DOCSLIB.ORG

Boarding Handbook

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Boarding Handbook Boarding Handbook “We are preparing Contents the boarder at Shore Welcome To Boarding 4 The School Charter and History 5 as a man of integrity, Shore Boarding Philosophy 7 moral character and Shore Boarding Organisation 9 The Pastoral Care of Boarders 9 generosity.” Academic Development of the Boarder 11 ICT and Computers 12 Anthony Benn Director of Boarding Mobile Phones 12 Boarding House Routine 13 Leave Arrangements 15 City Host Family 20 Boarding Student Leadership 20 Specific Rostered Duties 21 Boarding House Captain and Vice Captain 21 Boarders Experiencing Difficulties 21 What a Boarder is to Bring to School 23 Shore Bullying Statement 24 Day To Day Matters 25 North Sydney Campus 29 SCHOOL HOUSE ROBSON HOUSE BARRY HOUSE HODGES HOUSE SHORE BOARDING HANDBOOK 3 Welcome to Boarding The School Charter and History Welcome to Shore and our boarding community. Boarding at Shore Shore was opened in May 1889 on its present site at North Sydney on the property is a wonderful privilege and opportunity for the boys to engage known as Holtermann’s Tower. Under the first Headmaster, Ernest I Robson, the in and experience all that Shore has to offer. We are thrilled that School prospered and numbers grew quickly from the original twenty-four (with one so many students who would not otherwise have the opportunity boarder) to over one hundred students within a year. Currently the Senior School has a to come to Shore are able to have a schooling experience in close little over 1200 students and more than 200 of these are boarders. proximity to the city, harbour and the wonderful surrounds of The School Charter in 1886, makes it clear that Shore is a Church School, with the North Sydney. central statement that, ‘Teaching shall be throughout in accordance with the principles Life in the boarding school is very rewarding for the boys. Friendships which will of the Church of England.’ Thus Christianity has a prominent place and foundation last a lifetime are established; the sense of community is fostered by all the boarders; in all that the School stands for and practices. The Chapel and Christian Studies academic endeavour is cultivated; and the boys are given the opportunity to develop classes are crucial to this with their focus on the moral and spiritual life of the student. leadership skills by helping each other in many various activities. Continued support and reinforcement of these principles is expected from all members of the teaching staff at Shore. A Shore boarder is encouraged to take responsibility for themselves, for their actions and their decisions. The choices he makes have consequences for himself and others. OUR STRATEGIC OBJECTIVE – BEING THE LEADING COMPREHENSIVE SCHOOL In doing so, a Shore boarder gains more independence and self-discipline as he moves IN AUSTRALIA through the Senior School. It is our hope that we are preparing the boarder at Shore not just for an ATAR mark but to take his place in the world as a man of integrity, moral Shore’s dynamic tradition is founded on authentic and transformative Christian faith, character and generosity. with emphasis on engaged rigour in academic work, relational service of others, growth in character and personal best in games and co-curricular activities. With this I trust that this boarding handbook will give greater detail and scope to the life of boarding as its foundation, and within the terms of its charter, Shore seeks to be the leading at Shore. Saying this however, the best means to gauge a school is to visit the school and meet the staff in the boarding community who do such a fantastic job in the care and comprehensive school in Australia. development of the boarders. Please feel free to contact myself or our School Registrar Shore therefore fosters a learning community for its students and staff which: Vickii Scott, to organise a personalised visit of the school and our boarding facilities. ■■ Promotes a Christian understanding of the world and society in which we live We look forward to welcoming you to Shore Boarding. We hope your association with ■■ Pursues and celebrates academic performance in a culture of learning and thinking the School will be a happy one and you and your son can benefit from all that the ■■ Challenges all to be responsible citizens with an attitude of service to others School has to offer. ■■ Welcomes new experiences and learning at all stages of life Regards ■■ Lives according to the Christ-like virtues of humility, perseverance, courage and Anthony Benn love of others Director of Boarding ■■ Develops individual gifts and talents and cultivates the habits of successful team [email protected] membership SHORE BOARDING HANDBOOK 4 5 A CHRISTIAN ETHOS Shore Boarding Philosophy Shore is a non-selective comprehensive school. Students of all abilities enter Shore and While the above points are related to the wider Shore community, there are a number in so doing, the School seeks to challenge each boy to use his talents to the best of his of specific characteristics and attitudes of boarding at Shore: abilities. As part of the Christian ethos of Shore, this is not just to further the individual student, but to seek to use his abilities for the common good of those around him ■■ Boarding at Shore aims to nurture the growth and development of each boy within and the wider community. Students are required and encouraged to be involved in a safe and secure environment. Every boarder is encouraged to develop his talents a wide range of academic, physical and cultural activities which is a strength of the and the boarding staff are sensitive to each boy’s physical, academic, emotional, school. These talents are further enhanced and developed with Shore providing quality spiritual, sporting and cultural needs. teachers in all spheres of school life. ■■ Cooperation and consideration are fundamental principles underpinning the boarders at Shore. DEVELOPING PERSONAL INTEGRITY ■■ Self-discipline is valued, and each boy is encouraged to accept responsibility for his Students attend chapel on a weekly basis and this along with Christian Studies classes actions. forms the basis of developing an understanding and appreciation of the Christian ■■ Boarders are encouraged to become responsible citizens who respect themselves faith. Christian Studies is taught by qualified lay teachers as well as the Chaplain and and others, and who live harmoniously with others in a community whilst Assistant Chaplain. In this way, together with an emphasis on pastoral care for each simultaneously maintaining individuality. boy, the School strives to develop personal integrity and sound moral character in ■■ Parents are encouraged to visit the Boarding School as often as they wish. Family each student. Emphasis is given to an awareness of the nature and needs of the outside members are welcome to join us for Chapel on any Sunday. Communication community, as a commitment to service is fundamental to the aims of a Christian between boys, parents and staff is fostered. School. Students educated in this way are believed to be well equipped to take their ■■ Teachers act as positive role models to boys in areas of academic, sporting and place in life. cultural pursuits. Shore is both a Boarding School and a Day Student School. The School is committed to enhancing the lives of all students whether they are boarders or day students. However the level of support, interest and investment in boarding reflects the School’s attitude that boarding is prominent and crucial to the future development of Shore. Shore boarders continue to uphold and maintain high standards in all aspects of school life long after classes have finished. “The boarding staff are sensitive to each boy’s physical, academic, emotional, spiritual, sporting and cultural needs.” SHORE BOARDING HANDBOOK 6 7 ABOUT THE FOUR BOARDING HOUSES Shore Boarding Organisation Currently Shore has over 200 boarders with enrolments remaining strong. Of these 200 There are a number of key staff positions within Shore boarding. The Director of boarders, over half reside in rural/regional NSW, nearly a third reside in Sydney, 15% Boarding is responsible for the overall operation of the Boarding Houses at Shore. This come from overseas (both Expat and Full Fee Paying Overseas Students) while nearly includes establishing the general and overall boarding policy of the School as well as 5% of our students are Aboriginal/Torres Strait Islanders. There are four boarding direct communication with the Headmaster, Deputy Headmaster, Bursar, Registrar, houses at Shore. School House is the largest of the four houses containing 75 students Nursing Sisters, Chef, Security, parent body, staff and students. Every boarder will be and 30 of these are our new Year 7 students. The other 45 students are in Years 8-12. assigned to one of four houses at Shore and will come under the care of a Housemaster, The other three boarding houses, namely Robson, Barry and Hodges House each have Assistant Boarding Housemasters and a Tutor. The primary role of the Housemaster about 45 students ranging from Years 8-12. is to supervise the physical, emotional and spiritual development of each boy under School House was opened in 1889 when Shore was founded and has had boarders from his care. There is one Housemaster for every house and they take responsibility for the the very beginning of the school. Robson House was the second boarding house opened daily operation of the boarding house. The Assistant Boarding Housemaster assists in 1926 and was named after the first Headmaster of the School, Ernest I Robson, the Housemaster in their role, and performs the duties of Acting Housemaster when who was Headmaster from 1889 until 1900. Barry House was opened in 1939 and was on duty.
Load more

Recommended publications
  • An Analysis of the Effects of Boarding School on Chinese Students’ Academic Achievement
    FIRE: Forum for International Research in Education Vol. 6, Iss. 3, 2020, pp. 36-57 COMPENSATING FOR FAMILY DISADVANTAGE: AN ANALYSIS OF THE EFFECTS OF BOARDING SCHOOL ON CHINESE STUDENTS’ ACADEMIC ACHIEVEMENT Minda Tan1 Shandong Normal University, China Katerina Bodovski Pennsylvania State University, USA Abstract China implemented a policy to improve education equity through investing in boarding programs of public schools in rural and less-developed areas. However, this policy has not been informed by empirical research in the Chinese context. By using the nationally representative longitudinal data, this study investigates whether and to what extent boarding schools compensate for children's family disadvantages in terms of mathematics and reading achievement. The findings, drawn from multilevel logistic regression and hierarchical models, indicate that students from low-SES families or rural areas tend to board at schools. Boarding students performed better than day students in 8th-grade mathematics tests. Among students with essential needs, those residing at school during the week significantly benefitted in their school performance in both subjects. Overall, it appears that governmental investment in boarding programs can, to some extent, compensate for some family disadvantages. Keywords: boarding school; academic performance; socioeconomic status; family support; education equity 1 Correspondence: Minda Tan, 88 Wenhuadong Road, Shandong Normal University, 250014, Jinan, Shandong Province, China; Email: [email protected] M. Tan & K. Bodovksi 37 Introduction Family educational resources are unequally allocated among families within countries. In China, students from socioeconomically disadvantaged families are challenged to achieve academic success similar to that of their peers because their parents cannot provide adequate financial and cultural resources (Luo & Zhang, 2017) .
    [Show full text]
  • HIGH SCHOOL FOUR-YEAR PLAN Very Selective School Very
    HIGH SCHOOL FOUR-YEAR PLAN Very Selective School Very selective schools represent schools such as the University of Illinois, Loyola, University of Wisconsin-Madison, and Vanderbilt University. “Rugg’s Recommendations” defines very selective colleges as enrolling students with A averages and ACT scores between 27 and 33 and SAT scores between 1300 and 1510. ________________________________________________________________________________________________________________________ Discover Your Career Interests at https://connection.naviance.com/family-connection/auth/login/?hsid=clc (Central Home Page > For Students > Family ​ ​ Connection (Naviance). Complete Course Descriptions are available at www.d155.org or on our Crystal Lake Central school web page at www.d155.org/clc ​ ​ ​ District #155 Graduation Requirements: English – 4 Credits Physical Ed. – 1.75 Credits Drivers Ed - .25 Credits ​ ​ Math – 3 Credits Health - .5 Credits Electives – 6 Credits ​ ​ Science – 2 Credits Computer Ed. - .5 Credits (Anything above & beyond ​ ​ Social Science – 2 Credits Consumer Ed - .25 Credits graduation requirements) ​ FRESHMAN YEAR I II Cr SOPHOMORE YEAR I II Cr 1.Honors English ✓ ✓ 1 1. Honors English ✓ ✓ 1 2. Honors Advanced Algebra with Trig ✓ ✓ 1 2. Honors Pre-Calculus ✓ ✓ 1 3. Honors Biology ✓ ✓ 1 3. Honors Chemistry ✓ ✓ 1 4. World Studies/ AP Human Geography ✓ ✓ 1 4. AP US History ✓ ✓ 1 5. World Language I ✓ ✓ 1 5. World Language II ✓ ✓ 1 Physical Education ✓ ✓ .5 Physical Education/Health ✓ ✓ .75 Drivers Ed. Fall/Spring/Summer/Private .25 th th 6 ​ Major Optional 6 ​ Major Optional ​ ​ JUNIOR YEAR I II Cr SENIOR YEAR I II Cr 1. AP Lang. and Comp/Honors Jr.English ✓ ✓ 1 1. AP Lit. and Comp or English Elective ✓ ✓ 1 2. AP Calculus AB/BC ✓ ✓ 1 2.
    [Show full text]
  • The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗
    The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗ Vilsa E. Curtoy Roland G. Fryer, Jr.z October 14, 2012 Abstract The SEED schools, which combine a \No Excuses" charter model with a five-day-a-week boarding program, are America's only urban public boarding schools for the poor. We provide the first causal estimate of the impact of attending SEED schools on academic achievement, with the goal of understanding whether changing both a student's social and educational en- vironment through boarding is an effective strategy to increase achievement among the poor. Using admission lotteries, we show that attending a SEED school increases achievement by 0.211 standard deviations in reading and 0.229 standard deviations in math, per year of attendance. Subgroup analyses show that the eff ects are entirely driven by female students. We argue that the large impacts on reading are consistent with dialectical theories of language development. ∗We are grateful to Eric Adler, Anjali Bhatt, Pyper Davis and Rajiv Vinnakota for their cooperation in collect- ing data necessary for this project. Matt Davis, Will Dobbie, and Meghan Howard provided exceptional research assistance. Support from the Education Innovation Laboratory at Harvard University (EdLabs) is gratefully ac- knowledged. Correspondence can be addressed to either of the authors by mail: Department of Economics, Harvard University, 1805 Cambridge Street, Cambridge, MA 02138 [Fryer]; Department of Economics, Stanford University, 579 Serra Mall, Stanford, CA 94305 [Curto]; or by email: [email protected] [Fryer] and [email protected] [Curto]. The usual caveat applies. yStanford University zRobert M.
    [Show full text]
  • The Next-Gen Boarding School
    global boarding – washington, dc global boarding – washington, THE NEXT-GEN BOARDING SCHOOL Washington, DC THE FIRST GLOBAL BOARDING SCHOOL WASHINGTON, DC • SHENZHEN whittle school SUZHOU • BROOKLYN, NY & studios www.whittleschool.org [email protected] +1 (202) 417-3615 THE FIRST GLOBAL BOARDING SCHOOL WASHINGTON, DC • SHENZHEN SUZHOU • BROOKLYN, NY www.whittleschool.org [email protected] +1 (202) 417-3615 global boarding 1 SHENZHEN, CHINA WASHINGTON, DC One School. Around the World. BROOKLYN, NY SUZHOU, CHINA 2 whittleschool.org global boarding 3 4 whittleschool.org global boarding 5 The Story of Whittle A Global Collaboration to Transform Education We aim to create an extraordinary and unique school, the first truly modern institution serving children from ages three to 18 and the first global one. We want to change for the better the lives of those students who attend and, beyond our own campuses, contribute to the cause of education on every continent. We measure our merit not through the narrowness of exclusivity but through the breadth of our impact. In the fall of 2019, we opened our first two campuses simultaneously in Washington, DC and Shenzhen, China — and soon after announced our next campuses to open in Brooklyn, New York (later this year) and Suzhou, China (in the fall of 2021). 6 whittleschool.org global boarding 7 Introducing The Next - Generation Boarding School Boarding lies at the heart of some of the world’s greatest schools. There is good reason for this: The opportunity to live in a learning community, to A global school with opportunities to form lasting friendships, and to develop confidence and independence when away from home can be life changing.
    [Show full text]
  • Schools in a Flat World
    SCHOOLS IN A FLAT WORLD: GLOBAL PERSPECTIVES ON PEDAGOGY AND THE BUILT ENVIRONMENT September 10 - 13, 2008 Helsinki, Finland COMMITTEE ON ARCHITECTURE FOR EDUCATION (CAE) CAE FALL 2008 CONFERENCE IN ASSOCIATION WITH THE FINNISH NATIONAL BOARD OF EDUCATION The CAE would like to acknowledge the following sponsors for their generous support of the 2008 CAE Fall Conference - Schools in a Flat World PLATINUM PARTNER DIAMOND EMERALD GOLD SILVER BRONZE GREEN United Reprographics Hargis The Beresford Company USG Engineers US Green Building Herman Miller Council Printing Donated By NOTES: AIA | CAE 2008 FALL CONFERENCE TABLE OF CONTENTS NOTES: AIA | CAE 2008 FALL CONFERENCE TABLE OF CONTENTS CAE Leadership Group Letter from the CAE Chair 1 Letter from the Conference Chair 3 SCHEDULE 5 ABSTRACTS & BIOS 9 Program 1 : Keynote Address - Implications of Globalization for Education 11 Program 2 : Helsinki Education System and Facilities 13 Program 3 : Learning from Finnish Schools 15 Program 4 : United Kingdom Building Schools for the Future Programme 17 Program 5 : MIddle East and Africa 19 Program 6 : Australia and Latin America 21 Program 7 : Canadian Arctic and Southeast Asia 23 Program 8 : India / Higher Ed. Master Planning 25 Program 9 : Schools for the Future 27 Program 10 : Summary 29 TOUR SITES 31 Arabia Comprehensive School 32 Aurinkolahti Comprehensive School 34 Hiidenkivi Comprehensive School 36 Hösmärinpuisto School and Day Care Centre 38 Metsola Primary School 40 Ruusutorppa School 42 AV Media, Helsinki City College of Technology 44 Pukinmäki Comprehensive School 46 SCHOOLS IN A FLAT WORLD | Global Perspectives on Pedagogy and the Built Environment LEADERSHIP GROUP James E.
    [Show full text]
  • Schools, and the Remaining 4,000 Or So Registered at Private Schools
    INTRODUCTION Three-types of educational systems are foundwithin the Navajo Reservation:(1). state-supported public schools, (2)Bureau of Indian Affairs Boarding and DaySchools, and (3) private schools. Approximately 50,000 students attend school daily,with sOme^25,-000 enrolled in public schools; 20,850 attendingBureau of Indian Affairs schools, and the remaining 4,000or so registered at private schools. Few special education servicesare available to students. Only fifty-two special class unitsare provided in Bureau of Indian Affairs schools.Public schools offer no organized specialservices while several private schools providesome services to handicapped children.Therefore, it was and is readily apparent thata signifi- cant number of handicapped children receiveno special educational services.Prior to the efforts of the Navajo EducationResource Center, no regional.plan for full services tohandicappedchildrek, p had been developed. To initiate movement in service provisionfor handicapped Indiarchildren, it was necessary to identify thesechildren, define". ( an educational value system, assess all available.,esources as wr-13. as needs, design and implement adequate modelsto deliver the required services, and train personnelto staff the positions. A Regional Resource Service SystemOffice was decided upon as the vehicle whereby some of these needs couldbe resolved. Navajo Education Resource Center Projt:ct No.20F.C-0-9-412905-4521 (608) MOD 4 Grant or Contract No. Final Technical Report, 1973-1974' \Navajo Education Resource Center Many
    [Show full text]
  • Soviet Boarding School: Throw Away and Forget Or Take the Best
    Proceedings IFTE-2020, 1241-1252 doi:10.3897/ap.2.e1241 VI International Forum on Teacher Education Soviet Boarding School: Throw away And Forget Or Take the Best Elena А. Kozhemyakina* (а), Nikolay P. Senchenkov (b) (a), (b) Smolensk State University, 214000, Smolensk (Russia), 4 Prchevalskogo street, [email protected] Abstract The actuality of the problem raised in the article is due to the fact that at present social support for orphans is one of the key tasks of the country. The issue of preparing children from boarding schools for life in a rapidly changing society is quite urgent. In the current century, in the course of the pedagogical process in special boarding schools, orphans and children left without parental care develop their personality and prepare them for further independent life. In carrying out this training, the pedagogical teams actively return to the heritage of outstanding teachers of the past. Proceeding from this, the demand for creative, substantial and methodical potential of the soviet upbringing; the analysis of theoretical developments and applied methods of the socialization process of the child are of great importance. The aim of the study is to present in a holistic form, based on the materials of residential institutions for orphans in the late XX - early XXI century in the context of the ideas of Kondratenkov (1921-1992), the practical implementation of the process of preparing orphans and children left without parental care to independent life in society. The leading method in the study of this problem was the historical and pedagogical method, which allowed to identify the key ideas of one of the founders of the boarding school pedagogy Kondratenkov.
    [Show full text]
  • The B.E. Journal of Economic Analysis & Policy Selective Schools And
    An Article Submitted to The B.E. Journal of Economic Analysis & Policy Manuscript 1917 Selective Schools and Academic Achievement Damon Clark∗ ∗University of Florida, National Bureau of Economic Research, and Institute for the Study of Labor, [email protected]fl.edu Copyright c 2009 The Berkeley Electronic Press. All rights reserved. Selective Schools and Academic Achievement∗ Damon Clark Abstract In this paper I consider the impact of attending a selective high school in the UK. Students are assigned to these schools on the basis of a test taken in primary school and, using data on these assignment test scores for a particular district, I exploit this rule to estimate the causal effects of selective schools on test scores, high school course taking and university enrollment. Despite the huge peer advantage enjoyed by selective school students, I show that four years of selective school attendance generates at best small effects on test scores. Selective schools do however have positive effects on course-taking and, more suggestively, university enrollment, evidence suggesting they may have important longer run impacts. KEYWORDS: selective schools, test scores, instrumental variables ∗I thank Liangliang Jiang and Matt Masten for excellent research assistance and Ofer Malamud for help with the university enrollment data. I thank David Card, Ken Chay, Julie Cullen, David Figlio, Jason Fletcher, Caroline Hoxby, Larry Kenny, David Lee, Tom Lemieux, Jens Ludwig and various seminar participants for helpful comments and suggestions. I also thank various former teachers and administrators that talked to me about the schools being studied in this paper, espe- cially Michael Mortimore. Partial funding for this work was provided by the National Academy of Education and the Spencer Foundation.
    [Show full text]
  • The Effect of Boarding on the Mental Health of Primary School Students
    International Journal of Environmental Research and Public Health Article The Effect of Boarding on the Mental Health of Primary School Students in Western Rural China Bin Tang 1, Yue Wang 1,2, Yujuan Gao 1,3, Shijin Wu 1, Haoyang Li 1, Yang Chen 4 and Yaojiang Shi 1,* 1 Center for Experimental Economics in Education (CEEE), Shaanxi Normal University, Xi’an 710119, China; [email protected] (B.T.); [email protected] (Y.W.); yujuan.gao@ufl.edu (Y.G.); [email protected] (S.W.); [email protected] (H.L.) 2 School of Economics and Finance, Xi’an Jiaotong University, Xi’an 710061, China 3 Food and Resource Economics Department, University of Florida, Gainesville, FL 32611, USA 4 School of Foreign Studies, Xi’an Jiaotong University, Xi’an 710061, China; [email protected] * Correspondence: [email protected]; Tel.: +86-138-9283-3777 Received: 22 September 2020; Accepted: 29 October 2020; Published: 6 November 2020 Abstract: Based on the panel data of 20,594 fourth- and fifth-grade students in the western provinces A and B in China, this paper analyzed the effect of boarding at school on the mental health of students using a combination of the propensity score matching (PSM) and difference-in-differences (DID) methods. The results showed that boarding had no significant effect on the mental health of students, but the tendency of loneliness among boarding school students was increased. Heterogeneity analysis found that fifth-grade students whose parents had both left home to work were more likely to have poorer mental health when boarding.
    [Show full text]
  • Prospectus Prospectus 1
    The Top Ranked Comprehensive School (UK) The Sunday Times Guide 2018 Prospectus Prospectus 1 Welcome We would like to extend a warm Our mission statement reflects the same ideals as the IB’s welcome to all of you and thank you for mission statement. Our Guiding Principles (high aspirations, considering Hockerill Anglo-European strong community, progressive curriculum, traditional values, College. international outlook) and the IB learner profile provide a powerful framework for the College. The intention is to marry At Hockerill, our aim is to provide a well-rounded education a rigorous academic programme with excellent teaching to Among the best which equips our students for the challenges of life ahead. instill a lifelong love of learning in all our students. Our goal is to nurture students to have particularly well secondary schools in developed inter-personal skills – people who are good with We wish to encourage applications from students who the world... people. We firmly believe a Hockerill education will prepare will contribute to and benefit from the College’s unusually students for the futures they will face in an ever more strong international dimension, its status as one of the competitive work market. country’s elite Language and Music Colleges, and its role as Secretary of State an International Baccalaureate Diploma World School. Our Our students’ ambitions and aspirations are nurtured and unique blend of local and international day and boarding for Education their pastoral welfare and personal development is at the students enhances an already strong community and that is core of all we do. They follow a curriculum that is exciting, one of the key reasons parents choose Hockerill.
    [Show full text]
  • Classifying Educational Programmes
    Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries.
    [Show full text]
  • KDE Comprehensive School Improvement Plan Jefferson County High School
    KDE Comprehensive School Improvement Plan Jefferson County High School Jefferson County Jerry C Keepers, Principal 900 South Floyd Street Louisville, KY 40203 Document Generated On December 31, 2015 TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 8 2015-2016 Jefferson County High School CSIP Overview 10 Goals Summary 11 Goal 1: College/Career Readiness: Increase the percentage of students who are college/career ready. 12 Goal 2: Jefferson County High School will fully implement the Professional Growth and Effectiveness System (PGES). 13 Goal 3: Program Reviews: Jeffrson County High School will complete Program Reviews in Humanities, PLVS, World Languages, and Writing. 14 Goal 4: Instructional Resources will be used appropriately to increase student achievement 14 Goal 5: Jefferson County High School students will demonstrate English proficiency. 15 Goal 6: Novice Reduction: Jefferson County High School will reduce the number of GAP students who score Novice in writing. 17 Goal 7: Jefferson County High School students will demonstrate Proficiency in math. 18 Activity Summary by Funding Source 21 KDE Needs Assessment Introduction 25 Data Analysis 26 Areas of Strengths 27 Opportunities for Improvement 28 Conclusion 29 KDE Compliance and Accountability - Schools Introduction 31 Planning and Accountability Requirements 32 KDE Assurances - School Introduction 46 Assurances 47 The Missing Piece Introduction
    [Show full text]