Wasc Action Plan Continuation High School

School Wide Action Plan

We are pleased to share Global Jaya's Schoolwide Action Plan for 2018-2023 through this site.

In November 2020, GJS hosted a virtual visitation by representatives of Western Association of Schools and Colleges (WASC) Accrediting Commission for Schools.  This mid-cycle visitation was a follow up to the April 2018 joint visit of representatives from the International Baccalaureate Organisation (IBO) and WASC., and  focused on monitoring our efforts related to supporting high-quality student learning and ongoing school improvement.

It was communicated by the mid cycle visitation team that:

 "The GJS community had made considerable progress since the WASC Self Study Visit in 2018. The work of school improvement has been compounded by     the COVID-19 Pandemic. GJS has weathered unprecedented times and maintained consistent, continuous learning provision with the GJS Home Based     Learning program since March 2020.  Global Jaya School is well positioned to meet the revised Critical Areas for Follow-up. Post pandemic the school has     the capacity to action revisions to the School-wide Action Plan and move forward purposefully with its school improvement plans."

Global Jaya is a thriving IB World School with an abundance of potential.  GJS offers the IB Continuum of Primary Years, Middle Years and Diploma Programmes.  We are supported by the IB philosophy and Learner Profile, and driven by GJS' own Vision and Mission statements.  All leadership members are grateful to the community for its tremendous support, and welcome your involvement as we forge ahead to the next stage of Global Jaya's improvement process.

We appreciate the valuable time and effort from all GJS stakeholders in supporting our ongoing efforts and look forward to sharing the WASC Mid-cycle report feedback in detail with our community on received.

The Global Jaya School (GJS) culture and environment is open, respectful and inclusive. This is evidenced in section D where the school culture is described as having the following features; "Open Door" policy between leadership, teachers, support staff, parents and students; respectful in relation to religious tolerance and inclusive in accepting a variety of nationalities within the school community

WASC 2020
Mid-cycle Feedback

The WASC Visiting Committee recognised a range of school-wide strengths:

● A resilient and committed community, faculty and staff who have maintained learning  continuity amidst the challenges of the COVID-19 pandemic

● A HBL Program that has ensured engaged learning both synchronous and asynchronous.

● A shared leadership model which has increased school-wide communication, collaboration  and an improved focus on student learning

● A commitment to Child Protection as demonstrated by researched-based policy, procedures and ongoing certified training.

● A shift to a school-wide focus that provides for clarity of purpose, consistency of practice, and  honours the continuum of IB programs

● The establishment of learning management systems that support various modalities of learning: distance, blended or face to face.

WASC 2020 Progress of Schoolwide Action Plan and April 2018 Critical Areas for Follow-up
● Critical Area 1 related to Child Protection and Safeguarding has been completed, and GJS is clear on next steps for focus in this high priority area.
● Critical Area 2 related to collaboration across IB programs has been resolutely addressed. A school-wide focus and distributed leadership to a shared vision supported by leadership team restructuring has resolved this Critical Area for Follow-up. The significant shift to shared leadership bodes well for the school, and there is significant capacity for substantial school improvement.
● Critical Area 3 related to the pervasive use of data to inform student learning and support high levels of achievement has commenced through experimentation. The leadership are committed to building a data-driven culture and have established plans for building school-wide capacity with data systems, protocols and data teams. This critical area, given its scope and importance, remains an ongoing Critical Area for Follow-up.
● Critical Area 4 related to Technology Systems and Integration has seen significant infrastructure and systems development. This development was a key driver for success with the HBL program implemented with COVID-19 school closure. The ongoing consolidation of learning platforms and broader access to support learning is warranted. The COVID-19 Pandemic was a disruptor, though the impetus for technology uptake and innovation by faculty will benefit GJS into the future. The Critical Area for Follow-up should be sustained.
● Additional Critical Areas for Follow-up 1 and 2 related to leadership and the school-wide action plan have been addressed. The distributed leadership model and teaming at GJS in the opinion of the Visiting Committee is an influential shift that surfaces the capacities of leaders and faculty to realise the School-wide Action with defined responsibilities and timelines.

WASC 2020 Schoolwide Critical Areas for Follow-Up
Based on the Mid-Cycle visit and the long term needs of GJS, the Visitation team revised and detailed additional Critical Areas for Follow-up  to guide our efforts over the coming three years before our next full self-study and visitation:
1. The School Leadership teams further consolidate a culture of data-driven dialogue grounded in professional conversations of practice and focused on gains in student achievement for all students.
2. The Board and School Leadership in collaboration with the Dean of Students and Student  Support personnel continue to expand school-wide student services provision – a provision grounded in the tenets of inclusion and the whole child.
3. The Head of School and Leadership build on the established open and transparent  communication to expand community partnerships in the ongoing refinement of the school-wide action plan
4. The Leadership teams use the newly established shared leadership model and  organisational structures to build greater curriculum articulation through the curriculum review  process and a common document management system to improve student learning
5. The Head of School with stakeholder input confirms the strengths of learning at GJS and the profile of GJS graduates as key to the long-term viability and competitive position of the school in the educational marketplace.
6. The School Leadership, in collaboration with the ICT Team, continue to work on the development of technology systems and learning platforms to support innovative learning.

bowmanmompok.blogspot.com

Source: https://www.globaljaya.com/index.php/aboutus/schoolwideactionplan

Share this post