Indicators of Success & Progress - American International School of Johannesburg

Our progress and the strategic direction of AISJ are monitored by the Board, Leadership Team, and Management. An annual survey, developed by Panorama, provides reliable data to inform school improvement. Standardized assessment results are analyzed and discussed biannually, and the Board and Leadership Team come together three times each year to celebrate and review progress, remaining ready and willing to adapt and revise strategies and action plans in order to be effective.

Culture, Care, & Community

CULTURE, CARE & COMMUNITY (JEDI, Wellbeing, Social Emotional Learning)
What?	How?	When?
Policies and Procedures are in place to support diversity and inclusion	Reporting on the process (yes/no) in Board report	April
Perceptions of the overall social and learning climate of the school	Student Survey	April
How strong the social connection is between teachers and students within and beyond the school	Student Survey	April
How much students feel that they are valued members of the school community	Student Survey	April
Perceptions of student physical and psychological safety while at school	Student Survey	April
How much faculty and staff feel that they are valued members of the school community	Faculty/Staff Survey	April
How well a school supports faculty and staff in learning about, discussing, and confronting issues of race, ethnicity, and culture	Faculty/Staff Survey	April
How well a school supports students in learning about, discussing, and confronting issues of race, ethnicity, and culture	Faculty/Staff Survey	April
Perceptions of readiness to address issues of diversity	Faculty/Staff Survey	April
Perceptions of the quantity and quality of equity-focused professional learning opportunities available to faculty and staff	Faculty/Staff Survey	April
Perceptions of the quantity and quality of professional learning opportunities about social-emotional learning available to faculty	Faculty/Staff Survey	April
Perceptions of the overall social and learning climate of the school	Faculty/Staff Survey	April
Perceptions of professional strengths and areas for growth related to social-emotional learning	Faculty/Staff Survey	April
Faculty and staff perceptions of their own professional well-being	Faculty/Staff Survey	April
Perceptions of faculty and staff relationships with the families at their school	Faculty/Staff Survey	April
Perceptions of faculty and staff relationships with school leaders	Faculty/Staff Survey	April
Perceptions of the overall social and learning climate of the school.	Family Survey	April
Perceptions of student physical and psychological safety at school	Family Survey	April
A school-wide definition of Well-being is established	Reporting on the process (yes/no) in Board report	May
A whole-school Social Emotional Learning program is selected or prepared for alignment and enhancement	Reporting on the process (yes/no) in Board report	May
Employees receive further JEDI training	Reporting on process (yes/no) in Board report	May
Operational staff are included in Houses and related events	Reporting on the process (yes/no) in Board report	May
Progress in Year 1: Culture, Care, and Community (CCC) Actions	Board/LT dialogue sessions Director/LT reports	Aug, Jan, May Oct, Nov, Feb, Mar

Informed, Purposeful Learning

INFORMED, PURPOSEFUL LEARNING (Competency-based Education; Personalized Learning; Instruction, Assessment & Pedagogy)
What?	How?	When?
Student Academic Preparation	Student Survey (additional survey question)	April
University Admissions	Statistics shared in Board report	September
Continuous Improvement of Curriculum	Reporting on the process (yes/no) in Board report	April
Consistency of academic standards within grade levels and subject areas	Faculty/Staff survey (additional free response question)	April
Academic data (MAP Grades 3-8)	Statistics shared in Board report	September May
Academic data (MAP Grades 9-10)	Statistics shared in Board report	September May
Academic data (SAT results)	Statistics shared in Board report	September
Academic data (IB exam results)	Statistics shared in Board report	September
Policies and Procedures are in place to support learning differences and ELL	Reporting on the process (yes/no) in Board report	April
Provision of Professional Learning	Reporting on the process (yes/no) in Board report	April
How much do students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class	Student Survey	April
How attentive and invested students are in school	Student Survey	April
How much do students feel that school is interesting, important, and useful	Student Survey	April
How well students deliberately use strategies to manage their own learning processes generally	Student Survey	April
Perceptions of whether students have the potential to change those factors that are central to their performance in school	Student Survey	April
Perceptions of how well students are able to persevere through setbacks to achieve important long-term goals	Student Survey	April
Perceptions of the quantity and quality of professional learning opportunities available to faculty and staff	Faculty/Staff Survey	April
Perceptions of whether students have the potential to change those factors that are central to their performance in class	Faculty/Staff Survey	April
Perceptions of how well students are able to persevere through setbacks to achieve important long-term goals	Faculty/Staff Survey	April
Perceptions of the impact of testing on teaching and student learning	Faculty/Staff Survey	April
Families’ perceptions of how well a school matches their child’s developmental needs	Family Survey	April
Families’ perceptions of the amount of academic and social support that they provide their child with outside of school	Family Survey	April
How confident families are with regard to key parenting skills	Family Survey	April
Families’ perceptions of their child’s learning-related behaviors	Family Survey	April
Perceptions of how well students are able to persevere through setbacks to achieve important long-term goals	Family Survey	April
School-wide definitions of Competency-Based Education (CBE) and Personalized Learning are established	Reporting on the process (yes/no) in Board report	May
The curricula and units of study are audited for JEDI using an identified and standardized tool	Reporting on the process (yes/no) in the Board report	May
Action Research questions related to CBE are finalized for MSA re-accreditation	Reporting on the process (yes/no) in the Board report	May
Eureka Math program is implemented in Elementary School	Reporting on the process (yes/no) in the Board report	May
IB Diploma Programme visitation is complete and the program is reauthorized	Reporting on the process (yes/no) in the Board report	May
Global Online Academy courses have been successfully implemented	Reporting on the process (yes/no) in the Board report	May
Progress on Year 1: Informed, Purposeful Learning (IPL) Actions	Board/LT dialogue sessions Director/LT reports	Aug, Jan, May Oct, Nov, Feb, Mar

Integrated, Sustainable Systems

INTEGRATED, SUSTAINABLE SYSTEMS (Resource Management; Connections & Community Partnerships; Effectiveness & Synergy)
What?	How?	When?
Class sizes and Student-to-Teacher Ratio	Statistics shared in Board report	October
Qualifications of Faculty	Reporting on process (yes/no) in Board report	April
Quantity of applications for faculty vacancies	Reporting on process (yes/no) in Board report	April
Faculty retention factors and length of tenure	Exit Interview surveys	April
Variety and quantity of student activities offered, including Arts and Athletics	Statistics shared in Board report	April
Participation in Service Learning	Reporting on process (yes/no) in Board report	April
Resources available to recruit diverse faculty	Reporting on process (yes/no) in Board report	April
Budget for Scholarship Program	Budget	March
Operational Reserve is 20% of operational budget	Budget	March
Budget for strategic initiatives is 0.25% of operational budget	Budget	March
Budget for professional learning is at least 3% of annual expenses	Budget	March
Financial Procedures Handbook	Reporting on process (yes/no) in Board report	April
Long-term strategic maintenance plan	Reporting on process (yes/no) in Board report	April
Long-term strategic facilities master plan	Reporting on process (yes/no) in Board report	April
Perceptions of the system that is used to evaluate faculty and staff	Faculty/Staff Survey	April
Perceptions of whether teaching can improve over time	Faculty/Staff Survey	April
Perceptions of the amount and quality of feedback faculty and staff receive	Faculty/Staff Survey	April
Perceptions of the adequacy of the school’s resources	Faculty/Staff Survey	April
Perceptions of who should be primarily responsible for school success	Faculty/Staff Survey	April
Perceptions of the school leadership’s effectiveness	Faculty/Staff Survey	April
Faculty perceptions of their professional strengths and areas for growth	Faculty/Staff Survey	April
The degree to which families become involved with and interact with their child’s school	Family Survey	April
Factors that can create challenges for families to interact with or become involved with their child’s school.	Family Survey	April
Perceptions of who should be primarily responsible for school success.	Family Survey	April
A new, whole-school master schedule is developed for future implementation	Reporting on process (yes/no) in Board report	May
Learning Principles are unpacked and systems for future use are identified	Reporting on process (yes/no) in Board report	May
Leadership Team and Managers intentionally collaborate toward improvement of school systems	Reporting on process (yes/no) in Board report	May
Transition to BYOM	Reporting on process (yes/no) in Board report	May
Progress on Year 1: Integrated, Sustainable Systems (ISS) Actions	Board/LT dialogue sessions Director/LT reports	Aug, Jan, May Oct, Nov, Feb, Mar