaluated on a ‘developmental continuum’. Data is also used by the school to review teaching and learning programmes and to modify the curriculum to meet the needs of individual students, a class or grade level accordingly.

When interpreting these results, please be aware that this year referencing norms have been updated.

Because PSI is an inclusive school community, our results are reported

32

in this manner as well. Therefore, this data includes every PSI student in Grades 3-8, including students who are new to the school, those attending English language support class and students with learning support needs.

In some cases, schools exempt these students, which may inflate results.

This year there are no performances that register as an area of concern and PSI remains competitive across the board of comparative data. In fact, PSI is above the norms in all but two areas comparing with all international schools. Against CEESA Schools’ PSI is on par with all mean scores listed.

The PSI results in Maths and Reading are presented alongside the worldwide data. This includes ‘all schools that offered the test, schools in Europe, and finally schools in our own Central Eastern Europe Schools Association (CEESA) network group.

227 233 230 223

235 241 239 231

Grade 6

Grade 7

Grade 8

224 223 221 211

230 226 226 217

Grade 4

226 226 224 215

203 203 203 192

Grade 3

Grade 5

216 217 216 206

Grade 4

220 219 218 209

209 208 208 199

Grade 3

210 211 210 200

196 196 195 188

MATHEMATICS

191 193 193 183

A PLACE WHERE WE BELONG

Grade 5

Grade 6

Grade 7

Grade 8

PSI

CEESA Region

CIS Region

All Schools

READING PSI

CEESA Region

CIS Region

All Schools

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ACER / ISA ASSESSMENT ANNUALLY, STUDENTS IN GRADES 3 TO 8 PARTICIPATE IN THE INTERNATIONAL SCHOOLS ASSESSMENT, DEVELOPED BY THE AUSTRALIAN COUNCIL OF EDUCATIONAL RESEARCH.

Interpreting the data

Over 37,000 students from 204 international schools in 50 countries take this test each year. Assessments are conducted in the skills of Reading and Mathematics, as well as Narrative and Expository Writing.

The numbers indicate that Reading results for PSI are either at or above in both “like schools” and “All Schools”.

In the area of Mathematics, the numbers indicate that PSI is slightly behind in this area with 3 out of the 6 grade levels registering just below the comparative data scores. In grade 3-5, the scores reflect that PSI is not doing as well comparatively in mathematics as grades 6-8. This is an area that the Primary School has recognised and is currently in a cycle of review and curriculum development.

The data is used to evaluate students’ achievement at their grade level and also to measure their learning growth rate.

Over time and multiple assessments, the results are plotted and can be evaluated on a ‘developmental continuum’. Data is also used by the School to review teaching and learning programmes and to modify the curriculum to meet the needs of individual students, a class or grade level accordingly.

545

550

571

519

525

531

447

487

504

443

441

432

392

395

388

325

325

MATHEMATICS

282

The PSI results in Maths and English are presented alongside the worldwide data. This includes ‘like schools’ (those of similar size and EAL composition) as well as all schools who offered the test.

PSI

503

495

528

Grade 8

477

474

498

Grade 7

431

430

440

Grade 6

408

401

407

Grade 5

354

353

370

Grade 4

303

298

READING

Grade 3

303

LIKE Schools (16-35% native English speakers) All Schools

PSI LIKE Schools (16-35% native English speakers) All Schools

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

ACER/ ISA Reference group 2017-2018 Academic year

Important Note - As PSI is an inclusive school community, we believe our results should be reported in this manner, too. Therefore, this data includes every PSI student in Grades 6-8, including students who are new to the school, those attending English language support class and students with special learning needs.

Some schools exempt these students, which inflates their results.

34

A PLACE WHERE WE BELONG

THE IB LEARNER PROFILE The International Baccalaureate learner profile describes a broad range of human capacities and responsibilities that go beyond academic success. They imply a commitment to help all members of the school community learn to respect themselves, others, and the world around them.

OPEN-MINDED

INQUIRERS

CARING CARING

KNOWLEDGEABLE

PRINCIPLED

BALANCED

REFLECTIVE

COMMUNICATORS

THINKERS THINKERS

RISK-TAKERS

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PSI GRADUATION AND IB DIPLOMA PSI HIGH SCHOOL GRADUATION AND IB DIPLOMA PROGRAMME

ASSESSMENT

OUR PERFORMANCE

Grades 11 and 12 follow a two-year programme designed for those who seek to enter higher education in universities worldwide.

Grades are based upon internally assessed assignments, externally assessed projects, and the end-ofprogramme examination papers. A students can earn up to 7 points in each of his or her 6 courses. The Theory of Knowledge and Extended Essay components provide the possibility of 3 additional points.

In recent years, PSI Diploma candidates have consistently scored higher than the world average and the average for our region. In the last 4 years, 95% of our candidates have earned the full diploma.

PSI holds the prestigious IB World School status, making us one of 3000 schools in 120 countries that offer the IB Diploma Programme (DP), including some of the largest and most established international schools The total possible score in the IB Column, stacked and area charts compare around the world.

Major column, universities Diploma is 45 points. data from multiple categories. For example, you can consider the DP as the most rigorous compare the annual sales of three products. The x-axis high shows school years programme, and the with y-axisits shows quantities. combination of highly challenging academics, inquiry-based research, and a commitment to service learning.

Column Chart 50

41.00

38

41.00

40.00

37.00 33.00 29.61

29.00

34.00

32.00

34.00

34.00

30.20

30.10

30.00

30.00

25

13

4.79 0

2013 Average DP Points Earned

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5.10 2014 Highest DP Points Earned

5.45 2015

5.34 2016 Average DP Subject Points

5.38 2017 World Average

A PLACE WHERE WE BELONG

UNIVERSITY OFFERS TO PSI STUDENTS IN 2018 UK

OUR 21 GRADUATES HAVE AMASSED 52 UNIVERSITY ACCEPTANCES ACROSS 6 COUNTRIES. THIS INCLUDES A 93% ACCEPTANCE RATE ON ALL APPLICATIONS LODGED WITH UNIVERSITIES.

US

Brunei University London

Bard College

Bournemouth University

Binghamton University

City University of London

Bowdoin College

De Montfort University

Harvard College

Goldsmiths University of London

Minerva Schools at KGI

Kings College London

Purdue University

London School of Economics and

Rochester Institute of Technology

Political Science

University of California, Santa Cruz

Oxford Brooks University

University of Connecticut

Plymouth University

University of Delaware

Queen Mary University of London

University of Illinois

Regents University

Virginia Technical University

Royal Holloway University of London University of Brighton University College London

OTHER

University of Dundee

McGill University

University of Essex

Queen’s University

University of Hull

University of Toronto

University of Manchester

Jacobs University

University of Sheffield

Eindhoven University of Technology

University of Strathclyde

Groningen University

University of Surrey

Yale NUS

University of Sussex University of Warwick 37

PSI GRADUATING CLASS 2018

38

DANYLO SHKURUPIY UKRAINE Purdue University (USA)

LIZA SHEVETOVSKA UKRAINE still auditioning

OLESIA SHEREMETA UKRAINE Yale NUS (Singapore)

SAM SHARPE UKRAINE University of Toronto (Canada)

ELISABETH SCHUMACHER UKRAINE *King’s College London (UK)

HWANSEONG PAK KOREA Waiting for scores in July

JIWON LEE UKRAINE Waiting for scores in July

NICK LAWRENCE UKRAINE University of Toronto (Canada)

GEORGE KENT USA Harvard University (USA)

A PLACE WHERE WE BELONG

DERYA KALAFAT TURKEY Eindhoven University of Technology (Netherlands)

SEBASTIAN JACOBS USA *University of Sussex (UK)

ROMAN ISAIENKO UKRAINE *Brunel University (UK)

ALEXANDRA HUITFELDT SWEDEN Groningen University (Netherlands)

YURIY GORYAYNOV UKRAINE University of Illinois (USA)

JESSICA CAIRNS UK Ecole Hoteliere de Lausanne (Switzerland)

ANNA BUGAY UKRAINE Eindhoven University of Technology (Netherlands)

ALDIYAR BEKTURGANOV KAZAKHSTAN Virginia Tech (USA)

LEONARD BAUMANN GERMANY University of Sussex (UK)

RICHA SINGLA INDIA University of Surrey (UK)

GABRIELLA DANIEL PACHON MORCILLO JOSEFSON MARIA USA COLOMBIA University of gap year Connecticut (USA)

*UK university placements are conditional. They are only confirmed when DP final scores come out in July.

39

PSI ANNUAL GOAL IN 2016 / 2017, PSI CONDUCTED A LARGE SELF-STUDY, A MAJOR ‘REFLECTION’ ESSAY. THE FINISHED PRODUCT ENABLED PSI TO BE REACCREDITED IN EARLY 2018 BY THE INTERNATIONAL BACCALAUREATE, THE COUNCIL FOR INTERNATIONAL SCHOOLS IN EUROPE AND THE NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES IN THE USA FOR FIVE YEARS.

40

An outcome of the Self Study process was to identify major goals and a new, five year, Strategic Action Plan for 2017 to 2022.

With this five year plan in hand, the PSI Board of Directors then established its own governance and development goals, projects and KPIs for the year.

Each year a ‘dashboard’ is used to chart these annual development projects and share both the progress and completion, is a visual way.

A PLACE WHERE WE BELONG

ALS & DASHBOARD VISION STATEMENT

MISSION STATEMENT

We Grow. We Lead. We Succeed.

Pechersk School International is a diverse learning community which provides an academically challenging programme in a student-centred environment. As an IB world school, PSI is committed to developing wellrounded, global citizens by promoting personal excellence in the classroom and beyond.

41

MISSION PILLARS

LEARNING COMMUNITY

ACADEMICALLY CHALLENGING

FIVE YEAR STRATEGIC GOALS 2017 / 2022

INFUSE A CULTURE OF COLLABORATIVE LEARNING AMONG OUR DIVERSE SCHOOL GROUPS.

ENSURE A CHALLENGING, RELEVANT, RIGOROUS AND AUTHENTIC PROGRAMME.

_________3/4 Completed ___________

_________100% Completed___________

Goal 1. Play an appropriate and engaged role in the reaccreditation of the school. (Whole Board)

Goal 2. Facilitate the school’s ongoing commitment and development in the pursuit of educational excellence.

(Committees / Whole Board)

ANNUAL BOARDS & KPIS 2017 / 2018

KPI. Board meets individually and as a group with the reaccreditation team, demonstrates full knowledge and support of IB principles, and this is reflected in the final report.

_______100% Сompleted_________

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KPI. Incorporates world best practices in decision making addressing educational and hiring policies, the approval of the next budget, and the modification and approval of bylaws.

_______100% Сompleted_________

A PLACE WHERE WE BELONG

STUDENT CENTRED

GLOBAL CITIZENS

PERSONAL EXCELLENCE

PERSONALISE LEARNING TO CULTIVATE STUDENT PASSION, SELF CONFIDENCE, AND ENDURING UNDERSTANDINGS.

DEFINE AND MODEL GLOBAL CITIZENSHIP AND PROVIDE OPPORTUNITIES TO ENGAGE IN ETHICAL ACTION. _________100% Completed___________

CREATE CONDITIONS IN WHICH COMMUNITY MEMBERS DISCOVER THEIR PASSION AND DEVELOP THEIR STRENGTHS TO GROW BEYOND THEIR OWN EXPECTATIONS. __________100% Completed_________

Goal 4. Review the composition of the Board and associated election process aimed at world’s best governance practice. (G&S Committee)

Goal 5. Ensure a successful transition of Directors from John Burns to Rachel Caldwell. (G&S Committee)

_________100% Completed___________

Goal 3. Determine the ultimate target level of the school’s growth in the number of students. (Whole Board) KPI. Produce a strategy document addressing space and budgetary issues that brings the school to a new target number of students over a specified number of years.

_______100% Сompleted_________

KPI. The Board (through recommendations from the G&S Committee) presents a new Board Composition Policy based on ‘diversity balance’ and CEESA schools best practise, which is accepted by vote at the AGM in May 2018. ___________3/4 Completed ___________

KPI. Agendas are established and all action items are completed for the monthly Skype meeting, visit to PSI in March and CEESA conference.

_________100% Completed___________

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MISSION PILLARS

LEARNING COMMUNITY

ACADEMICALLY CHALLENGING

FIVE YEAR STRATEGIC GOALS 2017 / 2022

INFUSE A CULTURE OF COLLABORATIVE LEARNING AMONG OUR DIVERSE SCHOOL GROUPS.

ENSURE A CHALLENGING, RELEVANT, RIGOROUS AND AUTHENTIC PROGRAMME.

_________100% Completed___________

_____________ 3/4 Completed _________

A set of recommendations are established for changes to the admissions process, including clear protocols for reviewing applications of special needs students.

There is a list of timelined priorities for aligning curriculum among the three programmes based on feedback from the visit.

ANNUAL GOALS & KPIS 2017 / 2018

A regular schedule for the three IB coordinators is established, including both weekly meetings and day-long pullout meetings.

PYP/MYP - One meeting per quarter is established between the PYP and MYP, focused on transitions between the programmes and objectives, especially in maths, literacy and language.

MYP/DP - MYP/DP workshops are initiated on assessment practices and requirements with heads of department identifying and colour coding those assessments on their curriculum maps.

The staff PD record is updated to comprehensively identify all IB trainings for all staff.

There is a list of continuum workshops aligned to appropriate teachers.

All DP curriculum documents include spaces for TOK, CAS, EE and ATLs. A committee of staff from the Primary and Secondary School, as well as school leaders, is formed to manage the integration / implementation of STEAM curricular and co-curricular programmes.

An annual review of salary and benefits helps the educational leadership team competitively recruit for teachers for the 2018 / 2019 school year.

A list of PD recommendations for 2018 / 2019 is aligned to the strategic goals.

A draft EC to Grade 12 daily schedule expands opportunities for curriculum development and implementation, additional course options and / or other opportunities for student learning for the 2019 / 2020 school year.

An audit of needs and internal talents / PD resources is established, identifying who needs PD and who can assist with training.

There is a plan for consolidating and simplifying the recording of student discipline / pastoral care issues from EC to Grade 12.

The PD policy and processes are updated to include stronger ties to the mission, vision and strategic plan.

A TA / TS Handbook is established to clearly outline job expectations, benefits, working conditions and opportunities for PD (to mirror the one for teaching staff).

44

Developed structure for the three programme coordinators to meet regularly is evident in their timetables.

A PLACE WHERE WE BELONG

STUDENT CENTRED

GLOBAL CITIZENS

PERSONAL EXCELLENCE

PERSONALISE LEARNING TO CULTIVATE STUDENT PASSION, SELF CONFIDENCE, AND ENDURING UNDERSTANDINGS.

DEFINE AND MODEL GLOBAL CITIZENSHIP AND PROVIDE OPPORTUNITIES TO ENGAGE IN ETHICAL ACTION. _________100% Completed___________

CREATE CONDITIONS IN WHICH COMMUNITY MEMBERS DISCOVER THEIR PASSION AND DEVELOP THEIR STRENGTHS TO GROW BEYOND THEIR OWN EXPECTATIONS. __________100% Completed__________

The Futures Forum and the Strategic Planning Review Team have at least one student representative on each committee. NOTE: There is no review committee this year.

All current service learning projects EC to Grade 12 have been identified.

The School has identified and documented the current protocols for reviewing data across all three programmes.

Initiatives are agreed for both local and CEESA regional development.

There is a list of available training options for all staff. A course list is identified and agreed for the various (all) staff groups. This is accompanied by a training timeline and timetable.

Note - This project must be aligned to future budget cycles.

The Green Committee has selected and presented the specific ‘green’ school programme to implement / attain.

There are three proposed ‘leading areas’ with supporting details and goals selected from the following shortlist.

CAS activities are aligned to the selected ‘green’ school programme / work of the Green Committee.

–– Reading / Reading Workshop

_________100% Completed___________

There is a system for collating available data on the academic performance of identified EAL and special needs students.

All current personalised learning plans are updated, complete, and stored in student document files on the drive.

An evaluation of the new cafeteria highlights both improvements from the previous company and recommended next steps.

There is an analysis of the current scheduling constraints in both buildings and sample schedules have been developed.

A committee is established focused on futures thinking and planning.

A revised Environmental Policy aligns to strategic priorities for the environment.

–– Protective Behaviour –– STEM / STEAM –– Thinking / Visible Thinking –– Futures Education –– Environmental ‘Green’ Education Goals and the target numbers of ECAs to be offered are established in the areas of Sports, the Arts and IT. A thinking and innovations programme is selected for implementation.

A short term and long term STEAM concept is developed and documented.

45

PSI ACCREDITED

IN LATE APRIL, PSI RECEIVED NOTIFICATION FROM THE COUNCIL FOR INTERNATIONAL SCHOOLS (CIS), THE NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES (NEASC) AND THE INTERNATIONAL BACCALAUREATE (IB) THAT OUR FEBRUARY VISIT HAD BEEN SUCCESSFUL.

46

All three organisations have confirmed that PSI has been reaccredited by CIS and NEASC and reauthorised by the IB to offer all three of its programmes.

PSI is pleased with the overall results, which confirm that we meet the standards for all three organisations and that our self study and strategic plan are consistent with the team’s viewpoint of our school.

All three organisations provided significant written feedback, along with commendations and recommendations. The administrative team is still culling through those responses to ensure that our strategic plan covers all recommendations. The complete list of all commendations and recommendations is below.

(Please note that in addition to these, all three organisations left the School with significant written text and explanation, which we are also

reviewing.)

We are pleased to now move forward with our strategic plan, as we continue on our path of ongoing growth and improvement. Our thanks go out to all members of the community board, parents, students and staff who participated in the writing of the report and / or the visit. In the words of the CIS report: The Visiting Team (VT) leaves PSI confident that with the support of the Board and school community, the current and future Director of the School will be able to move PSI in a positive direction to reach its intended goals and to further the school Guiding Statements to ensure its place as a leading international school in Ukraine and the region.

Importantly, the VT feels that during the week and following discussions, the community really do feel that PSI is “A Place Where We Belong.”

A PLACE WHERE WE BELONG

Summary of Accreditation Responses 2018 Items in bold print were listed as major commendations or recommendations.

Rankings are on a 1 - 4 scale, with 4 as the highest.

Green indicates where CIS raised the ranking.

COUNCIL FOR INTERNATIONAL SCHOOLS / NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGE STANDARD A School’s Guiding Statements RANKING PSI

CIS / NEASC

COMMENDATIONS

RECOMMENDATIONS

A1: CLEAR MISSION AND VISION

3

3

A1a: the school community for establishing a relevant and appropriate set of school Guiding Statements which are fully understood and integrated into all aspects of school life.

A1e: the Senior Leadership Team (SLT) in collaboration with appropriate stakeholders formalize the procedure for measuring the success of the school Guiding Statements.

A2: COMMITMENT TO RATIONALISM

3

3

A3: FOSTERING INTERNATIONALISM

3

3

A3d: the SLT and Board for their support in the extension of mother tongue programs

A4: 3 ADMISSIONS ALIGNED TO THE MISSION

3

A4a: the SLT for providing promotional materials that give an accurate, clear and appropriate representation of the School and its programs.

A2b/c: the school community develop a deeper understanding of global citizenship through the formal and informal curriculum.

A4b: to formalize the admissions policy document so that it clearly outlines the school Guiding Statements to ensure alignment between school and family requirements and expectations.

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STANDARD B Teaching and Learning PLEASE SEE IB REPORTS

STANDARD C Governance and Leadership

RANKING PSI

CIS / NEASC

COMMENDATIONS

RECOMMENDATIONS

C1: BOARD MAKE UP

3

3

C1e: the Board for engaging in ongoing and effective training to ensure the understanding of their roles and responsibilities.

C1c: the Board continue to explore ways in which they can formalize the procedure for measuring the success of the School Mission and Vision.

C2: BOARD AND DIRECTOR RELATIONSHIP

3

4

C2b: the Board for fostering an effective and mutually supportive working relationship with the Director

C3: DIRECTOR AS LEADER OF THE SCHOOL

4

4

C3f: the Director for his leadership and maintaining fluid communication with the senior leadership team (SLT) to fulfil the School’s Mission and objectives.

C4: POLICY MANUAL

3

3

C4a: the Board for the comprehensive Policy Manual and the published schedule for the review of all policies.

C4: POLICY MANUAL

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4

4

C5a: the Board for their commitment to developing fiscally sound short and long-range plans

C4d: the Board continue to explore ways to promote an ethos of transparency to ensure that members of the school’s constituency have access to the decisions and matters that impact them.

A PLACE WHERE WE BELONG

STANDARD D Faculty and Staff

RANKING CIS / NEASC

COMMENDATIONS

RECOMMENDATIONS

D1: 3 SUFFICIENT NUMBER AND QUALIFICATIONS

3

D1a: the SLT for their effort to recruit and support new members of the faculty

D1a: the SLT ensure background checks are carried out for every member of the faculty and support staff.

D1d: the SLT review the TA workloads and distribution of bus duties.

D2: STAFF EMBRACE THE MISSION

3

3

D2: the members of the faculty for integrating the tenets of the Mission Pillars in daily instructional practice.

D3: CONTRACTS, SALARIES AND BENEFITS

3

3

D3e: the Board and the Administration for providing a benefit package which attracts and retains the services of expatriate members of the faculty.

D3b: the SLT continue to address concerns regarding equity in compensation for expatriates with local faculty.

D3d: the SLT ensure that all members of staff are informed of the appeals process.

D4: 3 CLEAR EXPECTATIONS FOR PERFORMANCE

3

D4b1: the SLT for implementing a comprehensive and effective induction process for expatriate faculty.

D4b: the SLT ensure the TA Handbook is complete and outlines employee benefits, rights, clear job descriptions and an induction guide.

D4c: the SLT review the working hours of all TAs to ensure they foster effective performance and enhanced morale.

PSI

D4b2: the teachers and TAs for providing support and guidance for incoming teachers.

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RANKING PSI

CIS / NEASC

D5: 3 APPRAISAL SYSTEMS FOR ALL STAFF

COMMENDATIONS

3

RECOMMENDATIONS

D5c: the SLT in their revision of the current Teacher Development Process (TDP), ensure it appropriately reflects the functions of each of the TAs. D5e1: the SLT complete the review and revision of the TDP. D5e2: the SLT establish a school-wide professional development program to include all faculty and staff and utilize the results of the staff appraisal system to help identify the annual offerings.

STANDARD E Access to Teaching andLearning

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E1: PROCEDURES AT ADMISSIONS AND BEYOND FOR IDENTIFYING STUDENTS WITH SPECIAL NEEDS

3

3

E1a: the school administration for the establishment of the Parent Ambassador Program.

E2: SUPPORT FOR SEN STUDENTS

3

3

E2a: the School administration and the Board for increasing the number of personnel who provide SEN services in the Secondary School.

E2b: the SEN department for the creation of documentation and procedures to identify and support student learning needs.

E2e: the SLT and SEN personnel establish ways to provide support for gifted and talented students.

A PLACE WHERE WE BELONG

RANKING PSI

CIS / NEASC

COMMENDATIONS

RECOMMENDATIONS

E3: LANGUAGE SUPPORT PROGRAMME

3

3

E3a: the EAL teachers for their provision of effective services, consultation, and training to support students and teachers.

E3d: the SLT for addressing the need for the increase in mother tongue support.

E4f: the Counseling department find and formalize ways of evaluating the effectiveness of the counseling program.

E4: COUNSELLING SUPPORT

3

3

E4b: the Counselors for promoting an attitude of shared responsibility for students’ social and emotional wellbeing throughout the School.

E4c: the Counselors for providing a comprehensive approach, leading to effective guidance services.

E5: HEALTH CARE

3

4

E5a: the school medical personnel for providing appropriate health care and support and promoting the practices of healthy living to serve student well-being.

51

STANDARD F School Climate and Partnerships

RANKING

52

PSI

CIS / NEASC

COMMENDATIONS

RECOMMENDATIONS

F1: RESPECTFUL CLIMATE

3

3

F1a: the SLT for ensuring that all staff receive Child Protection training in the interest of student well-being.

F1c: the school Counselors for developing the Child Protection Policy to safeguard every student at PSI. F1d: the students and staff for promoting positive behavior within the School by channeling their enthusiasm with regard to PSI’s Mission and advancing its Five Pillars.

F1c: the Board review the current policy related to student attendance.

F1d: the SLT expand the student recognition program to include achievement awards in all areas.

FF2: HOME / SCHOOL COMMUNICATIONS

3

3

F2a: the SLT for facilitating effective communication between home and school

F2b: the administration develop increased opportunities for collaboration between members of the Primary and Secondary Schools.

F3: ECAS

3

3

F3b: the PSI staff for providing opportunities for students to share their commitment to service learning through developing partnerships with external agencies.

F3c: the PSI community for raising awareness and promoting environmentally sensitive practices among all members of the School.

F3b: the SLT and PTA develop a more constructive approach to support student leadership and student voice in the School which is aligned with the tenets of the Mission Statement.

A PLACE WHERE WE BELONG

STANDARD G Operating Systems

RANKING PSI

CIS / NEASC

COMMENDATIONS

RECOMMENDATIONS

G1: FINANCIAL MANAGEMENT

3

3

G1b: the Board and the administration for ensuring short and long-term financial stability in the best interests of all stakeholders.

The SLT explore more opportunities for the Business and Finance team with respect to their professional development on a basis of parity, continuity and retention. (Advice) NOTE: Advice does not carry the same weight as a recommendation; the school can choose not to act on advice.

G2: FACILITIES SUPPORT LEARNING

3

3

G2c: the Governing Board for constructing a new facility at PSI that is modern and advances the Mission of the School.

G3: HEALTH AND SAFETY

3

3

G3g: the school administration for establishing conditions that provide for an environmentally sensitive school environment.

G4: AUXILIARY SERVICES

3

3

G4d: the school Maintenance Manager and all maintenance staff for ensuring that all school premises are clean and well maintained

G3d: the school administration and SLT equip all classrooms, offices and other designated spaces with the Evacuation Plan that is clearly displayed and includes primary and secondary evacuation routes.

53

The International Baccalaureate Programmes

IB PRIMARY YEARS PROGRAMME (PYP) Section A: Philosophy COMMENDATIONS

A3B: COMMITTED TO COLLABORATIVE PLANNING

The coordinator and teachers for recognising the need to develop a shared understanding of collaboration that supports curriculum development.

A6: OPEN AND RESPECTFUL COMMUNICATION

The primary school for implementing concrete structures of communication for and between all sections of the community.

A7B: MOTHER TONGUE OFFERED / SUPPORTED

The school for effectively building

RECOMMENDATIONS

structures that support Mother Tongue and host country language development in the Primary years.

Section B: Organisation

B1: LEADERSHIP ENSURES IMPLEMENTATION

54

The school ensures the job descriptions and school organization chart clearly identify the relationship among, and shared responsibilities of, all pedagogical leadership team members.

A PLACE WHERE WE BELONG

COMMENDATIONS

B2.4 TIME FOR COLLABORATION

RECOMMENDATIONS

The school further develop collaborative planning structures that will provide opportunities for ongoing collaboration and reflection involving all teachers across all subject areas.

Section A: Curriculum

C1.1.B: COLLABORATIVE PLANNERS

The school leadership ensures further development of the PYP planner and the planning process.

C2.6.A.: 6 UOIS IN EACH GRADE LEVEL

The school submits sample unit planners for the corresponding units of inquiry for EC3 and EC4. The total sample should represent a range of year levels and transdisciplinary themes. (Due Nov 2018)

C2.5: ALLOWS FOR MEANINGFUL STUDENT ACTION

The school explore ways to allow for meaningful student action to be part of the written curriculum

C3.1.C. ALL TEACHERS TEACHER PERSONAL AND SOCIAL HEALTH EDUCATION

C3.2.A: ALL TEACHERS USE INQUIRY

The primary school counsellor, PYP Coordinator and teachers for the implementation of this initiative and the inclusion of the implementation of the practices within the personal and social education curriculum of the PYP.

The school further facilitate ways to develop and enhance teachers’ knowledge and skills in approaching teaching and learning through inquiry.

55

COMMENDATIONS

C3.10.A: GROUPING FOR INSTRUCTION

C3.14.A.: ENVIRONMENT ALLOWS FOR GROUP AND INDIVIDUAL WORK

RECOMMENDATIONS

The school further develop all teachers’ understanding and practices of developmentally appropriate approaches to differentiation.

The school for creating an engaging environment for students that promotes opportunities for both independent and collaborative work.

C3.16: LEARNER PROFILE

The school further develop learning experiences to enhance the development of the IB learner profile attributes which ensures it authentically drives the school culture, teaching and learning.

C.4. ANALYSING STUDENT DATA

The school further develop teachers’ understandings of the procedures and purpose of assessment data analysis to inform teaching and learning.

MATTER TO BE ADDRESSED The school submits sample unit planners for the corresponding units of inquiry for EC3 and EC4. The total sample should represent a range of year levels and trans-disciplinary themes.

IB MIDDLE YEARS PROGRAMME (MYP) Section A: Philosophy

A.7. LANGUAGE LEARNING VALUED

56

The school reviews the structure and allocation of time for the provision of learning of mother tongue language, host country language and other languages.

A PLACE WHERE WE BELONG

Section C: Organisation COMMENDATIONS

B2.8 LEARNING SUPPORT

RECOMMENDATIONS

The learning support team and counsellor for the substantial work done to establish a thorough process and strategies to support MYP students with learning and /or special educational needs.

Section C: Curriculum

C1.1.B.: COLLABORATION ON INTERDISCIPLINARY UNITS

The MYP Coordinator reviews the use of collaborative planning time to ensure structured time for teachers to formalise planning of interdisciplinary teaching and learning with clear purpose, focus on conceptual understanding, application of skills, and assessable outcomes for the students.

C.2.1.B. APPROACHES TO LEARNING (ATL)

The ATL planning chart is updated to align with current units taught, and to include all subject groups at each MYP level.

The MYP Coordinator determines a system to ensure that the chart is a working document which informs teachers’ planning and articulates skill development throughout the programme.

MYP teachers develop unit plans to include explicitly the skills to be taught and practised; through teaching strategies and learning experiences in the class directly linked to unit objectives and subject-specific command terms.

57

COMMENDATIONS

58

RECOMMENDATIONS

C.2.5: ALLOWS FOR MEANINGFUL STUDENT ACTION

MYP teachers develop their subject group’s curriculum to provide more opportunities for meaningful action and design opportunities which allow students to demonstrate the MYP service learning outcomes through student-initiated action.

C2.8: PROMOTES COMMONALITY AND DIVERSITY

The MYP teachers revisit their unit plans and subject group overviews to ensure that a wide range of texts, issues and learning experiences are planned in order to encourage the exploration of multiple and diverse perspectives.

C3.1.A.: ADDRESSES GLOBAL CONTEXTS

The MYP teachers revisit their unit plans and subject group overviews to ensure ample opportunities for students to transfer and apply their knowledge and understanding to ideas and issues of personal, local and global significance.

C3.2: PROMOTES INQUIRY AND THINKING

The MYP teachers use more studentled and inquiry-based teaching and learning strategies to engage their students as inquirers and thinkers.

C3.5: STUDENTS RESPONSIBLE FOR OWN LEARNING

The MYP teachers consider further strategies for their students to develop as independent learners.

C3.10: DIFFERENTIATION

The school develops a consistent approach and set of shared practices for differentiated instruction to meet students’ learning needs and styles.

A PLACE WHERE WE BELONG

COMMENDATIONS

RECOMMENDATIONS

C3.12: PROMOTING STUDENT ACTION

MYP teachers design and deliver further learning experiences that can initiate meaningful student action and consider more deeply the impact of their learning on themselves and the wider community

C.4.5.A: SYSTEMS FOR RECORDING SERVICE LEARNING

The MYP teachers develop a range of ways students can reflect and be monitored for their involvement in service.

IB DIPLOMA PROGRAMME (DP) Section A: Philosophy A.7: MOTHER TONGUE LANGUAGES

The school reviews the structure and allocation of time for the provision of learning of mother tongue language, host country language and other languages. (Also MYP)

Section B: Organisation PLEASE SEE IB REPORTS

Section C: Curriculum C.1.1.A: TOK EMBEDDED IN ALL SUBJECTS

The school provides structured and calendared collaborative planning and reflection opportunities for Diploma Programme teachers to share practice of how to integrate TOK into their subject using the TOK subject framework as a structuring tool.

59

COMMENDATIONS

C1.1.B: INTERDISCIPLINARY PLANNING

The school provides structured and calendared opportunities for DP teachers to meet to explore connections and relations between subjects and reinforce knowledge, understanding and skills shared by the different disciplines so that student learning can be consolidated across subjects.

C.1.2.A REGULAR AND SYSTEMATIC PLANNING TIME

The school provides regular calendared opportunities for Diploma Programme teachers to collaboratively plan together on implementing the IB mission and educational philosophy with a specific focus on embedding the IB approaches to teaching and learning consistently across all subjects.

C2.5 ALLOWS FOR MEANINGFUL STUDENT ACTION

The comprehensive CAS handbook, guidance and support given by the CAS coordinator and the number of established connections to local projects allows for meaningful action to be taken by students.

C3.4: PROMOTES ACADEMIC HONESTY

Understanding and implementation of the Academic Honesty policy is consistently prioritized by all DP staff and supported well by the librarian.

C3.9: VARIED INSTRUCTIONAL METHODS

60

RECOMMENDATIONS

The school provides DP teachers with in-school professional development on IB teaching and learning to ensure they are fully embedded in all classrooms and learning opportunities.

A PLACE WHERE WE BELONG

COMMENDATIONS

RECOMMENDATIONS

C3.10: DIFFERENTIATION

The DP Coordinator facilitates a discussion and strategies to develop common understanding of differentiation, modelled on the IB approach to teaching.

C3.13: STUDENT REFLECTION

The DP Coordinator with the teachers put in place a structured programme for developing the IB approaches to learning.

C4.9: EXTENDED ESSAY

The EE coordinator has implemented a comprehensive set of processes, involving students, teachers, the librarian and the EE coordinator, to ensure students are able to effectively complete their EE.

IB CONTINUUM (CONNECTIONS ACROSS THE THREE PROGRAMMES) Section A: Philosophy

A3: SCHOOL AND COMMUNITY COMMITTED TO PROGRAMME

The school leadership together with the teachers review the extent to which the mission and educational philosophy of an IB education are embedded in, and drive the school’s strategic initiatives, annual goals for staff, and student school-wide learning objectives.

61

COMMENDATIONS

A4: PROMOTING INTERNATIONALISM

The school leadership team together with the teachers devise strategies to strengthen the connection between international mindedness with the development of students’ skills and attitudes of global citizenship, and to deepen understanding of the connection between the IB mission, international mindedness and the learner profile across all three programmes.

B.1.6: CONTINUITY AND DEVELOPMENT

The school leadership team establishes a structured approach to developing and articulating the school’s K-12 continuum, to include a set of learning expectations spanning the whole school curriculum and embedding a set of shared principles for an IB education.

The coordinators consider the use of the IB action plans as an organisational tool for this task.

B1.7: PROGRAMME EVALUATION INVOLVES ALL STAKEHOLDERS

The school must involve a wider representation of stakeholders in the next IB programmes evaluation process

B2.5 FACILITIES AND RESOURCES

The school for the commitment to developing the physical and virtual learning environments to support the programmes.

B2.6 LIBRARY SUPPORTS PROGRAMME

The librarians and teaching staff for their collaboration to develop the library as a hub of IB learning.

62

RECOMMENDATIONS

A PLACE WHERE WE BELONG

LEARNING COMMUNITY

ACADEMICALLY CHALLENGING

STUDENT-CENTRED

GLOBAL CITIZENS

PERSONAL EXCELLENCE

63

KFN CAFETERIA

PSI OFFERS A LUNCH PROGRAMME PROVIDED BY A PRIVATE COMPANY, KFN, WHICH HAS BEEN OPERATING IN UKRAINE FOR 16 YEARS. KFN AIMS TO SERVE A REFRESHING CHOICE OF DELICIOUS FRESH FOOD IN INSPIRING AND CUSTOMISED WAYS TO THE PSI COMMUNITY.

64

This year has been a succesful starting year for KFN at PSI. The following principles were followed by KFN: –– During preparation and service of the food items, we will take utmost care in hygienic processes.

–– Providing you with a good balance of different nutritious and quality products is a priority to us.

–– Our menu and food selection are specifically geared to meet the nutritional needs of children and schools.

–– At the We Belong Café, we will provide patrons with a healthy choice of fresh quality snacks and drinks every day in a pleasant environment where they can eat, discuss, study, work and relax.

PSI also surveyed parents, teachers and students regarding our new cafeteria food provided by KFN company. We had 127 respondents: 65.4% parents and 32.3% staff, 2.3% students.

A PLACE WHERE WE BELONG

KFN SURVEY RESULTS I AM...

DO YOU FEEL THE CAFETERIA IS CLEAN?

DO YOU THINK THAT WE NEED LESS OR MORE FOOD CHOICES / DISHES EACH DAY?

DO YOU THINK WE NEED SMALLER OR LARGER PORTION SIZES?

DO YOU FIND OUR STAFF FRIENDLY?

65

FINANCIAL YEAR

PSI IS A NOT-FOR-PROFIT SCHOOL GOVERNED

BY ELECTED PARENTS TO THE SCHOOL BOARD. ALMOST ALL REVENUE COMES FROM TUITION FEES AND DONATIONS FROM PARENTS FOR THE DAILY RUNNING OF THE CAMPUS, AND FOR OUR TEACHING AND LEARNING PROGRAMMES. THE GRAPHS ILLUSTRATE REVENUE SOURCES AND EXPENSES FOR THE 2017-2018 ACADEMIC SCHOOL YEAR. 66

A PLACE WHERE WE BELONG

The graphs shown here are generally typical of not-for-profit international schools. Staff (and their expertise) are seen as the major expense and greatest asset of the school.

EXPENSES

REVENUE

75% Staff Expenses

92 % Tution

13% Educational

7 % Capital levy

5% Rent, Utilities, Maintenance

1 % Other

3% Development Projects 3% Equipment and Software 1% Taxes (profit tax, VAT) 1% Marketing 1% Finance Charges This table displays the school’s financial performance over five years, including our forecast for the new 2018 / 2019 school year. The national economy remains a significant issue for the school, resulting in a decrease in expatriate student enrolments and revenue as a result over the past two years. Careful financial planning and

lowering of expenditures have been required during this period. Despite that, PSI successfully delivered the Phase 2 Building project in the amount of $9.1 mln USD using only our own finance resources and without a loan.

Much of this income comes from the capital levy included in the school tuition fees. The Finance Committee

also made the decision to increase the Contingency fund up to 25% from Operational Income during the next two years beginning from school year 2017-2018. The Capital Levy fee is decreasing by $1,000 starting from SY 2018-2019.

SCHOOL YEAR

2014 / 2015 ACTUAL

2015 / 2016 ACTUAL

2016 / 2017 ACTUAL

2017 / 2018 FORECAST

2018 / 2019 BUDGET

STUDENTS

384

380

397

425

446

OPERATIONAL INCOME

9 293 676

9 155 690

9 558 707

10 350 322

10 828 570

OPERATIONAL EXPENDITURE

8 474 041

7 972 728

7 818 805

9 125 059

9 778 94

OPERATIONAL REVENUE

819 635

1 182 962

1 739 902

1 225 263

1 049 623

CAPITAL BUDGET EXPENDITURE

162 679

966 325

5 925 113

2 131 220

290 073

CAPITAL BUDGET BALANCE

4 605 02

5 782 597

2 535 076

768 522

1 881 267

CONTINGENCY FUND

500 000

500 000

500 000

2 281 265

2 444 73 67

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A PLACE WHERE WE BELONG

ALUMNI AND FRIENDS ASSOCIATION

THE PSI ALUMNI AND FRIENDS ASSOCIATION NOW INCLUDES ABOUT 250 MEMBERS, WITH AN INTENTION TO GROW. IT WAS ESTABLISHED TO ENHANCE A CONTINUING RELATIONSHIP BETWEEN PSI AND ITS FORMER STAFF AND STUDENTS.

By extending invitations to join using a variety of methods, such as direct emails, Facebook, LinkedIn and face -to-face contact, we have managed to double the number of members over the course of this academic year. We are pleased to see this trend and feel there is more growth yet to come.

The Association itself is a very good platform for former teachers and former students joined by PSI history to communicate, share opinions, and

reunite with classmates and teachers in order to find more information about PSI and other places and people of interest. It is the best opportunity for alumni to share memories and photos, be invited to PSI events and maybe to start new business projects by communication through the network. For the PSI alumni, the sense of community is of great importance.

campus, but also about different projects and meetings we host.

At the end of every school year, we invite our Grade 12 students to join the PSI Alumni and Friends Association to cultivate ongoing relationship and promote the importance of nurturing connections within our diverse community.

Over this past year, we have had some remarkable reunions at PSI, jointly enjoyed by the students, teachers, and alumni involved. We wish to nurture the importance of these ongoing relationships and the role that the LinkedIn Alumni and Friends Association can play.

We continue to inform the group not only about new facilities on the 69

Pechersk School International Kyiv — 7a Victora Zabily, Kyiv, Ukraine, 03039 Phone: (380 44) 377 5292 communication@psi.kiev.ua — www.psi.kiev.ua

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FB.COM/PSIKIEV TWITTER.COM/PSIKIEV INSTAGRAM.COM/PSI_IB_SCHOOL GOO.GL/7FJ3AC GOO.GL/4TQFH4