ES Back to School Information Nights
August 2014
Format
• Welcome and introduction
from ES Principal (Theatre) 18.00-18.20
• Meet the Specialists (Foyer) 18.25-18.40
(Refreshments available)
• Grade Level Meeting 18.45-19.10
• Home Room Conversations 19.15-19.40
Aims/ Intentions of the Evening – Home School Partnership
• To provide an opportunity to share the ‘big picture’ of ES and our action plan for the year
• To advertise future opportunities to become involved in your child’s education
• To allow opportunities to learn more about the specialist programmes
• To give general information pertinent to the specific grade level and classroom
• To give time for community building within the individual homeroom groups
ES PYP (Primary Years Programme) Action Plan 2013-14
• Science: strengthening the Science in our UNIS Programme of Inquiry
• Maths: working towards the new standards and benchmarks
• Arts: expanding the programme (G2 – 5)
• PSEL: implementing a new curriculum
ES PYP Action Plan (2014-15)
• School evaluation: CIS/ WASC and IB School Visit
(Council of International Schools/ Western Association of Schools and Colleges; International Baccalaureate)
• Assessment: “as, for and of” learning
• English: Language learning across the curriculum
• Early Childhood: Reggio approaches
Assessment
Assessment
Testing, exams and assessment
• MAP (Measure of Academic Performance)
• ISA (International Schools Assessment)
IB and Assessment
• “more about the role of assessment as a powerful learning experience that helps nurture students’ capacities for reflection, resilience and growth mindsets” (IB 2014)
Mindset Learning Orientation Performance Orientation
Belief that effort leads to success Belief that ability leads to success
Belief in one’s ability to improve Concern to be judged as able to perform
Preference for challenging tasks Satisfaction from doing better than others
Personal satisfaction from success at different tasks
Emphasis on competition and public evaluation and reward
Problem-solving and self-instruction when engaged in a task
Helplessness: negative self-evaluation when task is difficult
CONCERN FOR IMPROVING ONE”S COMPETENCE
CONCERN FOR PROVING ONE’S COMPETENCE
GROWTH MINDSET
FIXED MINDSET
UNIS: a learning-oriented school with a culture of accountability
• Students: assessment, differentiation
• Teachers: reflection and growth
• School: evaluation and improvement
planning (internal and external review)
Identifying strengths and areas for development
Key Points from PYP Assessment Workshop
(Attended by all ES Teachers and Teaching Assistants (TAs) during Faculty Orientation)
• Types of assessment
• Importance of pre-assessment
• Quality Feedback
• Learning Intentions and Success Criteria
• How parents can help
Types of Assessment
Assessment of Learning • Is any assessment data used for recording, determining
levels of achievement and reporting.
Assessment for Learning • Is any assessment practice which provides data which a
teacher uses to inform the next stage of teaching and learning for that set of learners.
Assessment as Learning • Is any assessment practice which provides data that a
student uses to support their own learning.
Assessment for Learning
Standard C4: Assessment
7.a. The school ensures that students’ knowledge and understanding are assessed prior to new learning.
Pre-assessment
• Effective assessment of prior knowledge and understanding informs teaching and learning.
• Differentiation and appropriate challenge and support
for individual learners. (e.g. pre-assessment at start of each new Maths unit)
FEEDBACK - IB PYP
• Standard C4: Assessment
4. The school provides students with feedback to inform and improve their learning.
“What is quality feedback?”
Frost, Humpleby & Surawski
Timely Tangible & Transparent Clear & Specific Promotes thinking Limits corrective information Goal Referenced Actionable User-Friendly Ongoing Differentiated Consistent Includes description of strengths Includes description of next steps
Attributes of High
Quality Feedback
Research shows
• less teaching plus more feedback is the
key to achieving greater learning.
A Learning Intention is what we want students to KNOW, UNDERSTAND or be able to DO (or BE)
Success Criteria are the ways the learner can demonstrate the learning intention (and make it assessable)
Learning Intentions
• To provide an opportunity to share the ‘big picture’ of ES and our action plan for the year
• What is the ES aiming to improve this year?
Success Criteria When you go home this evening, you should be able to:
• Name the key priorities for UNIS ES this year
• Know some of the language of assessment we will be using with your child
• Describe some of the different specialist opportunities offered at UNIS
• Put names to faces of your new homeroom community members and have new people to connect with
Research shows
“Parents should be educated in the language of schooling so that home and school can share in the expectations and the child does not have to live in two worlds.”
John Hattie, Visible Learning
What can you do?
• Follow the grade level and class blogs • Talk to your child about their learning using some
of the vocabulary (e.g. learning intentions, success criteria and personal goals)
• Attend as many information sessions and workshops as possible
• Attend all Parent Teacher meetings and conversations
• Share the end of semester report comments with your child
• Maintain a growth mindset at all times
Early Opportunities SCO Class Socials W/b Aug. 25
IT Information Sessions Aug. 19th on
EAL Parent Evening Aug. 26th
Parent Teacher Conversations Sept. 1st/3rd
Counselor Workshops Sept 4th on
Library Orientation Sept 4th on
PYP Info Evening Sept 11th & 16th
Learning Journey Oct. 23rd
End of Semester Report Dec. 11th
What happens next? • Meet the Specialists Foyer
(18.25- 18.40)
• Grade Level Presentations
Grade 3 Theatre
Kindergarten 2 Black Box
Kindergarten 1 ECC Gym
Discovery Classrooms (18.45-19.10)
• Classroom Conversations Home Rooms (19.15-19.40)
Leadership and PYP
Chris Frost
PYP Coordinator
Jan Humpleby
Deputy Principal
EAL
Ilse van Heerden
ECC EAL Teacher
Sharon Henderson
G1 EAL Teacher
Nicole Moodie
G2 EAL Teacher
David Carter
G3 EAL Teacher
EAL
Laura Berrish
G4 EAL Teacher
Genevieve Inthavaly
G5 EAL Teacher
EAL Teaching Assistants
Huong, Nguyen Thi Thu
ECC EAL Teaching
Assistant
Linh, Le Thi Hoang
G1-5 EAL Teaching
Assistant
Nora Cumplido
G1-5 EAL Teaching Assistant (Sub)
Art
Krista Ramsay
Art Teacher (Discovery - Grade 2)
Patricia Dingelstad
Art Teacher (Grade 2 – 5)
Music
Sally Oxenberry
Music Teacher & Arts Team Leader
(Grade 2 – 5)
Alexis Ramsey
Music Teacher (Kindergarten 1, 2,
Grade 1 & 3)
Arts Teaching Assistants
Trang, Luu Huyen
Music & Art Teacher Aide (Discovery - Grade 2)
Mai, Nguyen Thanh
Music & Art Teacher Aide (Grade 2 – 5)
Phuong, Cap Thi
Sub Music & Art Teacher Aide (Grade 2 – 5)
Drama/Dance
Samantha Healy
Drama/Dance Teacher (Grade 1 - 5)
Languages
French
Claire Holbein
Languages Team Leader & French Teacher
Clemence Barbier
French Teacher
Laurie Rombaut
French Teacher
Languages
Vietnamese
Dung, Tran Kim
Vietnamese Teacher
Xuan, Tran Thi
Vietnamese Teacher
Huyen, Nguyen Thu
Vietnamese Teacher
Physical Education
Cameron McHale
PE Teacher (Grade 1 – 5)
Dave Cuming
PE Teacher (Grade 1 – 4)
Andrew Dutton
PE Teacher (Kindergarten 1&2 and Grade 5)
Physical Education
Pho, Nguyen Van
PE Teaching Assistant (Grade 1 – 5)
Mike McMillen
PE Teaching Assistant (Kindergarten 1&2 and Grade 5)
Information Technology
Michelle Matias
IT Coordinator and Media teacher
Nhan, Nguyen Thanh
IT Teaching Assistant
Library
Julie Conroy
Librarian
Quynh, Le Bach
Librarian Aide
Counselors
Thomas Cole
Counselor
Anissa Zotos
Counselor and Learning Support
Learning Support
Mary Pool
Speech & Language Teacher & Learning Support Team Leader
Hoa, Dang Thanh
Learning Support Teaching Assistant
Learning Support
Julie Porter
Learning Support (ECC – G1)
Stefan Hendry
Learning Support (Grade 2, 4 – 5)