PSI Annual Report 2015 / 2016 by Pechersk School International

ANNUAL REPORT 2015 / 2016 THE STORY OF AN ACADEMIC SCHOOL YEAR

PECHERSK SCHOOL INTERNATIONAL KYIV, UKRAINE

CONTENTS 3 Our 20th Anniversary School Year .............................................................................………....….5 An IB World School Since 2000 ………..........................................................................................6 PSI Community ….............……................................................................................................….....7 Faculty Academic Qualifications ………......................................................................................10 Board Chairperson’s Annual Story .................................................................................……......11 The PSI Board of Directors ……..........................................................................................……...12 The IB Learner Profile ……..…….............................................................................................…...14 School Director’s Annual Story .........................................................................................….......15 Primary School Principal’s Annual Story ....................................................................................16 Secondary School Principal’s Annual Story ...............................................................................17 PTA Annual Story …...……………....................................................................................................18 The Primary Student Council .............……….................................................................................20 The Secondary Student Council .................…...............................................................................21 Enrolment Annual Story …….........................................................................................................23 Infographics....................................................................................................................................25 Opportunities and Experiences ………….......................................................................................26 PSI Taking Action …………..............................................................................................................27 Academic Achievement …………...................................................................................................28 The Graduating Class of 2016 …..................................................................................................30 University Offers to PSI Students ……….......................................................................................31 Our Graduates …………..................................................................................................................32 Strategic Action Plan …………......................................................................................................34 Community Opinion Surveys & Action ……….............................................................................. 36 Phase II Construction Project ……...............................................................................................46 Financial Year Annual Story …………….........................................................................................50 The IB ‘Attitudes’............................................................................................................................52 Alumni and Friends Association ...................................................................................................54 A Place Where We Belong ………....................................................................................................

A PLACE WHERE WE BELONG

SCHOOL MOTTO A place where we belong.

SCHOOL INTRODUCTION In 1995, a group of parents seeking a genuinely international school experience for their children in Kyiv worked together to found Pechersk School International Kyiv (PSI) as a private, non-profit school. In 2003, the school moved to its present site. As an English-medium school serving international and host national families in Kyiv, PSI attracts students from the diplomatic, government and business communities. Since 2000, PSI has been authorised to offer all three International Baccalaureate® (IB) programmes. Students are encouraged to explore their various abilities and interests to the fullest. Our extensive extracurricular activities programme gives students access to a wide range of clubs and sports, including overseas sports competitions, drama, music, student leadership roles and

community service activities. The school is proud of its vibrant and diverse international community. We educate nearly 400 students between the ages of 3 and 18 from more than 40 different countries. Students and staff joining PSI are quickly made to feel part of the school, with a sense of being safe and cared for in a challenging and motivating learning environment. This commitment is the reason why our school motto is ‘A Place Where We Belong.’ The real warmth of the school is the atmosphere of friendship combined with endeavour that is embodied by our students, parents, and staff.

VISION STATEMENT We strive to develop successful global citizens committed to taking positive action on behalf of their school, their community and their world. Our vision is to create a happy, nurturing and stimulating environment. Students will fulfill their

potential through inquiry, reflection and learning applied to the real world.

MISSION STATEMENT Pechersk School International is a diverse and welcoming learning community, a place where we belong. Teachers and parents work together in their shared commitment to enable students to apply their learning in real world contexts and contribute to the wider community. PSI is an IB World School offering a challenging and integrated set of programmes that encourage achievement and a set of values based on the IB Learner Profile. Our teachers inspire students to become inquirers, knowledgeable, thinkers, communicators, principled, openminded, caring, risk-takers, balanced and reflective learners. PSI also prepares students for global citizenship by emphasising intercultural understanding, participation in global issues and lifelong learning. 3

A PLACE WHERE WE BELONG

OUR 20TH ANNIVERSARY SCHOOL YEAR PSI celebrated its 20th Anniversary Year in style throughout the year, especially at the PSI Anniversary Ball. Parents, staff, and invited guests attended this very special event at the Intercontinental Hotel, Kyiv. The theme for the event was ‘Roaring 20s.’ Everyone enjoyed the opportunity to dress up, get in theme and enjoy the evening of light speeches, food, entertainment, music and good company.

It was an evening made very special by the participation of three of the founders of the school: • PATRICIA SHMORHUN HAWRYLYSHYN, Switzerland, founder and partner of the Porcelain Medical Group (Board member, 19951998) • BARBARA JAMES, USA, lawyer and current Country Director

for IDLO (PSI Board Member 19951998) • VIRA NANIVSKA, Ukraine, former Head of the International Policy Centre (IPC). An additional special guest, the CEESA Executive Director, Ms Kathy Stetson also participated in the festivities.

PSI Founders: Barbara James (USA), Luis Baqueriza (Argentina), Patricia Shmorhun Hawrylyshyn (Switzerland), Vira Nanivska (Ukraine), Dr. Wilfred Vogue (USA), Lady Claire Asquith (UK).

AN IB WORLD SCHOOL SINCE 2000 PECHERSK SCHOOL INTERNATIONAL KYIV IS THE ONLY SCHOOL IN UKRAINE THAT HAS BEEN FULLY AUTHORISED SINCE 2000 TO OFFER ALL THREE INTERNATIONAL BACCALAUREATE (IB) PROGRAMMES FROM EARLY CHILDHOOD (3 YEAR OLDS) TO GRADE 12. A well-established programme in international schools for decades, the IB is also the fastest growing curriculum in the world and not only in international schools. Many national school systems are viewing the IB as â&#x20AC;&#x2DC;best educational practiceâ&#x20AC;&#x2122; and are adopting it, too. All three IB programmes - the Primary Years, Middle Years and Diploma - provide rigorous curriculum content with a focus not only on acquiring knowledge but also on fully understanding and applying it. At PSI, daily learning is conducted in a nurturing and stimulating environment with the aim that each student will fulfill his/her potential

through inquiry, reflection, and learning that is applied to real world contexts. Our IB teachers inspire students to become inquirers, knowledgeable, thinkers, communicators, principled, openminded, caring, risk-takers, balanced and reflective learners. Parents value the development of personal skills and attitudes relevant to the learning needs of today and the challenges of our world tomorrow. At PSI, we educate our students to be critical thinkers and compassionate citizens who take positive action in both the school and local community. We also prepare students for global citizenship by emphasising

intercultural understanding and participation in global issues. Universities and employers recognise the value of the IB programme that not only promotes high academic standards but does so in a framework of critical thinking, self-awareness and collaboration. As director, I see the skills, traits, and awareness that the IB promotes as a wonderful preparation for life in the twenty-first century. JOHN BURNS DIRECTOR PSI KYIV, UKRAINE

A PLACE WHERE WE BELONG

PSI COMMUNITY THE LEARNING EXPERIENCE AT PSI IS SHAPED BY A SPIRIT OF COMMUNITY, WHEREBY STUDENTS, TEACHERS, AND PARENTS WORK TOGETHER TO ACHIEVE OUR GOALS OF CREATING INDEPENDENT LEARNERS AND GLOBAL CITIZENS IN ‘A PLACE WHERE WE BELONG.’ We anticipate PSI students will become active, inquiring learners in pursuit of their individual journey towards excellence. Almost every graduating student moves on to tertiary education. At the same time, a broad range of opportunities and experiences are valued at PSI both in this country and abroad. They are provided through our Extracurricular

Programme, Special Events Calendar, our many service projects and an involvement in the CEESA network of schools. Inquiry based learning is supported by the primary and secondary school libraries which provide research skills and a variety of resources to the whole PSI community. PSI has a strong commitment to community service and action. 7

UKRAINE

118

POLAND

CHINA

USA

DENMARK

KAZAKHSTAN

FRANCE

SOUTH KOREA

RUSSIAN FEDERATION

INDIA

GREECE

CANADA

SPAIN

HOLLAND

SWEDEN

TURKEY

ITALY

ISRAEL

AZERBAIJAN

LITHUANIA

A PLACE WHERE WE BELONG

42 266 391

NATIONALITIES

FAMILIES

STUDENTS

SERBIA

AUSTRALIA

BELGIUM

SOUTH AFRICA

GEORGIA

BOSNIA AND HERZEGOVINA

BULGARIA

JAPAN

GERMANY

CZECH REPUBLIC

ROMANIA

LEBANON

FINLAND

ARGENTINA

MALAYSIA

HUNGARY

ARMENIA

NORWAY

SWITZERLAND

BELARUS

PAKISTAN

1 9

FACULTY ACADEMIC QUALIFICATIONS PSI teachers are all fully university trained and certified in their areas of instruction. Our teachers are actively engaged with their students, the school community and their own ongoing growth and development. Our staff undertakes professional development initiatives each year and many pursue additional degrees in areas related to their specialisations.

usa ukraine candan UK New Zealand Ireland Australia Russia Hungary Scotland Argen;na Philippines Spain

TEACHING STAFF NATIONALITIES

FACULTY ACADEMIC QUALIFICATIONS

STAFFING AREA BREAK DOWN 41.8% Teachers

25 USA

72% Master’s Degree

20.9% Administration

12 Ukraine

26.4% Bachelor’s Degree

20.9% Business / Office

8 UK 5 Canada 3 New Zealand 2 Australia 2 Russia 1 Ireland 1 Hungary 1 Argentina 1 Philippines 1 Spain

16.4% Teacher Assistants

A PLACE WHERE WE BELONG

BOARD CHAIRPERSON’S ANNUAL STORY THANK YOU TO DIRECTOR JOHN BURNS, AS WELL AS THE TEACHERS, ADMINISTRATION, STUDENTS, AND PARENTS FOR YET ANOTHER SUCCESSFUL YEAR AT PSI.

ROB FARRELL, BOARD CHAIRPERSON PSI KYIV, UKRAINE

This has been the third turbulent school year in a row for Kyiv. Though calmer than the previous two, it was still far from easy this year to plan, let alone to maintain the steady progress that we have been making. However, PSI has a solid financial and legal basis, thanks to continuous years of good management and we also have a tremendous sense of shared purpose, thanks to an outstanding school community. All of these things have helped us with planning and making progress again this year. This was a year for looking back as we marked the 20th Anniversary of the school with so many special events, including the hugely successful ‘Roaring 20’s Ball.’ It was wonderful to hear of the first days of PSI from the founders and to see how their vision has developed into the world class international school that we know today.

It has also been a year for looking forward. For several years now, we have been working toward the biggest building project in the school’s history. Finally we have started our ‘Phase II’, which will provide PSI students with world class, international school facilities without moving from our convenient central location. Scheduled for completion in late 2017, this project will, quite simply, transform the PSI campus. And so, at the end of the 20152016 school year, PSI can look back on twenty years of growth and improvement and forward to an exciting new urban campus that will facilitate improvement and growth for many years to come. But perhaps most importantly, we can look at the school today and see that, despite all the upheaval of the recent past, PSI continues to be ‘A place where we belong.’ 11

THE PSI BOARD ROBERT FARRELL

TETIANA BUGASOVA

LINA NEMCHENKO

Board Chairperson, Facilities & Building Committee Self-Employed

Board Vice Chairperson, Governance & Strategy Committee CMS Cameron McKenna, Head of Business Administration

Chair of Facilities & Building Committee Partner, Baker & McKenzie

2015-2016 ROBERT MCNEIL

DIREC

Board Member Finance and Risk Management Committee General Manager, Pulse

SYDNEY SHORE

ANNA RINDER VON BECKERATH

Board Secretary, Facilities & Building Committee Media Specialist, Producer

Chair of Governance & Strategy Committee

YULIYA BADRITDINOVA Board Member Governance & Strategy Committee Marketing & Communication Director, McDonaldâ&#x20AC;&#x2122;s Ukraine

A PLACE WHERE WE BELONG

THOMAS FRELLESEN

JOHN BURNS

SHERYL BISTRANSKY

Board Member Finance & Risk Management Committee Deputy Head, EU Delegation to Ukraine

Non-Voting Board Member Director / All committees Director, PSI

Board Member Governance and Strategy Committee Diplomat, US Embassy

WILLIAM LAITINEN

VITALII GORDUZ

Board Treasurer Chair of Finance and Risk Management Committee Economic Counselor, U.S. Embassy, Ukraine

Board Member Finance and Risk Management Committee CEO, United Online Ventures

ECTORS:

OTILIA NAFTANAILA PTA Representative Non-Voting Board Member Governance and Strategy Committee

ALEX MUNTEANU Board Member Finance & Risk Management Committee Founder and Managing Partner, 4i Capital Partners

OLGA GORDUSENKO

DAVID FREEMAN

Board Member Finance & Risk Management Committee Senior Engagement Manager, McKinsey & Company

Staff Representative Non-Voting Board Member Governance and Strategy Committee Head of English Department 13

THE IB LEARNER PROFILE The International Baccalaureate Learner Profile describes a broad range of human capacities and responsibilities that go beyond academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.

OPEN-MINDED

INQUIRERS

CARING CARING

KNOWLEDGEABLE

PRINCIPLED

BALANCED

REFLECTIVE

COMMUNICATORS

THINKERS THINKERS

RISK-TAKERS

A PLACE WHERE WE BELONG

DIRECTOR’S ANNUAL STORY

DEAR PSI COMMUNITY: This Annual Report is a wonderful example of the School Board’s open communication, goaldriven approach, and its on-going commitment to keeping the PSI community well informed about all projects and achievements. I hope that you enjoy reading about the many highlights of the school year and celebrate with me our many achievements. The 20th year at PSI has provided the opportunity to reflect on and celebrate the amazing growth of PSI and also to look ahead as we begin a new building project as the next chapter of the school’s life. The 20th Anniversary has also provided a unique opportunity to connect with three of the five founders of the school from 1995. Some very interesting conversations have been held about the founders’ vision and wishes for PSI in that first year. A fully accredited international school serving expatriate and Ukrainian

families was an important goal. However, the culture of the school and envisioning ‘a place where we belong’ was equally important in the planning. It was nice to report to the founders that these concepts are still at the heart of what we do and how we work in the school today. Three founders attended our Anniversary Ball festivities in December, and have been very proud of and pleasantly surprised by where PSI finds itself today, as well as by the building and programme plans for the next 20 years. PSI Kyiv is a world class international school. Our international accreditations, International Baccalaureate World School status, IB Diploma results and the list of university offers for our students all indicate our high quality and a successful school year. Impressive results have once again been achieved by students on international standardised tests,

including the US-based MAPs, the international ISAs and the IB Diploma examinations. A special mention must be made of our 2016 Grade 12 graduating class and the wonderful list of university offers that they have received from across the world. Once again for the third year running, our average IB Diploma scores have improved. The busy school board provides governance, strategy and credibility to all things PSI. Their approval of the Phase II Building Project, their move towards new Mission and Excellence Statements and their keen involvement in the school’s next accreditation cycle, beginning in 2017, all contribute to making PSI a very well managed school. Our school principals and all leaders work very hard to drive the school’s development and standards. The wonderful teachers do an amazing job both in their classrooms and across the one hundred plus events, special days, committees, and extracurricular programmes in the school. Our business and all support staff contribute massively to the ‘running’ of the school on a daily basis. I congratulate the students on their achievements and thank the parents for their partnership in the learning process. I also congratulate and greatly thank everyone in the PSI community for their contributions to school development once again this year. JOHN BURNS, DIRECTOR PSI KYIV, UKRAINE 15

PRIMARY PRINCIPAL’S ANNUAL STORY

THE LEARNER PROFILE IS A FOUNDATIONAL PART OF PSI AND ANY IB SCHOOL. THOSE TEN WORDS ALLOW US TO FOCUS ON WHAT IT MEANS TO BE A GLOBAL CITIZEN AND A GOOD PERSON. REFLECTIVE, BALANCED AND CARING ARE THREE OF THOSE WORDS. THEY WERE ESPECIALLY USEFUL THIS YEAR AS WE CELEBRATED PSI’S 20TH ANNIVERSARY.

DEAR PSI COMMUNITY:

TATZ LOPUKHIN PRIMARY PRINCIPAL PSI KYIV, UKRAINE 16

We spent many days this past year reflecting on how far the school has come in its twenty years. We started the year learning about how Ukraine, Kyiv and PSI have changed over time. We will also reflect on the world today

when we create a time capsule to be buried on the school grounds. Reflection is also a key reason to why the school continually grows and gets better. There are many connotations of the word ‘balanced’. We were balanced when we celebrated during the Roaring 20s Gala, showing how our community can work and play well together. The year was also full of a variety of learning engagements – this balance allows every one a chance to shine and apply their learning in their preferred way. We also spend a lot of time talking about various sides of a topic and the balance necessary for deep learning. ‘Caring’ is a word that best describes the atmosphere at PSI. We care about so many things: each other, the environment, animals, and learning. Students have been taking action throughout PSI’s history and this year as well. We saw students raise money and awareness for the Animal Shelter. We collected bottle caps that were recycled to create prosthetics. We made sure many deserving families received wonderful presents for the holidays. The list goes on. So as we review this year and look at all the wonderful students and events from this past year, let us give thanks to the families who started PSI and all those who over the years devoted their time, love, and talents to make PSI ‘place where we belong.’

A PLACE WHERE WE BELONG

SECONDARY PRINCIPAL’S ANNUAL STORY

DEAR PSI COMMUNITY: Every year here seems to go faster than the one before. I am consistently amazed by how much we are able to accomplish in a single school year. The 2015-2016 year was no exception to that rule. We have sent students abroad and hosted other schools here for CEESA football, basketball, volleyball, track and field, and tennis, as well as introducing a new CEESA swim team. We’ve also seen our students participate abroad in Model United Nations, Destination Imagination and the International Schools Theatre Association. In the arts, we’ve showcased student artwork both in the school and beyond, run two successful productions involving dozens of students, hosted our first Battle of the Bands and the premiere Shakespeare

Competition, both with the participation of other international schools in Kyiv. We’ve promoted student leadership through our Student Council and the student-run MYP assemblies. Students have demonstrated their individual passions and interests through the MYP Personal Project and the DP Extended Essay. In addition, we’ve continued to run a strong Creativity Action Service (CAS) programme and MYP Service Learning programme, both of which have taken students into hospitals, orphanages, kindergartens, homeless shelters and refugee camps - in short, all of the places where their help has been much needed and deeply appreciated. Finally, of course, we continue to

run a strong academic programme. As indicated elsewhere in this report, our MAP and ACER scores continue to demonstrate that our students are meeting or exceeding international standards and norms. Our most recent set of IB Diploma scores from 2015 are above international averages, and we expect that to continue with the graduating class of 2016. It will be great to have a new building and new resources so that we can build on these many successes, but in the meantime, PSI continues to be a place where individual excellence is the norm among our students. It’s been a great year! PATRICIA PUIA SECONDARY PRINCIPAL PSI KYIV, UKRAINE 17

PTA ANNUAL STORY THE PARENT TEACHER ASSOCIATION (PTA), AN ORGANISATION RUN BY PARENTS AND TEACHERS, ORGANISED SEVERAL EVENTS THROUGHOUT THIS YEAR.

BACK TO SCHOOL PICNIC The Back to School Picnic on the school playground was a great opportunity to welcome new families, get together with old friends, and give the children a chance to play together. It was the perfect way to start the new school year.

WELCOMING NEWCOMERS For both parent and teacher newcomers to PSI, PTA organised an evening of wine and cheese. It was a nice occasion for returning parents and teachers to mingle with our new arrivals in a relaxed atmosphere. The PTA also organised a Market Tour for new families to introduce them to some of our favourite shops and markets.

A PLACE WHERE WE BELONG

INTERNATIONAL NIGHT

FUNDRAISING EVENTS

Our annual International Night started with the Parade of Nations, where students proudly wore their national costumes and presented their countryâ&#x20AC;&#x2122;s flag. The community then enjoyed visiting the country tables, where they enjoyed food, drinks and decorations from the many countries and cultures that make up the PSI family.

Throughout the year, the PTA held several bake sales to sponsor PTA events or special school projects. In May, the PTA organised the Glittering Night party, an evening of cocktails, canapĂŠs and dancing to raise money for the IT Department and the library.

WINTER BAZAAR At the bazaar, local vendors sold a wide variety of arts and crafts, ranging from paintings, Ukrainian eggs, jewellery, pottery, and much more.

PTA SPONSORED LIBRARY EVENTS

In short, the PTA enjoyed another successful year of engaging parents, teachers and students in our school community.

This year the PTA raised funds to support special Library initiated special projects for both primary and secondary school students. These included our visiting performing duo, Poetry Alive!, artists and book illustrator workshops and the production of our literary magazine Ink Stains, which celebrates student work from across both schools and contains all submissions for our annual writing competition.

THE PRIMARY STUDENT COUNCIL TO BE OF SERVICE TO OTHERS Continuing from last year’s mandate, the Primary Student Council began the year by looking at last year’s guidelines and talking about how these could be continued and what they might look like this year. This year’s representatives, two from each class in Grades 3, 4 and 5, wanted to be of service to the school and our environment, so they started the year by collaborating with the Secondary School’s project of collecting bottle caps to be recycled as prosthetics for soldiers. This became a contest among classes, to see which class could collect the most bottle caps. Each week, the 20

Student Council members counted and recorded hundreds of bottle caps. The winning class was 4H, but truly we are all winners, as the project continues with boxes placed in Reception to encourage recycling. It has been hugely successful. This project led the way towards recycling plastic bottles as well. The Student Council feels that ‘being green’ is an important way to serve the school and our environment. Collection sites have been established and Student Council members are responsible for emptying the collection boxes and putting the bottles in larger bins to be collected.

To be of more service within the Primary School, members of the Student Council wanted to install mirrors in the bathrooms and so planned a bake sale to raise money. The growth of the Student Council members is evident. As all of these projects involve planning and organising time, materials and tasks, students are learning to work together as a team, to each take on a share of the responsibilities, to communicate with students in their classes and in assemblies, to help inform their peers of projects and the reasons behind them, and to be of service to their school and their world.

A PLACE WHERE WE BELONG

THE SECONDARY STUDENT COUNCIL This year, the Student Council has done much to help not only the PSI community but also our local community in Kyiv. We have led assemblies, held a high school prom, organised the annual Miracle Week and raised money for the Institute of Pediatrics, Obstetrics and Gynecology. These are only a few of the things that we achieved in 2015-2016. The Student Council is an important organisation at PSI. We represent the students’ opinions and ideas. By leading the monthly assemblies, the council members have had the opportunity to make these 45 minutes interesting by allowing

student activities and achievements to be expressed from a student’s perspective. The assemblies have also been a great opportunity to introduce new events and charitable activities, in addition to talking about the success of our sports teams. To encourage school spirit, we have organised spirit weeks and a pep rally, where the students got into their houses to create a dance that they later presented to the whole school. This helped students bond across different grades and across the Primary and Secondary School. Additionally, we increased school spirit as we raised awareness

of breast cancer and furthermore, we took charge of the holiday celebrations such as Halloween and Valentine’s Day. For Halloween, we organised a haunted house and other activities for the Primary students. On Valentine’s Day, we delivered flowers, candies and teddy bears to students and teachers. Finally, the Student Council also serves as a connection between students and the school administration, providing input on school plans and feedback on educational and social programmes at PSI.

A PLACE WHERE WE BELONG

ENROLMENT ANNUAL STORY In the 2013 / 2014 academic year, the enrolment dipped due to the difficult political and economic situation both in Ukraine and in Kyiv itself. The pattern for this current school year and into 2016 / 2017 is a stable one, although any significant growth seems unlikely for now. Although there is not a specific goal to ‘grow the school,’ strategies are now planned and documented to keep a ‘strong enrolment’ aimed at 450 to 500 students.

AUGUST

422 445 460 436

NOVEMBER

386 384 417 444 461 435 394 387 416

JANUARY

PSI QUARTERLY ENROLMENT TREND 2010 - TO PRESENT

STUDENT NUMBERS ARE VERY IMPORTANT TO INTERNATIONAL SCHOOLS AS THEY MAKE UP ALMOST ALL OF OUR ANNUAL REVENUE, WHICH IN TURN, ALLOWS PSI TO RUN ADDITIONAL PROGRAMMES AND MORE SUBJECTS FOR STUDENTS.

445 459 429 393 384 416 437

APRIL

470 429 385 388

2015-2016 2014-2015

416

2013-2014

2011-2012

470

JUNE

2012-2013

438 429 385 391

2010-2011

Numbers of students

150

200

300

400

450 23

A PLACE WHERE WE BELONG

ABOUT PSI

20 2000

40 72 OVER

NATIONALITIES

YEARS OLD IN AUGUST 2015

AN IB WORLD SCHOOL SINCE

OUR STUDENTS

17 91

% OF ALL CLASSROOM POSITIONS ARE HELD FOR EXPATRIATE STUDENTS

OF OUR GRADUATING SENIORS HAVE RECEIVED OFFERS FROM

LEADING UNIVERSITIES

OF PRIMARY STUDENTS WERE PROFICIENT OR ABOVE IN WRITING ON THE ACER TEST

THERE IS

FULLY QUALIFIED TEACHER TO EVERY

OF OUR TEACHERS HAVE MASTERS OR ADVANCED DEGREES

STUDENTS AT PSI

OF MIDDLE SCHOOL STUDENTS WERE PROFICIENT OR ABOVE IN MATH MAP RESULTS

GRADE 12 IB DIPLOMA SCORES HAVE RISEN FOR THE PAST

SCHOOL YEARS RUNNING

% OF GRADE 6-12 STUDENTS EARNED HONOURS OR HIGH HONOURS AWARDS IN 2016

OUR COMMUNITY INVOLVEMENT

1500 26

THERE HAVE BEEN

OVER

WE HAVE SUPPORTED

FACEBOOK FOLLOWERS

COMMUNITY SERVICE PROJECTS THIS YEAR

FACILITIES / RESOURCES WE ARE PLANNING A NEW BUILDING OF OVER

4500

OUR NEW BUILDING WILL INCREASE THE TOTAL LEARNING AREA BY

CEESA OVERSEAS SPORTS AND CURRICULUM ACTIVITIES THIS YEAR

190

SCHOOL SPIRIT / HOUSE TEAM EVENTS WERE COMPLETED

STUDENTS CAN CHECK OUT CHROMEBOOKS FOR CLASSROOM USE

22,834

MATERIALS ACROSS BOTH LIBRARIES 25

OPPORTUNITIES AND EXPERIENCES

CEESA

ECA

SSS

This year’s CEESA Conference in Istanbul focused on ‘transforming education through personalised learning.’ This means focusing on the individual students, their interests, and their passions, and giving them the option to succeed. Many of the presenters focused on that topic, but there was also a number of other topics including mindfulness, early years job-a-like, social innovation, and the annual Athletic Director’s meetings to discuss events and make decisions about the coming years for CEESA Athletics. A number of PSI staff attended the event to focus on these topics and learned from the presenters. Next year’s conference will be in Sofia, Bulgaria, another great opportunity to connect with colleagues in the region.

Our extra-curricular activities programme aims to provide students with opportunities to cultivate and enrich existing skills and explore new areas of interest through sports, the arts, recreation, mother tongue languages and service. It is about fun, excitement, enjoyment and trying new things. The ECA programme consists of the Weekday ECA including the Mother Tongue Languages Programme and Super Saturday Sports Programme. In the ECA programme, we offer 130 weekday activities.

SSS is an expanded PSI Super Saturday Sports programme. This is the next step in growing our Saturday Sports programme for students in Kinder to Grade 8. We continue to offer this programme to non-PSI students where classes are not full. In developing our Saturday Sports programme, we have two main goals: • To provide sports coaching for several popular sports across the whole school year. • To differentiate this coaching and offer multiple groups for beginners and experienced players.

A PLACE WHERE WE BELONG

PSI TAKING ACTION Personal Project is an independent inquiry where students further their knowledge and understanding of a topic that they are passionate about.

GRADE 5 EXHIBITION

DRAMA

CAS

The Drama Department has had a very busy year in 2015/16. Three major productions, John Lennon and Me, Songs for a New World, and the Addams Family Musical have given the students opportunities to really shine across a range of work from drama to comedy. In addition to this, Middle School students attended a very successful International Schools Theatre Association (ISTA) festival in Istanbul. PSI students took part in the inaugural Kyiv Inter-schools Shakespeare Competition. All this on top of in-house performances and assessments. Everyone is looking forward to a break before launching into some very exciting plans for 2016/17.

All IB Diploma Programme students were involved in the CAS Programme. This year, they participated in sustained, collaborative projects such as kindergarten building and teaching, animal shelter, student store, visually impaired centre support, Djerela, down syndrome, Irpin Hospital support and Children of the World to Children of Ukraine projects. More than half of the projects were student-initiated.

PERSONAL PROJECT Grade 10 students marked the end of their MYP Personal Project journeys with an Exhibition in the gym. Students have been working on their projects for a year. The

The Grade 5 Exhibition this year was again a very successful unit. With the unit starting off with a full week exploring the studentsâ&#x20AC;&#x2122; passions, we also highlighted specific team building skills that each student needed to develop through the unit. These skills ranged from communication skills to increasing a studentsâ&#x20AC;&#x2122; general confidence. The next step involved identifying a local issue from which to frame research questions which began the inquiry cycle. Each student, either individually or in small groups, planned and carried out Action - doing something to improve or change the issue that was being researched. This ranged from raising money to purchase sporting equipment for a neighbouring school, informing others about intellectual property rights violations, or organising field trips for students to learn more about their local environment. Reflecting on this process through journal entries enabled students to develop critical thinking skills and document the new learning and understandings that were occurring. This unit is always a highlight of the year for students as it is challenging, engaging, relevant to the student (basing the unit around his or her own interests), significant and meaningful. 27

ACADEMIC ACHIEVEMENT THE EDUCATIONAL DEVELOPMENT OF EVERY CHILD IS PARAMOUNT. PSI USES A VARIETY OF ASSESSMENT TOOLS INCLUDING EXTERNAL STANDARDISED TESTS TO ASSESS STUDENTS’ ACADEMIC ACHIEVEMENT AND THE RIGOUR OF OUR TEACHING AND LEARNING PROGRAMMES.

ACER / ISA ASSESSMENT

Each year students in Grades 3 to 8 participate in the International Schools Assessment, developed by the Australian Council of Educational Research. Over 37,000 students from 204 international schools in 50 countries take the tests each year. Assessments are conducted in the skills of reading and mathematics, as well as narrative and expository writing. The data is used to evaluate students’ achievement at their given grade level and also to measure their learning growth rate. Over time and

multiple assessments, the results are plotted and can be evaluated on a ‘development continuum’. Data is also used by the School to review teaching and learning programmes and to modify the curriculum to meet the needs of individual students, a class or grade level accordingly. PSI has performed strongly once again this year on ACER testing, and is above the ‘all schools’ average in 11 of the 12 areas. Against ‘like schools’, PSI is at or above the cohort average in 9 of the 12 areas listed.

535

548

542

504

515

531

467

472

482

427

435

427

377

383

394

327

332

MATHEMATICS

349

The PSI results in Maths and English are presented alongside the worldwide data. This includes ‘like schools’ (those of similar size and EAL composition) as well as all schools who offered the test.

PSI

502

489

517

Grade 8 481

454

538

Grade 7 437

409

484

Grade 6 427

435

427

Grade 5 377

383

394

Grade 4 361

361

READING

Grade 3 436

LIKE Schools (16-35% native English speakers) All Schools

PSI LIKE Schools (16-35% native English speakers) All Schools

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Important Note - As PSI is an inclusive school community, we believe our results should be reported in this manner, too. Therefore, this data includes every PSI student in Grades 6-8, including students who are new to the school, those attending English language support class and students with special learning needs. Some schools exempt these students, which inflates their results. 28

A PLACE WHERE WE BELONG

FALL MAP ASSESSMENT

Twice each year, students in Grades 3 to 8 participate in the US based ‘MAP’ (Measure of Academic Progress) standardised assessment programme. Over 5 million students from more than 50 countries participate in what is know to be ‘best practise’ external assessment. Assessments are conducted in the skills of reading and mathematics. Data is used to check on students’ achievement at a grade level and also to measure their learning growth rate. Over time and multiple assessments, the results are plotted and can

be evaluated on a ‘development continuum’. Data is also used by the school to review teaching and learning programmes and to modify the curriculum to meet the needs of individual students, a class or grade level accordingly. PSI has performed strongly once again this year on the ‘fall’ round of MAP testing, and is at or above the ‘all schools’ mean scores in 10 of the 12 areas listed. Against ‘CEESA Schools’, PSI is at or above the mean score in 8 of the 12 areas listed.

238.8 237.1 239.2 232.2

239.1 244.0 244.1 238.9

Grade 6

Grade 7

Grade 8

285.7 224.1 224.4 291.0

224.5 202.4 228.8 224.0

Grade 4

234.6 231.5 232.5 225.4

203.3 210.2 210.2 202.6

Grade 3

Grade 5

224.0 221.2 227.2 214.7

Grade 4

224.0 228.5 228.5 221.3

210.9 219.6 218.8. 212.3

Grade 3

213.0 216.5 216.2 209.9

209.4 208.0 208.6 201.9

MATHEMATICS

203.4 202.4 202.9 195.0

The PSI results in Maths and Reading are presented alongside the worldwide data. This includes ‘all schools’ that offered the test, schools in Europe and finally schools in our own CEESA (Central Eastern Europe Schools Association) network group.

Grade 5

Grade 6

Grade 7

Grade 8

PSI CEESA Region CIS Region All Schools

READING PSI CEESA Region CIS Region All Schools

PSI GRADUATING CLASS OF 2016 THE IB DIPLOMA

ASSESSMENT

OUR PERFORMANCE

Grades are based on internally assessed assignments and the end of year examination. Assignment percentage scores are converted into a grade out of 7 points in each subject. The Theory of Knowledge and Extended Essay components provide the possibility of 3 additional points. The total possible score in the IB Diploma is 45 points.

From 2010 to 2015, 73 of 85 PSI candidates (86%) have earned the full Diploma, compared to the world average of 79%. Over the past four years, PSI has improved its performance from an average of 29.0 points to 33.3 points. The PSI IB Diploma average is 31 points, with last yearâ&#x20AC;&#x2122;s cohort earning an average of 33 points. PSI has had several students earning 40 points or above, which places them in the top 3% in the world.

PROGRAMME

2013

Grades 11 and 12 follow a twoyear programme designed for those who seek to enter higher education in universities worldwide. PSI holds the prestigious IB World School status, making us one of 3000 schools in 120 countries that offer the IB Diploma Programme (DP). PSI joins some of the largest and most established international schools around the world in providing the DP, widely considered to be the most rigorous high school programme in terms of student motivation and commitment, class and independent study time, and application.

4.79 33 29

2014

5.10 37 32

5.45

2015

2016

33.3

GOAL AVARAGE 35 GOAL AVARAGE 35 4.79 5.10

5.45

MARK Average DP Points Earned 30

25 26 27 28 29 30 31 32 33 33.3 34 35 36 37 38 39 40 41 Highest DP Points Earned

Average DP Subject Points

A PLACE WHERE WE BELONG

UNIVERSITY OFFERS 2016 TO PSI STUDENTS

OTHER

Yale University

University of Cambridge

Simon Fraser University - Canada

Case Western Reserve University

University of Northampton

University of Toronto - Canada

Ohio State University

University Wales Trinity St. David

Concordia University - Canada

University of Virginia

University of Edinburgh

University of Geneva - Switzerland

Vassar College

Kingâ&#x20AC;&#x2122;s College London

Washington University in St. Louis

University of Sheffield

College of William and Mary

University of Kent

University of Colorado at Boulder

University College London

Marymount Manhattan College

Heriot-Watt University

Rochester Institute of Technology

University of Warwick

Clark University

City University London

Northeastern University

Goldsmiths College, University of London

James Madison University

London Metropolitan University

University of Mary Washington

London South Bank University

Old Dominion University

Middlesex University

Roanoke College

University of Manchester

Virginia Tech

Queen Mary, University of London

University of Pennsylvania

Cardiff Metropolitan University - Wales

THE GRADUATI 201

IVANNA VORONOVYCH USA Northeastern University (US)

ALEKSANDAR PAUNIC SERBIA Wisconsin University Kyiv

JOSEPH BISTRANSKY USA College of William and Mary (US)

CHRISTINA FIGLUS USA Yale University (US)

KANAN HUSEYNOV AZERBAIJAN University College London (UK)*

OLIVER JAHN DENMARK City University London (UK)*

RACHEL MACDONALD USA James Madison University (US)

KAROLINA JENSEN DENMARK Undecided

A PLACE WHERE WE BELONG

TING CLASS OF 016 MARIA TURNER USA University of Pennsylvania (US)

RADOSLAW TYSZKO POLAND Clark University (US)

MICHAEL SULLIVAN UK Yazarski University (Poland)

HLIB KORNIYENKO UKRAINE University of Toronto (Canada)

CLARA LEMAIRE FRANCE Cardiff Metropolitan University (UK)*

OLEKSII LOVOCHKIN UKRAINE Cambridge University (UK)*

ILYA SHATILOV UKRAINE Warwick University (UK)*

JEANNE PIGEON FRANCE Edinburgh University (UK)*

OKSANA PLIUSHKO UKRAINE Rochester Institute of Technology (US)

*UK university placements are conditional. They are only confirmed when DP final scores come out in July. 33

STRATEGIC ACTION PLAN 34

IN 2012, PSI CONDUCTED A LARGE SELF-STUDY - A MAJOR ‘REFLECTION’ ESSAY THAT WAS OVER 300 PAGES LONG.

The finished product enabled PSI to be reaccredited in 2013 by the International Baccalaureate, the Council for International Schools in Europe and the New England Association of Schools and Colleges in the USA. As a result of the reaccreditation process, a report was written by the accrediting body. Goals and recommendations were established for development across the school from 2013 to 2017. Each year, these goals are expanded into an Annual Strategic Action Plan and development projects are initiated. In December of each year, the Annual Strategic Action Plan is

reviewed through an Action Plan Interest and Review Group Meeting. School leaders, board members, staff members, parent representatives and students join in this process. In May, the groups came together once again to evaluate the year’s accomplishments and write recommendations for the new 2016 / 2017 school year.

A PLACE WHERE WE BELONG

CIS / NEASC STANDARDS AREAS

STRATEGIC PLANNING AREAS GOALS

Teaching & Learning

Education - Goal: We will cultivate inquiry-based learning in meaningful contexts through dynamic and reflective practices.

Teaching & Learning

Information Technology - Goal: ‘Cutting edge’ educational technology tools and programmes are implemented to enhance student learning outcome.

Governance & Leadership

Marketing and Development - Goal: We will further develop PSI’s reputation and market position both locally and globally as a progressive and dynamic international school.

Access To Teaching & Learning

Successful Learners - Goal: We encourage and support all members of the school to actively participate in learning that leads to empowerment, engagement and personal excellence.

School Culture & Learning Partnership

Community - Goal: We will cultivate a positive school ethos and active partnership through long-term engagement in the life of the school.

Operational Systems

Environment - Goal: We will further develop and sustain a safe, stimulating and nurturing learning environment.

Operational Systems

Finance - Goal: We will sustain and strengthen the School’s financial position to ensure that educational plans are matched with financial goals and plans.

100% Completed

⅓ Completed Towards Full Completion

JAN

JUN

Yet to Be Started Or Under ⅓ Completed

As a first step in this new cycle of reaccreditation, the school engaged in a review of the PSI Mission Statement. Over the past two months, the PSI Board, PTA, staff and Student Council have all been involved in brainstorming ‘key words’ for these new statements. Over 200 staff, students and parents have contributed. Please see some of the words selected throughout this process to be used by the Mission Statement Writing Team shortly. 35

COMMUNITY OPINION SURVEYS & ACTION EACH YEAR, THE SCHOOL ASKS PARENTS, STUDENTS AND STAFF FOR FEEDBACK ON THE OVERALL PROGRAMME OFFERINGS AND SERVICES. THE SURVEY HAS BEEN RUN FOR SIX YEARS AND SO HISTORIC AND TREND DATA CAN BE EVALUATED.

In 2016, the school community was asked to participate in a slightly different survey, the official Council of International Schools Endicott Survey. This external survey is an important step in the School’s next accreditation cycle. The data and results will be used for the School’s accreditation Self Study Report to be written during the 2016 / 2017 school year. Those who took the Endicott Survey:

104

184

parents (of approximately 266 families) responded to the survey.

teachers / teaching assistant staff members (of approximately 94) responded to the survey.

students from Grades 5 to 11 (of approximately 198) responded to the survey.

A PLACE WHERE WE BELONG

STRENGTHS ACROSS THE SCHOOL In many areas of the survey, the School received agreement responses of 90% or better. Provided are important examples from the four groups surveyed; parents, staff, students and the School Board.

100%

98%

100%

95%

100%

95%

100%

75%

50%

25%

PARENTS 3. Students at all levels are experiencing internationalism and interculturalism through the formal curriculum and activities offered at the school.

100%

91.8%

PARENTS

10. I believe that this school is a good match for my childâ&#x20AC;&#x2122;s needs and strengths.

100%

94.4%

STAFF

96. The School promotes positive teacher-student relationships.

100%

97. Teachers respect students.

100%

75%

50%

25%

STUDENTS

46. The school helps me to understand and respect differences and to appreciate diversity.

STUDENTS 28. I feel safe at school.

97.5%

100%

BOARD 46. The school leadership promotes an atmosphere of collaboration and mutual respect.

BOARD 43. Board policies and school practices demonstrate a concern for the well-being of everyone on school premises and using school services to promote the safety of students and adults. 37

SECTION A

SECTION B

SCHOOL’S GUIDING STATEMENTS

TEACHING AND LEARNING

This section covers how well members of the school community know and understand the School’s mission and vision and to what degree the School uses those statements to guide the work of the School. Students, parents, board and staff responded with above 75% agreement on 15 out of 16 questions in this section. The exception is below.

This section covers how well the community understands the curriculum and believes that the curriculum helps students become better 21st Century learners. It also looks at the quality of teaching in the classroom. Of 68 questions across all groups, 6 fell below 75% agreement. These are listed below.

Disagree

37.3%

Agree

Disagree

73.8%

15. If I have trouble learning a lesson one way, teachers try to teach me another way.

Agree

Disagree

35.3%

92. There is a mechanism for providing feedback and evaluation to the library staff.

Disagree

Agree 62.7%

15. I incorporate aspects of the local language and culture into my teaching.

Disagree

31.6%

Agree Agree

64.7%

7. The school takes account of my learning style.

28.8%

71.2%

Disagree

Agree

6. Aspects of the local language and culture are used to enrich my learning.

68.4%

1. I am familiar with my school’s mission or philosophy statement.

Staff

38.2%

61.8%

Disagree

Agree

74.7%

25.3%

Students

26.2%

Students

13. Most of my teachers use a variety of methods to measure my progress.

A PLACE WHERE WE BELONG

SECTION C GOVERNANCE AND LEADERSHIP This section deals with the work of the board and administration and the degree to which the two successfully collaborate. Of the 44 questions in this section, only 2 fell below the 75% mark.

Disagree

SECTION D FACULTY AND STAFF This section covers staff qualifications, professionalism and numbers as well as treatment and evaluation of teaching and non-teaching staff. Of the 26 questions (mostly aimed at staff and board), only one fell below 75%.

Disagree

25.3%

Staff

Agree

42. The school’s financial resources are appropriately allocated.

74.7%

36.2 I am aware of and understand the school’s financial plans.

Agree

72.3%

Disagree

28.6%

Agree

71.4%

27.7%

Staff

44. I regularly receive helpful feedback and supervision of my teaching through the appraisal process.

SECTION E

SECTION F

ACCESS TO TEACHING AND LEARNING

SCHOOL CULTURE AND PARTNERSHIPS FOR LEARNING

Agree

44. The student activities programs are broad enough to meet my interests.

Disagree

Agree

69.3%

34.3%

73. I am appropriately informed if any of my students have health conditions that might affect their performance in my classes.

65.7%

45. The school encourages me to share my ethnic/ cultural heritage.

Disagree

Agree

63.6%

Disagree

39.2%

Agree

Disagree

63. The school has helped me to learn strategies to accommodate students who need English (or other) language support.

Disagree

Agree

40. Students at my school respect one another.

60.8%

32.5%

Agree

29.6%

70.4%

Disagree

Agree 67.5%

Disagree Disagree

32.9%

Agree

67.1%

23. I feel comfortable talking with guidance counselors. 40

53.9%

46.1%

Disagree

28.6%

Agree

36.8%

60. The number of special needs personnel is appropriate to the number of identified special education students.

63.2%

Agree

63.3%

59. The school provides adequate support for students with special needs.

62. I know where to refer exceptional students to accommodate their talents and interest.

Staff

Students

30.7%

Students

Disagree

Staff

This section looks at studentsâ&#x20AC;&#x2122; sense of well-being at school, the home-school partnership and our ECA programme. Of the 36 questions, 5 fell below the 75% agreement mark.

36.4%

This section looks at support services for students, including counseling, SEN, EAL and services for gifted and talented. Of the 20 questions in this section, 5 fell below 75% agreement.

43. I have opportunities to express my opinions about how the school operates.

A PLACE WHERE WE BELONG

SECTION G OPERATIONAL SYSTEMS

This section examines the non-teaching part of our School cafeteria, business offices and buses. Of the 42 questions in this section, 6 were under 75%.

Disagree

84. The teachers’ lounge is satisfactory.

Agree

Disagree

41.2%

Agree

Disagree

Agree

74. The cafeteria / dining hall is a welcoming place.

58.8%

42.0%

26. I am happy with the quality of food served at school.

Disagree

67.1%

Disagree

52.2%

Agree

47.8%

32.9%

81. The physical dimensions of classrooms are adequate for the subjects I teach and the ages of the students.

58.0%

35. The faculty has appropriate input into the school’s educational and budget processes.

Agree

74.4%

Disagree

39.5%

Agree

60.5%

25.6%

Staff

Students

34. I am satisfied with the nutritional level and appeal of the food provided at school. 41

AS A RESULT OF THE SURVEY RESPONSES AND SUPPORTING COMMENTS THE FOLLOWING RECOMMENDATIONS HAVE BEEN MADE.

SURVEY SECTION

SECTION A: SCHOOL’S GUIDING STATEMENTS

RECOMMENDATIONS & ACTIONS

Administration and teachers will introduce the new PSI mission to all students in August 2016. An interactive approach will be used across the PSI community to connect the school to the new mission.

SECTION B: TEACHING AND LEARNING

Teachers will review unit plans to find places where local language and culture can be incorporated into existing units. Upcoming professional development will focus on broadening the number of teacher strategies for differentiating instruction and assessment. The library staff will create and implement a survey / format for teachers to give feedback.

SECTION C: GOVERNANCE AND LEADERSHIP

SECTION D: FACULTY AND STAFF

The board and administration will clarify the School’s financial plans, annual budget cycle and resource allocations with all staff.

Administration will continue to review and refine the Teacher Development Process to provide useful and specific feedback to teachers.

A PLACE WHERE WE BELONG

SURVEY SECTION SECTION E: ACCESS TO TEACHING AND LEARNING

RECOMMENDATIONS & ACTIONS Administration will review SEN staffing and services, including support for gifted and talented students. Administration will offer targeted training in EAL strategies to staff. Guidance counsellors will seek out opportunities to connect with students and encourage additional communication.

SECTION F: SCHOOL CULTURE AND PARTNERSHIPS FOR LEARNING

Teachers and counsellors will work with individuals and groups of students to promote respectful interactions. Teachers will look for opportunities in their current units to promote a sharing of cultural heritage and identity. Administration will add health information into the MyPSI database for all students, while respecting confidentiality as appropriate. Administration will work with Student Councils in both divisions to get input from students about school-wide issues. Administration and ECA coordinators will continue to review ECA offerings each quarter to look for ways to expand the range of offerings and enhance their quality.

SECTION G: OPERATIONAL SYSTEMS

Administration will communicate the annual budget process and staff â&#x20AC;&#x2DC;budget submissionsâ&#x20AC;&#x2122; system in a timely manner. The completion of the building project will resolve issues related to the staff room, classroom allocations and the cafeteria. The cafeteria committee will be expanded to include greater expertise to then review menu choices for their nutritional value. Administration will review the catering services and run an open tender process prior to moving to the new cafeteria with its own kitchen. 43

SCHOOL INITIATED SECTION IN ADDITION TO THE QUESTIONS PROVIDED BY THE CIS ENDICOTT SURVEY, THE SCHOOL PROVIDED THREE STATEMENTS (QUESTIONS) FOR EACH GROUP ABOUT OUR INTERNATIONAL BACCALAUREATE PROGRAMMES:

•

The IB programmes prepare students for living and working in the 21st Century.

•

Students are able to regularly demonstrate that they are ‘living’ the IB learner profile.

•

Students and staff regularly demonstrate that they are internationally minded.

No response group fell below 83% agreement on any of the questions above.

Thank you to all community members who took the time to complete the survey and provide us with both positive feedback and suggestions for improvement. As always, if you have questions about this report please contact the School Director, John Burns johnb@psi.kiev.ua.

A PLACE WHERE WE BELONG

PHASE II CON PROJECT ANN

THE ESTABLISHED PHASE II BUILDING PROJECT TIMELINE 2016 FEBRUARY MARCH APRIL MAY 46

- ALL DESIGN PLANS FINALISED - CONSTRUCTION TENDER PERIOD - PROJECT APPROVAL (BY THE PSI BOARD) - CONTRACTOR SELECTED â&#x20AC;&#x201C; KAN BUD - BUILDING PROJECT BEGAN

A PLACE WHERE WE BELONG

NSTRUCTION NNUAL STORY

2017 AUGUST SEPTEMBER OCTOBER DECEMBER

- NEW PLAYGROUND / GROUND BEAUTIFICATION COMPLETED - BUILDING PROJECT COMPLETED - MOVING INTO THE NEW BUILDING - PRIMARY & SECONDARY BUILDING UPGRADES COMPLETED 47

THE PHASE II BUILDING PROJECT 48

THE ADDITION OF A NEW BUILDING ON CAMPUS WILL INCREASE THE TOTAL LEARNING AREA BY 43% WITHOUT SIGNIFICANT LOSS TO EXISTING ‘GREEN’ AREAS. THE NEW CAMPUS BUILDING AT THE BACK OF THE SITE (IN PLACE OF THE CURRENT GYM AND EARLY CHILDHOOD CENTRE) WILL PROVIDE THE FOLLOWING FACILITIES: • Specialist teaching blocks for Science, the Fine and Performing Arts and Technology • Full size and permanent double gymnasium • School auditorium for assemblies, special events and productions • Larger and purpose-built Early Childhood Centre for students aged 3 and 4 years • An on-site kitchen and cafeteria with an expanded menu • Music and instrumental music tutorial rooms • Secondary School study space for DP students • Additional classrooms, offices and meeting rooms for school departments • Corridors that fully link the existing Primary School to the new cafeteria, Early Childhood Centre, gym and all specialist classes

THE PHASE II NUMBERS

A PLACE WHERE WE BELONG

4 500 3 600 3 000 1 000 300 250 120 18 15 12 2

SQUARE METRES IN THE NEW BUILDING ARE CURRENTLY BEING ADDED TO THE CAMPUS SQUARE METRES ARE CURRENTLY AVAILABLE ON OUR CAMPUS SQUARE METRES OF NEW PLAYGROUNDS WILL BE INSTALLED ONCE THE BUILDING IS COMPLETED SQUARE METRES OF THE NEW BUILDING WILL HOLD THE NEW DOUBLE GYMNASIUM

PEOPLE WILL BE ABLE TO SIT IN THE NEW AUDITORIUM SQUARE METRES OF CAFE SPACE WILL REPLACE THE OLD CAFETERIA STUDENTS (OR MORE!) CAN BE SEATED IN THE NEW CAFETERIA NEW CLASSROOMS AND LEARNING SPACES ARE PLANNED MONTHS FROM NOW, THE CONSTRUCTION PROJECT WILL BE FINISHED ADDITIONAL OFFICE SPACES AND MEETING AREAS ARE INCLUDED IN THE NEW DESIGN TIMES THE SPACE WILL BE AVAILABLE FOR THE NEW EARLY CHILDHOOD CENTRE 49

FINANCIAL YEAR ANNUAL STORY

PSI IS A NOT FOR PROFIT SCHOOL GOVERNED BY PARENTS ELECTED TO THE SCHOOL BOARD. ALMOST ALL REVENUE COMES FROM TUITION FEES AND DONATIONS FROM PARENTS FOR THE DAILY RUNNING OF THE CAMPUS AS WELL AS TEACHING AND LEARNING PROGRAMMES. THE FOLLOWING GRAPHS ILLUSTRATE REVENUE SOURCES AND EXPENSES FOR THE 2015-2016 ACADEMIC SCHOOL YEAR. 50

A PLACE WHERE WE BELONG

The graphs given here are generally typical of not for profit international schools. Staff (and their expertise) are seen as the major expense and greatest asset of the school.

EXPENSES

REVENUE

76% Staff Expenses

88,1% Tution

11% Educational

8,9% Capital

4% Rent, Utilities, Maintenance

3,0% Other

3% Taxes (profit tax, VAT) 2% Development Projects 2% Equipment and Software 1% Communication 1% Capital

This table displays the school’s financial performance over five years, including our forecast for the new 2016 / 2017 school year. The national economy remains a significant issue for the school, resulting in a decrease in expatriate student enrolments and revenue over the past two years. Careful financial planning and lowering of expenditures have been required during this period. The significant Capital Budget is earmarked for the Phase II Building Project. Much of this income comes from the Capital Levee included in the School’s tuition fees.

SCHOOL YEAR

2012 / 2013 ACTUAL

2013 / 2014 ACTUAL

2014 / 2015 ACTUAL

2015 / 2016 ACTUAL

2017 / 2018 FORECAST

STUDENTS

463

423

384

392

342* / (380)

OPERATIONAL INCOME

10 584 684

10 340 230

9 277 789

8 905 235

7 935 683

10 473 465

9 919 103

8 503 821

8 227 462

7 849 047

421 127

773 968

677 773

86 636

3 243 896

5 085 959

6 087 434

7 349 716

OPERATIONAL EXPENDITURE

OPERATIONAL REVENUE 111 219 CAPITAL BUDGET BALANCE

1 884 403

THE IB ‘ATTITUDES’ The International Baccalaureate Attitudes are a vital focus in the development of positive attitudes towards people, the environment, and learning in the Primary Years Programme. These Attitudes are meant to be an explicit part of daily learning, modeled by both students and staff.

APPRECIATION

COMMITMENT

EMPATHY

ENTHUSIASM

CONFIDENCE

INDEPENDENCE

COOPERATION

CURIOSITY

TOLERANCE

INTEGRITY

CREATIVITY

RESPECT

A PLACE WHERE WE BELONG

400 JUST UNDER

STUDENTS

ALUMNI AND FRIENDS ASSOCIATION THE PURPOSE OF THE PSI ALUMNI AND FRIENDS GROUP IS TO ESTABLISH AND ENHANCE A CONTINUING RELATIONSHIP BETWEEN PSI AND ITS ALUMNI. WE WISH TO DEVELOP AND NURTURE CONNECTIONS WITHIN OUR DIVERSE COMMUNITY, AMONG FORMER STUDENTS, PEERS, AND FRIENDS.

The photo features PSI Graduates Class of 2012

Whether you are a PSI graduate or your stay at PSI was in the lower grades, or you were a member of our staff or faculty, you are now invited to join the PSI Alumni Group and be part of our growing international community and network. We welcome your feedback and suggestions. Email: alumni@psi.kiev.ua or give us a call to share your feedback.

A PLACE WHERE WE BELONG

WHERE ARE OUR ALUMNI NOW? RUTGER GRISEL The Netherlands PSI Graduate 2009 UNIVERSITY OF CAMBRIDGE, UK

CHLOE THIMONIER France PSI Graduate 2011 MCGILL UNIVERSITY, CANADA

MARIA TEREKHOVA

DMYTRO GLYNYANYY

Ukraine PSI Graduate 2010

Ukraine

UNIVERSITY OF CAMBRIDGE, UK

PSI Graduate 2011 BENTLEY UNIVERSITY, USA

GALINA TKALENKO

FILIP FRAHM

Ukraine PSI Graduate 2012

Germany PSI Graduate 2012

CASS BUSINESS SCHOOL IN LONDON, UK

THE UNIVERSITY OF EDINBURGH

Internship at: Rolls-Royce plc Now at: The London School of Economics and Political Science

JAN MIKOLAJCZAK

SEBASTIAN JAHN

LORRAINE VITEK

PSI Graduate 2012

Denmark PSI Graduate 2013

USA PSI Graduate 2014

UNIVERSITY OF OXFORD, UK

HULT INTERNATIONAL BUSINESS SCHOOL, UK

STANFORD UNIVERSITY, USA

Poland

CONTACT US PECHERSK SCHOOL INTERNATIONAL KYIV 7A VIKTORA ZABILY KYIV, UKRAINE 03039 WWW.PSI.KIEV.UA +38 044 377 52 92 COMMUNICATION@PSI.KIEV.UA