Year 2 Progress Report October 2017
A Smart Future 2018: WT’s Strategic Priorities
555 Morewood Avenue Pittsburgh, PA 15213 412.578.7500 www.winchesterthurston.org
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
A Smart Future 2018 – Year 2 Progress Report With a deep and shared commitment to Winchester Thurston students, our faculty, administration, and Board are developing, implementing, and Domain 1: Domain 2: supporting initiatives that sustain WT Programmatic Financial Innovation Vitality not only as the smart place to learn and to teach, but also as the place that enthusiastically embraces our Domain 3: Domain 4: founder’s mandate to “think also of Competitive & Generative Sustainable the comfort and the rights of others.” Planning Facilities Through strategic efforts in four domains—Programmatic Innovation, Financial Vitality, Competitive and Sustainable Facilities, and Generative Planning—we will stimulate an environment where smart meets heart. This document provides a progress report from 20162017, the second academic year of our 3-year plan
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A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Domain 1: Programmatic Innovation
Strategy Draft an educational framework that outlines WT's approach to teaching; a competencybased curriculum; assessment strategies that assure learning is documented and measured effectively; and professional development.
Domain 1, Goal 1: Distinguished by a broad spectrum of teaching practices that engage students and enhance learning, WT will continue its growth by expanding faculty use of innovative and varied practices and by becoming a national leader in developing, assessing, and sharing teaching practices that meet the needs of the 21st century learner. Areas of emphasis include City as Our CampusSM and eLearning. Activities Focus year faculty (those who are in a year of intensive reflection and self-evaluation) will set goals and collect data to inform and enhance their teaching practices.
Finalize a competency-based curriculum and assessment strategies. In order to provide resources to help other schools replicate WT's approaches, document the professional development process and examples of teaching strategies in City as Our Campus and eLearning/STEM activities. Faculty will work with Department Chairs to develop competencies for each subject area with the intent to create and share a model of competency-based curriculum and assessment activities. This work will begin in the Middle School. Develop new forms of assessment to measure learning in project-based, community-based, and other 21st century activities.
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Year 2 Progress (June 30, 2017) Always in process
In Process In Process
In Process
In Process
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report Strategy Increase local and national recognition of WT’s approach
Activities Survey faculty and staff to identify programs and approaches that provide promising topics for them to share with colleagues at other schools. Identify conferences and publications where they could present or publish, and provide support to them in developing proposals and articles. Seek funding for national conference on communitybased learning.
With City as Our Campus partner Children’s Museum of Pittsburgh, seventh grade science students disassemble electronic devices and use the parts to build their own circuits.
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Year 2 Progress (June 30, 2017)
Always in process
Complete
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Measures of Success and Accomplishment
Year 1
Year 2
100%
100%
Completion of document outlining curriculum and assessment strategies.
Portions were created in a set of disciplines
Completion of document that includes examples of teaching strategies in City as Our Campus and eLearning/STEM activities.
Portions were created from various initiatives
Portions were created in a set of disciplines Portions were created in a set of disciplines
Number of returning focus year faculty who met their goals to enhance teaching practices and/or who implement assessment strategies based on data collection.
Number of faculty and staff who present at local and national conferences, and/or publish in local and national publications. Number of departments completing the creation of a competency-based curriculum.
17
13
75%
100%
of Middle School departments
of Middle School departments;
50% of Upper School departments Number of divisions prepared to implement assessment strategies based on competency-based curriculum.
Exploring courage in the Kindergarten garden exploration program Page | 4
25%
50%
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Dreaming Big with 3D Bioprinters With WT’s acquisition of 3D bioprinters, students are performing scientific experiments using the same technology hospitals and major research centers do to create organs, generate tissue, and reproduce noses and ears. Traditional 3D printers—a WT staple for several years— print strictly plastics; 3D bioprinters print liquid or semi-solid biological materials such as cells, gelatin, and nutrient solutions. AP Biology students have experimented with enzyme function, printing out enzymes and measuring reactions to varying factors—like different temperatures and chemicals—through resulting color changes. Other experiments test the function of algae and photosynthesis, and explore factors that affect bacterial growth. “The strength of the 3D bioprinter is that it can mimic what we do normally in the lab, but in a more precise and repeatable manner,” science teacher Lynn Horton explains. “For a student to reproduce an experiment 5-10 times would take too long, yet the 3D bioprinter can print out the experiment on the microscale 5-10 times in a matter of minutes. This allows a student to make adjustments to the experiment easily for more in-depth inquiry-based experimentation. Moreover, the 3D bioprinter’s speed, repeatability, and reproducibility allow students to apply statistics to an experiment. “The 3D bioprinter can be programmed to repeat the experiment multiple times, which amplifies the experiment—and the experience—through the application of statistical analysis. Now it’s absolutely natural for our AP Biology and AP Statistics classes to work hand in hand.” Students have developed their own research projects using 3D bioprinters. Sabrina Evoy ’17 worked on drug delivery, including improved controlled release, targeted delivery, and solubility enhancement, advancements that ideally would increase the efficacy of particular drugs. Sara Fierstein ’17 used both the 3D bioprinter and the traditional 3D printer to research bio scaffolding, and how to help cells scaffold into organs or grow on bone structure. “Students are getting hands-on experience, and can invent experiments, on these printers which will make it much easier to advance to the next level, whether that’s an internship or a summer job in a university research lab,” adds Horton. “I am so excited by the possibilities. Our students can dream big!”
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A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Domain 1: Programmatic Innovation
Strategy Develop a plan for summer academic enrichment and advancement for students PK through Grade 12.
Domain 1, Goal 2: WT will create enrollment demand by developing and offering innovative, dynamic summer academic programs that enrich and advance students at all ages, and introduce prospective students and parents to the full WT experience.
Activities Explore immediate themes of interest and demand. Outline goals for several programs to be featured in summer 2016 and 2017. Launch and evaluate 2016 and 2017 programs. Work with Department Chairs and faculty to promote new summer academic programs at WT.
Create team of faculty and partners to define goals and guidelines for tracking student progress; articulate program outcomes (e.g., certificates, credit, badges).
Identify prospective team members and partners, and develop ideas for programming.
Increase profile and recognition of summer academic programs. Elevate exposure so that members of the greater community look to WT to help achieve academic advancement for students of all ages.
Identify academic events, conferences, competitions. Research organizations that may be able to connect us to students interested in summer academic advancement, enrichment, and challenge.
Complete
Always in process
Always in process
Research connections with international schools; develop strategy for summer 2017 to attract overseas students for a 2-, 3-, or 4-week intensive. Explore how “smart meets heart� brand can tie into marketing strategy for summer academic programs.
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Year 2 Progress (June 30, 2017)
Always in process
Complete
Complete
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Measures of Success and Accomplishment
Year 1
Year 2
Number of summer academic courses offered
2
2
Number of Grade 6-12 project-based, skill building STEAM programs Number of students enrolled in new programs
9
20
50
100
Number of academic departments engaged in defining new programs
7
7
Number of WT faculty engaged in defining new programs and partnerships Number of new partnerships created for summer programs
4
18
1
5
H2O Rowing and Marine Bio Camp
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A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Domain 1: Programmatic Innovation
Strategy Investigate the development of a mindfulness curriculum
Join Making Caring Common and develop programs as a result
Develop and implement programs to promote health and wellness
Domain 1, Goal 3: WT will seek to foster a culture of well-being by exploring, developing and enhancing a program that promotes moral life, student wellness, and equity and inclusion.
Activities Investigate and evaluate various resources on mindfulness. Invite all faculty to consider the Mindful Schools course, framing the context and explaining our overall interest in pursuing this as a school community. Hold a professional development workshop in mindfulness. Attend Harvard’s Making Caring Common conference.
Complete
Conduct Making Caring Common Climate Survey; use results to identify issues specific to WT. Based on survey results and conference, develop and/or enhance curricula for WT.
In Process
Ninth Grade Seminar: Develop seminar on Suicide Prevention, Healthy Relationships, and Conflict Resolution/Communication, to begin in 2016-2017.
Always in process
Always in process
Evaluate the Freedom from Chemical Dependency program we have been offering and develop ideas for a more comprehensive and expansive program.
In Process
Contract with Sam Bushman for educational sessions on sexuality in 2016-2017 with eighth graders, eleventh graders, and parents.
Complete
Explore, design, and implement a Health Day in 2017-2018.
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Year 2 Progress (June 30, 2017)
In Process
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report Strategy Promote cross-cultural understanding
Expand and foster crosscultural understanding throughout the WT community
Activities Draft and disseminate statement on Equity & Inclusion to guide our strategic plans and actions.
Complete
Create a new position: Director of Equity & Inclusion.
Complete
Deepen awareness and knowledge of the quantifiable diversity in the WT community through quantitative goal setting, data collection, and reporting.
In Process
Establish an Equity & Inclusion Committee for employees who wish to serve as professional development practitioners, facilitators, and advocates at WT. Establish an Equity & Inclusion Committee for parents who wish to serve as ambassadors, allies, and diversity practitioners at WT. Formalize the affinity group program at WT and support various student unions, organizations, and clubs in their work to host educational forums and events. Create an Equity & Inclusion section on the WT web site to share resources related to curriculum and programming at WT.
Develop skills and competencies needed to apply foundational knowledge in the classrooms and the community
Year 2 Progress (June 30, 2017)
Provide professional development opportunities for faculty and staff both within and outside of WT to increase knowledge and build capacity in the areas of multicultural curriculum, culturally responsive teaching, and inclusive practices in the WT community.
Complete
Complete
In Process
Complete
Always in process
Equity and Inclusion Professional Development in 2016-2017 In Service follow-up Workshop to NAIS People of Color Conference presented by faculty who attended the conference, January 2017 o In Service Workshop with Abigail Wiebenson on “Difficulty Conversations: o In Service Workshop with Emily Chiariello of Teaching Tolerance, June 2017 o Multicultural Teaching Institute – 4 faculty members attended o Diversity Directions Institute – 2 Division Directors attended o National Diversity Practitioners Conference – 2 administrators and 1 faculty member attended o - National Association of Independent Schools People of Color Conference – 13 employees attended Page | 9 o
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report Strategy
Activities
Intentionally identify and develop relationships with diverse community programs, influencers, referral sources, etc., to support faculty recruitment.
Develop a working relationship among the diversity practitioners at the independent schools in the region to develop joint programs.
Bring “Think also of the comfort and the rights of others” to life as our guiding principle for interaction, and for developing students with strong character.
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Year 2 Progress (June 30, 2017)
In Process
Attend and deepen connections to organizations hosting diversity recruitment fairs.
Always in process
Set goals and develop strategies and tactics for the 2016-2017 school year.
Complete
Review the “core ethos” of WT—Mission, Core Values, Credo, and Motto—to ensure they authentically and accurately convey our intentions in creating an ethical and moral community.
In Process
Broaden the “Think Also” committee, set goals, and develop strategies and tactics for the 2017-2018 school year.
In Process
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
“Think Also” School-wide Goal 2016-2017 WT will have a strong, palpable, and tangible sense of community defined by: •
Thoughtful, consistent, and intentional practice of empathy, humility, honesty, and respect;
•
All members’ feeling welcomed and valued, transcending all boundaries;
•
Conversations that are constructive and respectful, and that allow for alternative and challenging perspectives to be heard;
•
Embracing everyone’s potential and ability to make an authentic contribution to the community.
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Greeting one another the “Think also” way: • • • • •
We make eye contact and address each other by name We proactively introduce ourselves to people we don’t know We offer a handshake (or appropriate alternative) We are warm and personable We put away electronic devices when greeting one another
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Planting the Seeds of Change: Exploring Social Justice through Science Fiction Minorities forced to be the first to colonize Mars. Athletes facing discrimination based on arbitrary physical traits. A world ruled by an oppressive religious organization. These student-created science fiction scenarios are turning eighth graders into social justice activists through writing. “Science fiction is a natural fit with social justice,” declares Language Arts teacher Callie DiSabato. “I have been blown away by story ideas that students have developed. One is writing about freedom of speech, and has crafted a world in which noise in all forms is violently oppressed. Another is writing about the right to an education…in a world where all education takes place underground.” DiSabato designed the unit around Octavia’s Brood, an anthology of science fiction stories paying tribute to Octavia E. Butler, often referred to as “the grande dame of science fiction.” Butler’s work explores themes including race, class, gender, love, inequality, and oppression. The stories in Octavia’s Brood serve as mentor texts for DiSabato’s students who identify qualities that make up the genre and the techniques that the authors use to deliver their message. The unit complements students’ work on the Universal Declaration of Human Rights in Social Studies—and the culminating research and presentation project—by providing another lens through which to examine social justice. “Students work with the understanding that good science fiction speaks to the possible, gives a warning, and reflects something about our own humanity,” DiSabato remarks, noting that the unit builds on previously taught skills like character, plot and scene development, and writing 3D stories. The idea to combine social justice with science fiction emerged during a writing workshop led by WT parent and writer, Deesha Philyaw, and solidified after DiSabato’s journey to Poland with Classrooms without Borders to learn more about the Holocaust, another key component of the eighth grade curriculum. “I took Octavia’s Brood with me,” she recalls. “I found it to be a valuable tool for decompressing after intensive and heavy days visiting sites that included Treblinka, Majdanek, and Auschwitz-Birkenau. Escaping into fiction, but fiction that addressed what we were seeing and learning about in a personal and historical context, was valuable to me. “Butler’s work revolves around the theme of change,” DiSabato continues. “This idea is not just important when facing large scale horrors like the Holocaust, but also when presented with small opportunities. I want students to see themselves as agents for change, and to realize that they, like Butler, are responsible for ‘planting the seeds of change.’” Page | 12
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Domain 1: Programmatic Innovation
Domain 1, Goal 4: WT will utilize the natural environment of the North Hills Campus to enrich the learning experience for students and differentiate the program; the school will also further the educational collaboration between the City and North Hills Campus Lower Schools to broaden the educational and social opportunities for the students on each campus.
Strategy
Activities
Develop the North Hills Campus Outdoor Classroom ethos to enrich the learning experience for students.
Create PK-5 Outdoor Classroom curriculum that aligns learning objectives across grades and disciplines, and provides at least one outdoor learning experience per trimester, per grade level.
Year 2 Progress (June 30, 2017) Complete
Provide time for all Lower School faculty to increase collaborations in depth and breadth.
Always in process
Connect "Think Also" and the core values to the Outdoor Classroom, enhancing active engagement and applying WT values to the unique assets of the North Hills Campus.
Complete
Foster professional development related to outdoor learning for North Hills Campus faculty.
Always in process
To enhance both the Outdoor Classroom and City As Our Campus experiences at the North Hills Campus, increase the number and depth of the partnerships with outside organizations and establish the campus as a thought leader in the community.
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Partner with City As Our Campus to co-develop community-based partnerships.
Always in process
Offer community events and support the work of campus thought leaders to establish the North Hills Campus as an educational leader and innovator, increasing brand and awareness.
In Process
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report Strategy
Activities
Year 2 Progress (June 30, 2017)
Explore feasibility and return on investment for partnership with local schools.
Always in process
Create Outdoor Classroom Learning Coordinator position to champion development and integration of the Outdoor Classroom curriculum and support faculty implementation. Differentiate the program in the marketplace, partnering with Admission to positively impact the enrollment of the North Hills Campus.
Present the North Hills Campus and City Campus Lower School as one program offering two different environments; highlight collaboration to positively impact enrollment at both campuses.
Create specific marketing materials for North Hills Campus awareness building, recruitment, and retention. Promote the unique benefits Lower School students at both campuses receive, e.g. Computer Science, Outdoor Classrooms, City as Our Campus.
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Complete
Always in process
In Process
Always in process
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Documenting observations of the natural world in “Forest Fours”
Measures of Success and Accomplishment
Year 1
Year 2
Number of outdoor learning experiences offered at the North Hills Campus per trimester at each grade level as a result of new curriculum
At least 1
At least 1
Number of cross-campus collaborations implemented between the two Lower Schools
61
61
Number of professional development trainings attended related to the Outdoor Classroom
6
7
Number of community partnerships created with City as Our Campus
11
26
Number of community engagement events held
5 4 11
10 2 11
Number of prospective school partners identified Number of joint Admission events held across the two campuses Page | 15
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Financial Vitality
Strategy Develop a support network for international students and WT faculty to improve the experience of both students and teachers and to become a more attractive school to prospective international students.
Domain 2, Goal 1: WT will evaluate the impact of increasing international student enrollment; we will assess the needs of international students and develop a plan to best serve these needs.
Activities Establish a Dean of International Students position to support student activities and serve as a liaison to international parents. Establish a Middle School Advisor for the increasing number of international students in this division.
Hire an English as a Second Language (ESL) instructor to work with students and faculty.
Develop an International Student and Parent Satisfaction Survey to be implemented each summer.
Enhance WT's brand and reputation in China to attract the most qualified students
Complete
Complete
In Process Always in process
Evaluate the connection between TOEFL score and academic performance to determine the best indicator of academic success at WT. Change the Chinese name of the school to be more reflective of school culture.
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Complete
Expand outreach to placement agencies.
Research a visit to China in the fall of 2018 to meet with parents and alumnae/i and to recruit students.
Ensure the enrollment of international students has a positive impact on WT's culture and community.
Year 2 Progress (June 30, 2017)
Gather feedback from the WT community (faculty, parents, etc.) about ways that international students may be impacting our community, to ensure a positive experience for all.
In Process Complete
In Process In Process
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Measures of Success and Accomplishment
Year 1
Year 2
Number of faculty dedicated to international students
2.6
2.6
Change in number of applications from international students
-8
0
Strength of applicants, measured by change in average TOEFL scores of 9th grade applicants Retention of international students
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+10 points
+2 points
(over 2014-2015)
(over 20152016)
89%
100%
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Financial Vitality
Strategy Differentiate WT by connecting the brand to tangible value elements.
Domain 2, Goal 2: WT will re-evaluate and redefine the brand, positioning the school as an educational thought leader and authentically promoting it to attract and retain students, growing our enrollment and fundraising.
Activities Develop messaging platform for “Where smart meets heart.� Use it to guide communication and outreach to admission and advancement constituents. Roll out platform to faculty, staff, and other appropriate community members and orient them in its use. Align what we have learned about our audience from branding research into a comprehensive media strategy. Develop and launch new website and Admission materials.
Year 2 Progress (June 30, 2017) Always in process
Complete
In Process
Inspire prospective families to learn about WT
Increase quality and frequency of word-of-mouth communications through consistent and compelling social media, targeted marketing strategies, and earned media placement.
Always in process
Realize regional and national recognition by positioning key academic leaders as thought leaders and resources in the education industry.
Develop media pitches, generate content highlighting programmatic offerings: City as Our Campus, eLearning, Outdoor Learning, Early Childhood education.
Always in process
Identify opportunities for thought leadership. Coach and encourage employees to share their expertise through speaking engagements, editorial writing, and media interviews.
Always in process
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A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Select Admission Data Reflecting Demand and Selectivity % of applicants admitted, Upper School 65% 64% 64% 63% 63% 62% 61% 61% 60% 59% 15-16
16-17
17-18
# of applicants per available space, Upper School 4
3.1 2.6
2.5
3 2 1 0
WT 15-16
16-17
17-18
WT Campus Visits, all grades 250 200
225 174 153
150 105 100 50 0 Parent Visits
Student Visits for 16-17
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for 17-18
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Competitive & Sustainable Facilities
Domain 3, Goal 1: WT will establish a master plan that prioritizes short- and long-term programmatic and enrollment needs, and that can be implemented incrementally resulting in facilities that maximize our current footprint(s), match the quality of our educational program, appeal to prospective families, and reduce our carbon footprint.
Strategy
Activities
WT will research Master Planning firms with the desire to engage an expert in this field to assist WT.
Research potential master planning firms and engage a firm to work with WT.
WT will engage a Master Planning firm to create a long-term master plan for the school.
Engage the WT community to determine the programmatic, enrollment and operational needs of the school.
Complete
Fully support the master planning firm as it works with the WT community.
Identify opportunities for green design and building as part of the master planning process, as well as opportunities to deploy recommendations from the energy audit. Prepare to implement the Master Plan
Complete
Complete
Complete
Prioritize the plan into phases.
Complete Explore fund raising feasibility for phase 1 of the plan. Seek solutions for shorter term solutions to meet urgent space needs.
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Year 2 Progress (June 30, 2017)
In Process In Process
A Smart Future 2018: WT’s Strategic Priorities 2016-2017 Progress Report
Domain 4: Generative Planning
Strategy Develop a framework and process for long-term innovation planning.
Domain 4, Goal 1: To ensure an ongoing commitment to innovation and sustainability, WT will monitor and analyze trends, study and explore the feasibility of longterm strategies, and recommend educational, programmatic, and fiscal initiatives for future strategic plans.
Activities
Year 2 Progress (June 30, 2017)
Establish a Generative Thinking Task Force of the Board to determine how we will accomplish this work.
Complete
Appoint Associate Head for Strategic & External Affairs to guide efforts to develop programmatic and business model innovation for WT.
Complete
Study innovation processes and structures in schools and other organizations.
Always in process
Articulate purpose as well as specific desired outcomes and measures.
Complete
Identify and analyze key economic, societal, educational, and technology trends.
Always in process
Through focus groups and planning workshops, apply WT mission, customer insights, trend analysis, and information on emerging models to generate guiding principles and set of prospective strategies to test and study. As part of the NAIS innovative schools cohort, provide input and feedback to NAIS on programs it is developing to serve independent schools in their quests to strengthen their business models and strategic futures; participate in review and feedback sessions with innovative schools around the U.S. on innovation processes and programs.
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In Process
In Process