The School Improvement Framework 2011

School Mission

St. Michael’s International, a British School in the Anglican tradition, provides a quality Primary education within a positive culture of excellence and a caring family community.

We achieve this through-
A quality curriculum
Achieving the best that we are capable of
Improvement Strategies
Develops the potential of all
A respect for other cultures and beliefs in order to develop internationalism
A caring community
Fostering the historical significance of St. Michael’s International School
Maintaining Christian traditions within a diverse community;
Encouraging parental involvement in our community

Operational Vision

In the academic years ahead, we prioritise the growth and the development of a Professional Learning Community that is student focused, striving towards best practice and continuous improvement. We also prioritise; the development of quality leadership, community involvement, enhanced resources, and providing an innovative curriculum in order to further develop our students to reach their potential and to be well balanced, global citizens, within the tradition of St. Michael’s: for the glory of God and the hope of youth.

School Governance Vision

In the academic years ahead, the School Board of Trustees and Council prioritise

Quality educational standards by continuous improvement, as part of the accreditation process that focuses upon and beyond, the criteria related to, the vision, curriculum, governance, leadership, staff, student services, resources and the community.

We will do this by centering our governance upon

Financial stability
Branding and image of the school
Enrolment continuity
Strategic Maintenance of facilities
Quality Staff
Community links

in order to further develop our students to reach their potential and to be well rounded, global citizens, within the tradition of St. Michael’s.

A school improvement model focussed on the concept of effective school principles drives in our aim towards excellence-

Mission, Vision, and Learning Principles
 Staff members routinely articulate the principles of learning and the shared vision and use those principles to guide their day-to-day efforts and decisions.
 Aspects of the mission drive all improvement efforts.

Improvement Process
 There is a school improvement model that is understood and championed by the school community. The model is perceived as the vehicle for the accomplishment of the school’s vision and vital for school improvements.
 The school improves on a continuous basis, frequently making adjustments to better serve its students.

Curriculum and Assessment Scheme
 Practices, programs and policies of the school are continually assessed on the basis of their impact on learning.
 Curricular modifications are made on the basis of learning results current research.

Culture and Climate
 There is a rich sense of purpose and history in the school supported by celebrations, stories and symbols.
 A shared sense of respect for everyone is pervasive.

Resource Allocation
 The mission, vision and learning principles drive the allocation of resources rather than the reverse.
 Necessary resources are readily available to implement, maintain and measure improvements, which are linked to the mission, vision and learning principles.

Professional Learning Communities

As a way to support personal and professional development, we would like to develop an active community of continuous learners amongst SMIS staff in order to: promote learning conversations among staff; to encourage active participation in one’s personal and professional learning; foster good communications amongst staff; and ultimately improve student achievement. In order to assist with that, we will facilitate professional learning communities in SMIS.

A professional learning community engages and develops the commitment and talents of all individuals in a shared team effort that pushes for learning of high quality. Commitment to shared values helps to develop a self-aware, self-critical, and increasingly effective professional community, utilising the commitment of its members to seek ongoing renewal and improvement. Professional learning communities engage teachers in processes that encourage the seeking of new knowledge and ways of applying that knowledge to their learning, teaching and leadership roles. The collegial relationships that result produce creative and appropriate solutions to problems, strengthening the bond between teachers and increasing their commitment to improvement. In PLCs, discussions tend to focus on areas that can contribute to significant school improvement— curriculum, instruction, assessment, and school culture. Teachers’ interaction within a structure for collegial support provides the means for addressing the issue of isolation that some staff may feel. Through such interaction, teachers build a culture of mutual respect and trustworthiness for both individual and school improvement

Aim

Focus on accreditation process and consolidation of operational processes previous projects With a focus on teaching and learning

Operational Priorities

In the academic years 2009-12, we prioritise the growth and the development of a Professional Learning Community that is student focussed, striving towards best practice and continuous improvement. We also prioritise; the development of strategic planning, community involvement, enhanced resources, and providing an innovative curriculum in order to further develop our students to reach their potential and to be well rounded, global citizens, within the tradition of St. Michael’s.

Operational Intents

Teaching and Learning
Assessment
Staff Professionalism
Community
Finance
Internationalism
Facilities

Annual Focus

• To develop the Teaching and Learning programme to its full capacity with a focus on documentation, differentiation, assessment and the trialing of the IPC

• To continue to develop a Professional Learning Community that is focussed on delivering best practice and an innovative curriculum through training and workshops, whilst maintaining accountability.

• To plan for the future financially, structurally and strategically through the governing body.

• To undertake and finalise the accreditation process in consultation with the applicable authorities and via consultation with the staff and community.

• To develop internationalism and global awareness through exploring partnerships with UNESCOand other such like organizations

About SMIS

The School Improvement Framework 2011