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International College Hong Kong

Strategic Plan

Think, Create, Innovate.


STRATEGIC DIRECTIONS International College Hong Kong 2014-16

! Think, Create, Innovate ! 


A clear strategic plan is vital for the future direction of ICHK. This will build on our current success as a vibrant community school and enable us to realise our vision. We are proud of our strong educational partnership, where students, teachers and parents all work together to unlock potential. This supportive learning culture, with inspirational teachers, enables all our students to become creative and inquiring learners and leaders. 


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It is essential that we evolve and improve. Our Strategic Plan must enable our Teachers and Governors to focus their collective time and energy on a small number of key strategic directions, which will have the greatest impact on learning and teaching, and are aligned to our Mission and Vision. 


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In defining these directions we began with a review of our Mission and Vision. Using parent questionnaires and via in-depth consultations with staff and students, our aim was to create statements which are memorable, inspirational and easily understood.    


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To properly illustrate our Vision, we will use anecdotes from within our community, which reflect our strengths and uniqueness.

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We are proud to present our Mission and Vision below.   MISSION ICHK is a vibrant and caring COMMUNITY SCHOOL where staff, parents and students work in partnership to unlock potential; inspirational teachers share a passion to be the best educators they can be; and STUDENTS THRIVE in small classes in a stunning natural ENVIRONMENT.

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VISION Our vision is to inspire students to realise their potential as leaders and learners; to develop creative, inquiring, confident young adults who will exceed expectations; to attract the BEST TEACHERS; and to ignite a passion for learning that will last a lifetime. 


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We believe the following four Strategic Directions are central to this Mission and Vision, and provide a focus which will be critical to our continued success and development. We will retain these four strategic directions for a number of years to drive improvement within our school. INTERNATIONAL COLLEGE HONG KONG

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! 1. Thriving Students: !

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Possess a "Growth Mindset," in which they focus on effort, and understand that rather than ‘intelligence or talent’, it is drive, commitment, perseverance and resilience which will lead to high achievement in school and in life (Dweck, 2006). They know how they learn best in each subject. They are also well-organized, and have developed a set of efficient and effective strategies for studying. They act purposefully as a member of a caring learning community. They support, assist and challenge their peers to realize their potential, and understand how positive psychology and their own ‘Mindfulness’ can influence learning within this community (Seligman, 2011). They understand that to maximize their learning, they will need to move outside their comfort zone and into their ‘Zone of Proximal Development’ where they will make mistakes, get things wrong, require support, become stuck, and find activity both challenging and tiring. But, they will also accept and welcome these as signs of learning (Vygotsky, 1978). Take part in a wide range of activities and events, to develop holistically. Have developed their capacity for creativity and innovation, and demonstrate advanced skills for leadership, communication, critical thinking, negotiation, problem solving and teamwork.


 


! 2.  The Best Possible Teachers: !

Are learners. We  inquire, explore, examine, process, reflect and consider. We are focused on our own continual professional learning and development (Kaplan). Create an effective environment for learning. We value and foster excitement; we challenge, guide and support; we believe in the power of both a ‘Growth Mindset’ and Positive Psychology, and utilize Transactional Analysis to change behaviour and for effective communication. (Newell, 2002; Dweck, 2006). Think of themselves as leaders of learning within a community. They pool and draw on their cumulative wisdom and expertise, creating a professional learning community to model ‘learning and leading’ for students and colleagues. They understand that this requires commitment, collaboration and a common vision and purpose, with shared responsibility throughout the school.  They rigorously scrutinise the way they acquire and convey their knowledge (Wooldridge, 2001). They know not just what to teach but how to teach it . They have deep insight into syllabus content, and also the big questions that lay at the heart of their subject and the methods used to convey and justify this knowledge (Gardner, 2011).  They continually learn not only from written texts and from other

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• •

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experts in their field but also from colleagues, students, and observations of events in the world outside the classroom (Perlman, 1992). They understand how concepts are connected and how students can deepen their understanding by recognizing such concepts (Erickson, 2011). They “cultivate [students'] adaptive, creative and life-long learning capabilities,” (EDB, 2013). Help students to find their true passion, develop their innate powers for creativity, and create both the time and opportunities for students to experience and consider a diverse range of activities and ideas (Robinson, 2013). Are aware of the works of Erikson and Egan, ensuring that lessons reflect the interests, dispositions and cognitive development of their students.

3.  Community and Partnership We build strong networks within the wider community both locally and internationally, which provide authentic learning opportunities centred on: 


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Involving the community in service learning and fundraising, to develop what Howard Gardner calls the “ethical mind”, nurturing students’ moral qualities and encouraging them to take up their responsibilities as a citizen, family member and worker (2006,p.3). Developing international-mindedness through an exploration of different perspectives related to local and global issues.   Developing their abilities to socialize, lead, work in teams, plan, persuade and communicate their ideas effectively. Developing a better understanding of geography, history, language, government and culture.

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4.  Environment for sustainable living and learning. Our environment can inspire us to learn and have a major impact on our sense of wellbeing. Recognising this and as ethical members of our wider community, we must act as stewards for sustainable living and learning. 


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Thus we will: • Offer facilities, grounds and buildings which are complementary with those of other international schools and which reflect the expectations of all stakeholders. This physical environment should provide a sense of space and light, and be aesthetically pleasing. • Offer classrooms which stimulate learning, and make use of our grounds and the local environment to enhance the learning experience. • Consider how our choices affect the New Territories, Hong Kong, and the planet as a whole;  and seek a more sustainable approach to our lives and as an educational organization. 


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Appendix 1 : Key Projects aligned to our Strategic Directions

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Strategic Direction Thriving Student

Key Projects •

Best Possible Teacher

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Community and Partnership

Environment for learning and living

Who is responsible

PSE programme reviewed and further developed to ensure students are developing a Growth Mindset, and Positive Psychology. Activities programme reviewed to reflect this Strategic Direction with emphasis on leadership development, service learning, student government and environmental awareness and action.

Douglas Kidd (R. Duncombe)

Recruitment and Induction programmes will centre Toby Newton on hiring teachers defined by this Strategic Direction. Continuing to offer Learning Groups which will focus on all four Strategic Directions. Continuing Professional Development Days centred on our 5+1 model: Growth Mindset (Dweck), Transactional Analysis (Berne), Comfort and Learning Zone (Vygotsky), Cognitive Dispositions (Egan), Psycho-Social Development (Erickson), and Learning Difficulties. External workshops and training to focus on the 5+1 model.

Rick Spadafora Roadshows; Taster Days; Open Days; ‘Teacher Teaching Parents’ and ‘Students Teaching Teachers’ (Doug Kane) events, to continue to build our sense of community. Service Learning projects, fundraising and Student Council reviewed and developed in line with this Strategic Direction. ICHK will bid for a second school and transform our current campus in line with the aims in this Strategic Direction. Refurbishment phases to provide space and light; greater use of student work and art work to provide a more stimulating learning environment.

Roy White

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WORKS CITED 
 BROWN, C. S. (2012) ‘Big History’, The New Press Publishers, New York

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DWECK, C. (2006)  ‘Mindset: the new psychology for success’, Ballintine Books, New York 
 ERICKSON, L. (2007) Concept-Based Curriculum and Instruction for the Thinking Classroom, Corwin Press, London 
 Education Bureau (2013) ‘Legislative Council Panel on Education, 2013 Policy Address,   Policy Initiatives of Education Bureau’,  (Accessed 7 March 2014) <http://www.edb.gov.hk/en/about-edb/legco/policy-address/2013_Education.pdf> 
 GARDNER, H. (2011) “Teaching for understanding in and across the disciplines’, Seminar, Singapore. 
 GARDNER, H. (2006) “Five minds for the future’, Harvard Business School Press, Boston 
 KAPLAN, L. ‘Teacher as Learner’, Accessed 7 March 2014, <http://assets.pearsonschool.com/asset_mgr/legacy/200727/1998_04Kaplan_383_1.pdf> 
 NEWELL, S. AND JEFFREY, D. (2002) ‘Behaviour Management in the Classroom: A Transactional Analysis Approach’,  David Fulton Publishers, London 
 SELIGMAN, M. (2011) ‘Flourish: A Visionary New Understanding of Happiness and Well-being”, Free press, New York 
 VYGOTSKY, L (1978) ‘Interaction between learning and development’ reprinted in Gauvain, M and Cole, M. (1997) ‘Readings on the Development of Children’, W. H. Freeman and Co, New York 


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