Characteristics of High
Performing Schools
International Schools in Asia
Mark Disney
Kolej Tuanku Ja’afar, Malaysia
The Business of Education
CONTENT
• Market Opportunities & Challenges
• 9 Habits of Highly Effective Schools
The Business of Education
Is Education really a Business?
The Business of Education
The Business of Education
The Business of Education
The Business of Education
Market Opportunities
Regions Number of English-medium international schools
Europe 1,595
Asia 4,342
Oceania 150
Africa 768
Americas 1,103
www.iscresearch.com
Richard Gaskell: rg@isc-r.com
Market Opportunities
The global English-medium international schools market
Schools
Students
Staff
Fee income
2000: 2, 584
2000 : <1
2000: 90,000
2000: $4.9
2015: 7,958
2015: 4.22
2015: 390,000
2015: $37.93
(millions)
(billions)
Market Opportunities
Distribution International schools worldwide
Market Opportunities
Distribution International schools in Asia
Curriculum International schools offering key
curricula
US, 1,728
US
UK, 3,193
UK
IBPYP, 730
PYP
IBMYP, 467
MYP
IPC, 346
IPC
IMYC, 44
IMYC
IBDP, 1,313
IB
CIPP, 403
CIPP
Bilingual, 2,391
Bilingual
0
500
1,000
1,500
2,000
2,500
3,000
3,500
Market Opportunities
Examinations Growth trends (Sept 2010 – Sept 2015)
ACT
AP
GCE A
GCE AS
HIGCSE
IBDP
IGCSE
SAT/PSAT
GCE O
2,000
1,800
1,600
1,400
1,200
1,000
800
600
400
200
0
2010
2011
2012
2013
2014
2015
Market Opportunities
182
188
192
221
236
245
401
436
513
528
Top 10 Countries with more than 100 international schools
Market Opportunities
102
104
109
116
119
120
121
134
143
255
Top 10 Cities with at least 100 international schools
Market Opportunities
158
171
178
192
236
245
401
436
513
528
Asia Top 10 Countries with 60 or more international schools
Market Opportunities
ASEAN Schools by Country
2
9
9
36
44
51
83
96
158
178
192
S C HOOLS
Market Opportunities
10
12
28
31
32
53
67
83
103
120
ASEAN Top 10 cities
Market Opportunities
Global forecast Number of schools
15,181
10,906
7,958
2,584
2000
2015
2020
2025
Market Opportunities
Global forecast Enrolment (millions)
8.30
5.74
4.06
0.97
2000
2015
2020
2025
Market Opportunities
Global forecast Number of staff (thousands)
744
523
375
90
2000
2015
2020
2025
Market Opportunities
Global forecast Summary
Increase
Schools
Students
Staff
Fee income
Over the next 5 years
2,958
1,682,495
147,667
$ 21 billion
Over the next 10 years
7,233
4,245,012
369,013
$ 51 billion
Market Opportunities
So what does this all mean for you and your
school?
COMPETITION
MANPOWER
POSITIONING
Market Opportunities
1.Demographics
2. Flight to Quality
3. Willingness of newly affluent parents to pay
Market Challenges
Your FIVE biggest challenges ….
Management (Owners, Shareholders, Principals)
Administration (Finance, Marketing, Recruitment)
Chalkface (Teachers, HODs, HOYs)
Market Challenges
• Keeping parents happy
• Keeping teachers happy
• Keeping shareholders happy
• Keeping students happy
Market Challenges
Shortage of Qualified Teachers
Regulations, Licences, Access to Land
Lack of Scale and Professional Management
Financing & Ownership Issues
Scarcity of Public Information
Market Challenges
What do parents think?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Quality of teachers
Curriculum
Reputation
Environment for children
Preservation of culture
Good value for money
Academic record
Campus and overall facilities
School transportation
Convenient location
Range of extracurricular activities offered
Sporting facilities
Onward placement record
Market Challenges
Environmental Factors
Organisational Factors
• Parents & Community
• External Assessment
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•
•
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Private, self-funded status
Organisational structures
HRM
Curriculum, teaching & learning
Leadership
Challenges
Market Challenges
Leadership Challenges
•
•
•
•
•
•
•
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High but diverse parental expectations;
High rate of staff turnover and student mobility;
Politics surrounding the position of the school head;
Unclear roles or inappropriate involvement of owners and
Board members;
Conflicting pressures from compliance with host country
education laws and the educational goals of international
education;
Cultural diversity of staff, students and board members;
Conflicts between local and global curriculum standards and
expectations;
Competitive pressures for student intake
Market Challenges
School Development or Improvement Plan?
The SIP should follow a 3/4 year cycle:
• Y1 - detailed priorities, targets and strategies
• Y2/3/4 - high level priorities, targets, measurements,
feedback cycle
The SIP should be a rolling 3 year plan and run across all
school functions
Silver Bullets & Magic Wands
9 Characteristics of High Performing Schools
High Performance is a VERB
not an Adjective or Noun
9 Characteristics of High Performing Schools
www.k12.wa.us/research/default.aspx
1.
A clear and shared focus
9 Characteristics of High Performing Schools
2.
High standards and expectations for all students
9 Characteristics of High Performing Schools
3.
Effective school leadership
9 Characteristics of High Performing Schools
4.
High levels of collaboration and communication
9 Characteristics of High Performing Schools
5.
Curriculum, instruction and assessments aligned
with required standards
9 Characteristics of High Performing Schools
6.
Frequent monitoring of learning and teaching
9 Characteristics of High Performing Schools
7.
Focused professional development
9 Characteristics of High Performing Schools
8.
A supportive learning environment
9 Characteristics of High Performing Schools
9.
High levels of family and community involvement
The End
Thanks for your Attention
School Improvement Planning Checklist
• Celebrate accomplishments!
• Review key data/indicators in an atmosphere of
trust, where all instructional staff have an
opportunity to help establish team goals. The
following might be taken into account:
– Previous year's goals.
– Standardised test data.
– End-of-course assessment data.
– Attendance and behavioural data.
School Improvement Planning Checklist
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•
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Data on number of discipline referrals, suspensions, and expulsions.
Disaggregated data, such as lowest achieving subgroup or free and reduced lunch
population.
Number or percentage of students receiving A and B in subject areas or courses.
Number or percentage of students receiving Dand F in subject areas or courses.
Number or percentage of students successfully completing algebra, geometry, and
advanced science.
Satisfaction surveys from students, teachers, and parents.
Select one or two subject area targets for improvement based on step 1. Gradelevel or course teams, such as 4th grade science or high school algebra should
choose:
Only one or two subject-area goals per course.
Goals specifically targeted to measurable improvement in student achievement,
such as in math and social studies, or for schoolwide behavior (reducing the
number of classroom disruptions).
School Improvement Planning Checklist
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•
•
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Write measurable student achievement goals for each area selected in step 2.
These may be written by school, grade-level, or department. Post the goals
prominently in areas where teachers meet. (See annual Improvement goals form,
Appendix B.)
Send all goals to district office committee for final approval. The committee may
consist of district curriculum director, principals, and teachers. The district
committee reviews the goals and returns them with the feedback in a timely
fashion.
Collect and consult classroom-tested research relative to the established goals.
Seek assistance from district office and staff development personnel. Discuss
effective ways to ensure successful implementation by teachers.
Establish clear, simple periodic assessments, relative to goals. Progress on these
can be charted regularly (ideally at least four times per year). Assessments must be
developed and established prior to the beginning of the school year if possible.
Set dates and times for short, monthly improvement meetings in order to analyze
assessment data and brainstorm for improvement and corrective actions. Vital to
improvement, such meetings must be scheduled at or prior to the beginning of the
school year and protected from any outside interference. These regularly held
discussions should center on
School Improvement Planning Checklist
• Generating concrete improvement strategies together.
• Sharing what is working, such as measurable breakthroughs in
student learning.
• Implementing successful research-based strategies.
• Analyzing performance data for progress, strengths, and
weaknesses.
• Updating quarterly data or charts to display measurable progress
toward goals.
• Data analysis and corrective action meetings can occur after school.
During school, consider scheduling them at faculty meetings, staff
development days, grade-level meetings, and department
meetings.
• Establish recognition procedures and routines. Briefly recognize
specific goal-oriented efforts and accomplishments by individuals
and teams at the beginning of each staff/improvement meeting.
Programme for Term 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
Citizen Kane
The Third Man
Casablanca
Some Like it Hot
Night and Fog/The World at War
(Holocaust episode)
The Fog of War (film/docu)
Vietnam War
The Universe from Nothing
(Physics doc) – Prof Lawrence
Krauss
2001 Space Odyssey
Bladerunner
10. Pulp Fiction
11. Faith & Reason (Darwinism doc) – Richard
Dawkins
12. Inside Job (doc) Economic crash
13. Monty Python and the Holy Grail/Life of
Brian
14. The Century of the Self/Power of
Nightmares (doc) Adam Curtis
15. Debates from Oxford/Cambridge Unions
16. The Act of Killing (doc)
17. That's Not Funny (2014) - feature
documentary on limits of comedy
Level Information System (ALIS)
Year 11 Information System (YELLIS)
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•
MidYIS Project - www.midyisproject.org
Yellis Project - www.yellisproject.org
Alis Project - www.alisproject.org
CEM Centre - www.cemcentre.org
Guidance from OfSTED on selfevaluation process www.ofsted.gov.uk/schools/sef.cfm#schools
• Link to selfevaluation process for secondary schools –
forms.ofsted.gov.uk/edc2003/sefsec.pdf