portugal - st dominic's is - 2012 prep vis rep.pdf

REPORT ON THE PREPARATORY VISIT TO

St Dominic’s International School

Portugal

Visit Dates: 5th to 8th November 2012

Preparatory Visitors:

Dr Lesley Stagg CIS

Patrice McCarthy NEASC

This report is based on information and opinions supplied by the school as well as the observations made by the Visitors while on site. Given the small number of visitor-days involved, this report cannot be expected to be as comprehensive or thorough as the reports which will arise from the future Self-Study Process and the full Team Visit. The overall aim of the present report is to support and guide the school during the early stages of the accreditation process.

November 2012 School Name:

St. Dominic’s International School, Portugal, ®

School Foundation Date: Established in 1975 by Dominican Sisters and renamed in 1988 as St. Dominic’s International School, and then renamed as above in 1995 when the school became a Foundation. The school was sold to Veritas in 2008.

School’s Official Status: Private for-profit.

Facts on School Governance & Management: The school is currently owned by Veritas Educatio-Educaçao e Serviços, S.A (NIPC 508318289) and their Board of Directors at the current time comprises two Directors and a Chairman. Currently, the Directors are shareholders and are salaried employees of the school fulfilling their functions on school premises. The land on which the school operates is currently rented from the Congregation of the Dominican Sisters. The Chair of the Board of Directors serves as Chair of the Board of Governors. The McKinsey Model identifies a Board of Governors comprising a non-voting Principal, up to three representatives of the shareholders of which one is the Chair of the Board, the PTA Chair, four members drawn from the world of banking finance and accountancy, law, national and international education, and finally, a representative of the Dominican Sisters. A Finance Committee includes the Board of Directors, the Head of Administration, the School Principal and a representative of the PTA. At this time a Board Sub-Committee is completing the work required to definitively implement this model which will sustain the school for years to come. For

example, this Committee must also factor into its work the signature of the Veritas-Parents Agreement in May 2011 which increased representation of the parents on the Board and the Finance Committee. The school is managed through a Senior Management Team (SMT) which comprises the Principal and Chair, the Head of Administration, the Head of Junior School and is supported by the PA to the Principal. Minutes are recorded and submitted to the Board. The Principal has recommended there be established a School Business Group consisting of the SMT, plus the Board of Directors.

Students: number of nationalities; statistically most important nationalities: 385 as of 2 October 2012, with 32 nationalities, with Portuguese, Chinese, UK, Spain, South African and Brazil as the important nationalities.

Range of Grades or Year-Groups:

Nursery to Grade 12.

Academic Staff: numbers; nationalities; statistically most important nationalities: 70, comprising 14 nationalities represented firstly by the UK, Portugal, USA and Canada,

Support Staff: numbers; nationalities; statistically most important nationalities:

40, comprising 6 nationalities including Portugal, Brazil, South Africa, Sweden, UK and Japan.

Summary of Academic Programmes: IB Primary Years Programme; IB Middle Years Programme; IB Diploma Programme.

Location and Buildings: The school is located in Sao Domingos de Rana in a residential suburb north west of Cascais in the Greater Lisbon area, Portugal. The school is an enclosed, security controlled and purpose-built facility consisting of the main building which houses the Junior school, the Old Gym, Refectory, Libraries (including a connected and bookable computer suite/teaching area) and the Administration block. Separate to the main building is a Music and Drama studio and a recently renovated and remodelled café. There is a new Gymnasium nearer to the main

entrance. The central area of the school is the green area which divides the main block from the Senior School building and the extensions to this section of the school in two sets of pre-fabricated classrooms. The Senior School is complete with a Technology workshop, two Computer labs and four Science labs. An extension to the Nursery/Kindergarten section of the main building took place in 2010 with two additional pre-fabricated structures and a playground area. There are 16 main Junior School classrooms and there are 23 Senior School classrooms. The school has a 350-metre running track and four basketball courts.

Accreditation History of the School: The school was first accredited by ECIS in 1993, successfully completing requirements for a One-Year Report in March 1995 and a Five-Year Report in 1997. The school underwent joint re-accreditation by ECIS/NEASC and the IBO in 2004, with a Special Visit in September 2005 successfully completing a One and Two-Year Report in 2005 and 2006. A Special Visit took place in May 2008 in which the Visiting Team highlighted governance and management issues as critical matters for the school to address. The combined CIS/NEASC/IBO 5-Year Visit of 2009 referred to the continuing requirement to meet the Standards for Governance and Management and to the need for continuity of IB programmes. A further Special Report was submitted to CIS/NEASC in March 2010.

Other Relevant Information (if any): Please refer to the Reflective Statements from the Board/Ownership, the School Principal and the Steering Committee. The school suffered a credibility crisis resulting from an ownership dispute in academic year 2011-12. This dispute, allied to the current Portuguese recession, created viability and confidence issues in the community. The result has been a contraction in student numbers by 40%. Academic year 2012-13 will be a tight year financially as the school works to recover. Enrolment is currently at 385, down from 642 in 2011-12 but the atmosphere in the community is generally positive.

Date of submission of this Information:

10 October 2012.

SECTION A SCHOOL GUIDING STATEMENTS

Note: The term “governing body” includes any school ownership structure.

STANDARD A1 The school shall be guided by clear and broadly accepted Guiding Statements of vision, mission, and educational objectives (or the equivalent using the school’s chosen nomenclature and format) for students. A1a The school’s Guiding Statements establish clear expectations for student learning and guidelines for the well-being of the whole school community. A1b Monitoring procedures exist which show that the school’s Guiding Statements enjoy a high degree of support from the governing body, school leadership, staff, parents and students with this support being demonstrated by the actions of all these school sectors. A1c There is evidence which shows that the school’s Guiding Statements drive decision-making, planning, action and review at multiple levels of school life. A1d There are periodic, data-driven reviews of the school’s Guiding Statements which involve the broad school community and which ensure that the statements remain vibrant and relevant. A1e A formal process and defined indicators are used to assess the school’s success in achieving its aims as laid out in its Guiding Statements

School’s Prior Comments:

Cycles of CIS/NEASC and IBO accreditation provide the impetus for reviews of the schools mission and vision. The school’s guiding statement were adopted in 2002 and subsequently revised in 2010. Together with the IB Learner Profile there is a well articulates sense of the values and mission of the school but evidence of this articulation guiding decision making is inconsistent. The guiding statements should be reviewed and processes implemented to systematically gather data from the community as part of a regular review of the school’s implementation.

Visitor Observations

School administration and staff are strongly committed to the Dominican principles of education, including open access for all students, regardless of their educational need. Indicators A1b, d and e are not fully considered and developed at SDIS at this time. It appears that the Guiding Statements are not consistently used to guide decision-making and assess progress. The Head, SMT, Board and staff all reported a need to review the

Guiding Statements and plan for this to occur as a priority during the Self-Study.

Suggested Actions

1. After the review of the Guiding Statements, the Head of School and Board of Governors develop a plan for periodic review of the Guiding Statements and communicate them to the entire school community.

2. The SMT formalizes a system to support implementation of the school’s Guiding Principles and measurement of the school’s success in achieving its Goals.

STANDARD A2

The school’s Guiding Statements shall clearly demonstrate a commitment to internationalism/interculturalism in education, and this shall be reflected throughout the life of the institution. A2a The school has created an engaging and contextually appropriate definition of internationalism/interculturalism in education. A2b The school puts into action its definition of internationalism/interculturalism in education, both inside and outside the classroom, as evidenced by impact on students. A2c The school expresses its commitment to internationalism/interculturalism in education through as many avenues as possible. (See list in appendix)


The school lives its mission of international education in a number of ways including the delivery of a three IB programme education, UN Day; celebration of national days and plans to implement an annual international festival/fair, MUN and community service and celebration of student modeling of the attributes within the IB Learner Profile.


There is a strong commitment to, and appreciation for, internationalism by the students, staff and administration which permeates throughout all aspects of school life. Inculcation of global values is a priority of the school. However, there is no written definition of internationalism as it pertains specifically to SDIS.

Suggested Actions

1. All members of the school community develop a school-wide shared understanding of internationalism at SDIS.

STANDARD A3 The school’s Vision for Students (or similar) shall demonstrate a clear commitment to fostering desirable traits related to internationalism/interculturalism, and this shall impact upon all students. The school is committed to, and is actively promoting in its students, internationalism/interculturalism in education through …. A3a …. discussion of substantive matters of principle from multiple perspectives. A3b …. the understanding of the histories, cultures, beliefs, values and perspectives of a range of individuals and peoples. A3c …. the understanding of current issues of global significance relating to geopolitics, the environment, health, trade, sustainable development and human rights. A3d …. development of fluency in the language(s) of instruction, in another language, and - with as much support as the school can offer - in student mother tongues. A3e …. the development of their disposition to serve the community - local and global - through engagement in meaningful and reflective service. A3f …. the acquisition and refinement of the skills of leading and following, collaborating, adapting to the ideas of others, constructive problem-solving, and conflict-resolution through experiencing leadership in authentic contexts. School’s Prior Comments:

The school widely meets the indicators in this standard including community service, student leadership and outreach activities and is planning to extend the mother tongue programme in both schools. The school has already identified literacy within the academic language of the school as a whole school development priority


It is clear that the school works to create an environment that encourages a high level of internationalism/interculturalism and global citizenship both inside and outside of the classroom. This is evident in classroom activities and programmes throughout the school curriculum. The staff and administration recognize the need to strengthen the English and mother tongue literacies.

Suggested Actions

1. Ensure that the stakeholders who develop the new Guiding Statements clearly develop references to internationalism/interculturalism in education. (See A1)

2. Junior and Senior School leaders develop a plan to address student literacy needs.

STANDARD A4

The school's admissions policies and practices shall ensure there is alignment between its Guiding Statements, its programmes, and the students admitted to and remaining at the school. A4a The school’s promotional materials and activities project a realistic picture of the school and its mission, objectives and programmes, hence enabling parents to appraise the school’s suitability for their children. A4b The school's admissions policies and practices require that adequate information be obtained, and that appropriate evaluations be carried out, to ensure that there is alignment between a student's needs/abilities and the programmes offered.


The school is an open entry, mixed ability and non-selective school with standardized diagnostic testing of Mathematical and English language proficiency as part of the admissions procedures. Special Educational Needs students are broadly catered for. The Admissions Policy is aligned with the mission statement and assures the international character of the school but is currently in a ‘Book of Procedures’ so practice is not guided or supported by governance authority and policy.


Current promotional materials, including the school website, project a realistic picture of the school environment. Currently, the school is too small to support a full-time Admissions Officer but this position, when finances allow, could greatly enhance the admission procedure. The current admission documents clearly request appropriate information that allows the school to make a more accurate placement of students within the school community. Services that can be provided to students are explained to parents, and usually realistic expectations are provided, but currently there are no written criteria to explain this position or to ensure a consistent approach.

Suggested Actions

1. The SMT and Learning Support staff work together to develop a set of criteria that reflect the accurate ability of the school to deliver specialized programmes.

SECTION B

TEACHING AND LEARNING

Important Note: The Preliminary or Preparatory Visitors have written one overall Section B Teaching & Learning report, but the school will be required to create multiple Section B reports (horizontal by school division/phase, vertical by subject area, and vertical summary) during self-study. For further instructions, please see the first page of Section B in the “Guide to School Evaluation and Accreditation” 8th Edition as well as the Section B appendix in that document.

STANDARD B1

The curriculum, in its content, design, implementation, assessment and review, shall reflect the school’s mission, learning objectives, and policies and shall foster global citizenship and student achievement. B1a The school’s curriculum design, teaching practices, and student learning experiences are aligned with its mission and objectives. B1b The school’s curriculum and programmes are supported by a comprehensive set of teaching and learning policies. B1c The formal curriculum offers an appropriate range of disciplines, including those that foster the development of global citizenship. B1d There is evidence of alignment between the written curriculum, the taught curriculum and student learning. B1e The school has a clearly articulated vision of quality learning and defined practices that support student achievement.


Whilst there are policies and a partially written curriculum they are not comprehensively articulated nor aligned. The use of Atlas curriculum mapping is not systemically utilized and there are inconsistencies in the implementation of this standard and its indicators. The provision of programme to support global citizenship is considered strong.


The school has begun mapping its curriculum to promote learning and provide a vehicle for enabling enhanced student achievement. Recently, it has attempted to systematically review scope and sequence, establishing standards and benchmarks to planned /

intended learning in terms of knowledge, understanding and skills as the first part of the process. During the next stage, matters of assessment will be explored and addressed and the school is currently moving on to explore learning and teaching, delivery pedagogy and linking this to research into how students learn. For the future, the school plans to continue to work on a systematic approach, highlighting learning as the main focus. The Visitors were pleased to learn of the ongoing progress in curriculum work at all levels, and in particular at the Middle School level where most curriculum documentation is reportedly in place, having been mapped using Atlas-Rubicon. However, discussions are in place about possibly changing to ManageBac which is marketed as the leading software to support the IB programmes. Whatever decision is taken, the Visitors look forward to seeing a whole-school, consistent approach towards curriculum documentation. The Visitors consider the school’s curriculum is aligned with its current Mission and Objectives for student learning. It should be noted that the school will shortly be in the process of reviewing its Mission and Objectives in preparation for the full Accreditation Visit. The school, once again, wishes to be known as a beacon of IB excellence as it once was many years ago when it achieved the status of the only three-programme IB school in Portugal, and the Visitors commend this strength of Vision for SDIS.

Suggested Actions

1. The SMT, in consultation with curriculum leaders, decide upon the most appropriate method for storing curriculum documentation and then implement it.

2. The curriculum leaders work with staff to ensure the curriculum is efficiently and consistently documented.

3. The SMT and staff ensure that the curriculum documents for SDIS reflect the new Mission and educational Objectives.

STANDARD B2 Students shall have access to a curriculum that provides challenge but also supports varied developmental, academic, social, physical and emotional needs and fosters the development of skills and abilities that prepare students for lifelong learning. B2a The effectiveness of the school’s curriculum design and the varied implementation methods used, is evidenced by students being full participants in the learning process. B2b The curriculum design, teaching strategies, and support resources provided ensure that all students can profit from school offerings and that all students are challenged by the content of their courses. B2c The curriculum emphasizes the processes of gathering, organizing, presenting, and applying ideas and information as well as the mastery of content knowledge. B2d The curriculum provides students with opportunities to learn, develop, and apply skills in critical thinking, evaluating, interpreting, synthesizing, and problem solving. B2e The curriculum provides opportunities for students to develop and demonstrate awareness of their own learning styles. B2f The curriculum includes opportunities for students to acquire skills in accessing and evaluating information from print and media resources and in using the tools of technology.


Pedagogy is supported by a progressive, constructivist and liberal philosophy of education where approaches to behavior management and assessment support lifelong learning. The Inquiry method, Approaches to Learning and Theory of Knowledge components of all three IB programmes support the development of critical thinking skills. The indicator B2b is not being met post-16 where a more comprehensive curriculum offering is required.


Observations at all three levels clearly indicate that students are active participants in the learning process. Teaching strategies are many and varied and reflect some good practice. Students were able to verbalise their learning effectively, and several lessons were observed that required critical thinking skills. In some instances, students worked in small groups and teachers worked one-on-one with students. It was clear that students were prepared for their classes and, on the whole, respected their classmates. Academics at SDIS can be challenging and students typically

complete the IB Diploma Programme. Their scores are improving, particularly bearing in mind the non-selective approach at SDIS. Parents raised concerns that at SDIS the expectation was that all students, regardless of their motivation, are expected to complete the IBDP. There is an extensive range of subjects from which students may choose, and they are now receiving greater assistance in making informed choices about subjects. There are at least two students who do not have the ability to access the programme. If students opt out of this route they feel inferior to their peers, despite the fact that the IBDP may not be the best choice for everyone. However, the Visitors consider that an appropriate selection of DP standard level classes (with or without taking the final exams) leading to a SDIS High School Diploma can be a very effective graduation award, particularly for students heading to US universities. The use of technology is evident throughout the school, and students in the Senior School may use their own laptops for many classes. Some teachers reported that it was hard to keep students on task at times as they might check their e-mails, use social networks or watch music videos during lessons. The IT Team works closely with the staff, and is available to assist classroom teachers when necessary to resolve issues related to technology. Computer labs are located throughout the building and mobile carts are to be found. There are brief plans for IT in place but the Visitors recommend a more strategic approach would help focus short and medium plans for the development of IT across the school.

Suggested Actions 1. The staff and SMT continue to ensure that students utilise

technology to support their learning. 2. The SMT investigates possible alternative educational

pathways for students in Grades 11 and 12.

STANDARD B3 Teaching and learning shall be guided by comprehensive curriculum documentation that reflects horizontal and vertical articulation as a means of providing students with meaningful connections among and between disciplines and continuity within disciplines. B3a Written curriculum materials specify expected learning outcomes in terms of what students should know, understand, and be able to do. B3b Written curriculum materials indicate content and sequence for each course/grade. B3c Written curriculum materials include references to the methodologies, teaching materials and resources that are used. B3d Written curriculum materials include references to the assessments that are used to measure student progress. B3e Written curriculum materials include references to links within and across disciplines. B3f The written curriculum describes multi-disciplinary experiences and/or activities, where appropriate, to foster authentic learning. B3g There is clear designation of responsibility for overseeing effective school-wide curriculum planning, design, articulation, implementation, and review. B3h Teachers meet with colleagues, as necessary, to strengthen vertical curriculum articulation and to ensure a logical sequence that minimizes overlap or gaps in content. B3i Teachers meet with colleagues, as necessary, to strengthen horizontal curriculum articulation that enhances meaning and connections for students.


Though Atlas Curriculum mapping is used for alignment work it is only used actively in the MYP and is not comprehensively documented. The focus for curriculum writing and development has been interdisciplinary units and the areas of interaction. PYP and DP documentation is only partially documented and not linked to the MYP. The school has established a continuum development committee with all three Programme Coordinators to address issues of vertical and horizontal alignment in advance of the IBO Evaluation process. This standard is therefore underdeveloped at

this school.


The staff members clearly understand that curriculum development is, and should be, an ongoing process, and reflected this concept in numerous conversations. The school is fully committed to the framework for curriculum associated with the IB programmes, and consequently this commitment includes the use of pre-determined methodologies, teaching materials and resources. Curriculum development has also taken place utilising the Atlas Rubicon database. Teachers frequently meet with colleagues to discuss curriculum, and this seems to take place on both an informal and formal basis. Staff appears willing to share ideas and to try new things, and there is an air of positive camaraderie within and between the IB programmes. With student numbers low, the staff reported that this is a good time to formalize procedures and work towards better curriculum articulation (a priority that has been identified in previous reports from CIS and IB) as staff often have more time and/or energy than in previous years. Also, please read B1 in connection with this Standard.

Suggested Actions

1. Staff and SMT review and develop curriculum that supports horizontal and vertical articulation.

STANDARD B4 Students shall benefit from a curriculum and related activities that shall be enhanced by the cultural diversity of both the host country and the school community, hence contributing to the development of global citizenship in students. B4a Information about the local culture and physical environment is imbedded into the curriculum and related activities to enhance student learning and contribute to the development of global citizens. B4b The school can cite specific examples indicating that the diversity of the school community is used to enrich the curriculum, enhance student learning and contribute to the development of global citizens.


The school has a 40% host country national population and celebrates 35 nationalities amongst the student body and 19 amongst the staff. Religious education is taught as comparative anthropology. The school has an enviable outreach tradition including trips and visit to local, national and international cultural, sporting and environmental events. The community service programme is also strong.


Students are engaged in multiple opportunities to explore culture through field trips, cultural exchanges and community events. Students are required to learn the host country’s language, and classes are taken to DP level as Language A and B classes. Programmes are also provided by the teachers that assist students to understand the local community and assist the students in appreciating cultural diversity. Sporting and cultural events in Lisbon and throughout Portugal are very important in the life of SDIS. The school is renowned for its wonderful Music, Drama and Dance performances, as well as success in sports such as football and volleyball.

Suggested Actions

None at this time.

STANDARD B5 The school shall provide ongoing professional development that improves the design, implementation, and assessment of the curriculum, reflects the needs of the faculty, and benefits student learning. B5a The school provides relevant professional development to assist teachers in designing curriculum and developing assessments that provide evidence of student learning. B5b The school provides professional development in content areas relevant to teachers’ assignments. B5c The school provides professional development to assist teachers in improving pedagogy, for example through reference to best practices and the use of technology, in order to enhance teaching /learning and strengthen student engagement. B5d The faculty has an avenue for input into the planning of professional development activities. B5e Planning for professional development includes attention to needs that are identified through analysis of student achievement, review of school goals, and the faculty appraisal process. School’s Prior Comments:

The school has traditionally supported professional development for the three IB programmes and allocates a generous annual budget for this purpose. Many members of staff are also supported as examiners, moderators and workshop leaders and in some cases as students. There is less provision for non-IB related training. All senior managers have their own budget and autonomy as to how this shall be dispersed. All professional development is linked to school needs, programme requirements and personal goals arising out of appraisal processes.


The professional development budget is more than adequate to support all aspects of professional development. The importance of senior managers receiving a separate PD budget and choice to pursue their own studies is of great value. Additionally, three full days for staff are scheduled at the beginning of the school year. In the recent past, professional development days have been used to increase staff awareness of brain research and literacy. Staff have appreciated the PD they have received, although are aware that a great portion of the funds has to be allocated to compulsory IB training events.

Suggested Actions

None at this time.

STANDARD B6 Teaching practices shall reflect an understanding of the different ways in which students learn, and this is evidenced by student engagement and performance. B6a Teaching methods and student learning activities are varied according to the nature of the subject matter. B6b Teachers create stimulating learning environments that are evidenced by students who are engaged and active participants in their learning. B6c Teachers use varied methods, materials and technology to address individual student needs, abilities and learning styles. B6d Teaching methods provide appropriately for students for whom English (or other language of instruction) is not the first language. School’s Prior Comments:

Generally the teaching and learning is progressive and informed by research. The school offers annual ‘conference’ workshops with leading academic and has recently addressed brain learning with Robert Greenleaf and literacy with Maurice Carder. Technology is readily available but needs to move into the interactive phase from mere adaptation by teachers using it as a new means of presentation. Indicator B6d is being addressed with a whole school drive to improve literacy but is as yet not widely implemented.


Differentiated teaching strategies were observed during classroom visits and clearly reflected the nature of the subject matter. The learning environment at SDIS is student-centred coupled with student feedback. Students are mostly positive, polite and willing to share their views of SDIS with the Visitors. Some students’ behavioural issues were discussed with the Visitors, and teachers considered that some of these are caused by insufficient intellectual challenge for some students and lack of parental interest and involvement for others. Classroom teachers offer support to students beyond the school day both for academic and extra-curricular activities. Despite a downturn in student numbers, EAL staff provision is in place to meet the growing needs of non-English speakers.

Suggested Actions

1. Teachers and SMT explore ways to fully engage all students to ensure learning is challenging and stimulating.

2. Counsellors and SMT explore ways to better engage parents in the care and support of their children.

STANDARD B7

The school shall provide appropriate support and resources to implement the curriculum and allow access and full participation by all students. B7a Class sizes are defined according to the subject and/or grade, student needs, and the number and qualifications of staff members present. B7b The school provides suitable texts, an age-appropriate library/media collection, and other print materials to support learning objectives. B7c Technology and media resources are up-to-date, accessible to all, and available in sufficient supply to support learning objectives. B7d Specialized equipment is available, up-to-date, and well maintained to support learning objectives in those areas that require it (e.g. science labs, AV/ICT, PE and Arts materials, etc.). B7e Assignment of teachers reflects expertise and qualifications in the appropriate subject/content area(s). B7f Support staff members are assigned to assist teachers in those areas where it is appropriate. B7g Library/media personnel are available and suitably qualified to collaborate with faculty, engage in curriculum development, and support students in acquiring and applying research skills to achieve curriculum goals. B7h IT personnel are available and suitably qualified to collaborate with faculty, engage in curriculum development, and support students and faculty in acquiring and applying IT skills.


Overall the school is meeting this standard to the extent that resources allow. There is a full programme which is considered ‘sufficient’ to meet the standard with differentiation on the basis of ability and interests.


Now that student numbers have reduced, class size is appropriate at all levels, bearing in mind the size of classrooms, and adequate resources are available for all staff. Teachers report that instructional materials, as well as supplemental material, are available for teacher use, although some resources may be getting a little elderly. Textbooks are not the sole source of information, and technology resources are current and in sufficient supply to support the school's Learning Objectives. Media resources (such

as on-line journals) are less in evidence. One full-time librarian and two assistants supervise each of the two library areas, one for the Senior School and one for the Junior School. Both areas are comfortable and contain some volumes in Portuguese language as well as sufficient volumes in English to support the curriculum in all areas of the school. Books and print media are purchased at the request of the staff to support the curriculum. The IT Department is well staffed and responsive to the needs of the students and teachers. Teaching staff are available to address the concerns of students with Learning Support needs in an attempt to serve all students who are admitted to SDIS. (Please see Section E).

Suggested Actions

None at this time.

STANDARD B8 The school shall have formal procedures and defined criteria to effectively and regularly assess the impact of teaching strategies and the level of student performance. B8a Teachers develop and implement assessments that can be used to ascertain student achievement of the desired outcomes. B8b Expected learner outcomes and grading standards and criteria are clearly stated and available in advance to students and parents. B8c Students demonstrate their learning through a variety of assessment models such as formal testing, self assessment, peer review, projects, etc. B8d The school has processes for comparing and analyzing its students’ achievements with those of similar students elsewhere. B8e Teachers can cite examples of the use of the results of student assessment in a formative way to effectively modify teaching and to improve learning.


All assessment is criterion based in line with IB programme requirements. Results of public examinations are published through the school website to the community. There is use of external benchmarking in the junior school and plans for the senior school. The Senior School conducts a full review of summative external results annually against international standards but there is limited comparative analysis with local IB schools. The curriculum is adapted and changed to reflect learning resulting from a full improvement planning review process but external benchmarking especially for DP level value added analysis is required.


The analysis of teaching strategies is done through the appraisal process with teachers and supervisors. The school is also looking to delivering more effective feedback which will require a modification of the current appraisal system. The school is in the early stages of gathering student longitudinal data in an effective format in order to ascertain value-added information. A wide range of assessment strategies is used throughout the school to measure students’ achievement levels. These strategies may include portfolio assessment, inquiry learning, peer review, and other recognised models that indicate student progress. Students have the ability to self-assess their learning. In many instances rubrics are available for students to assist them in understanding grading standards. Additionally, scores from the IBDP are compared to scores with other international schools. However, the school is seeking other ways to compare its students’ achievements with

schools outside the region but has not yet decided upon the best method. Previously the school used ACER/ISA testing but in the current economic climate cannot continue with these assessments and now wishes to investigate other alternatives. There is no formal baseline assessment at SDIS to aid the school in evaluating how much value is added by the learning at SDIS.

Suggested Actions

1. The staff and SMT progress with attempts to gain greater information about student achievement and comparisons with other similar schools.

2. The staff and SMT consider the introduction of baseline assessment for every student entering SDIS.

STANDARD B9 Curriculum review and revisions shall be completed at periodic intervals, and changes shall reflect the school’s mission, current educational practice, and the results of student assessment, with the goal of enhancing student participation and performance. B9a Teachers, school administrators and relevant members of the support staff collaborate to develop, review and revise the curriculum on a regular basis. B9b The school encourages pilot curriculum innovations and exploration of new teaching strategies, monitored by appropriate assessment techniques. B9c There is evidence that current educational practice is considered in revising curriculum and instruction. B9d Curriculum revisions reflect the school’s mission and objectives, and are informed by the results of student achievement. B9e Curriculum revisions and changes are made in the context of an overarching curriculum plan. School’s Prior Comments:

School development plans reflect external and internal achievement date and feedback from the IBO via moderators. There are externally prescribed cycles of review from the IBO and a whole school review process occurs through CIS/NEASC Accreditation. Annual improvement planning supports a culture of rigorous departmental review and encourages innovation and improvement. More is required to address the delivery of ‘rigorous assessment’ and to develop core functional skills such as learning to learn, numeracy and literacy and the school is addressing continuum development issues.


A protocol and timeline has not yet been created for review at periodic intervals except for those required by the IB and CIS/NEASC. The Visitors consider SDIS should establish its own schedule once the curriculum documentation has been completed, and that this ongoing curriculum review could result in the enrichment and enhancement of learning at SDIS. Curriculum revisions should take into account both the current Mission and Objectives (and the new ones, once agreed) and foster intellectual growth at all grade levels.

Suggested Actions

1. The staff and SMT continue to review and update the curriculum, based on the soon-to-be developed Guiding Statements of Vision, Mission and educational Objectives.

STANDARD B10 The school shall have formal processes for recording, analyzing, and reporting evidence of both school-wide achievement and individual student performance to parents and other appropriate members of the school community as a means of measuring success in meeting stated goals. B10a The school has thorough and effective systems for tracking, analyzing and reporting on school-wide and individual student performance, and for measuring success in meeting stated goals. B10b The school provides timely, meaningful and clearly understood information that helps parents remain advised of their child’s achievements and enables them to support on-going progress. B10c The overall results of external tests/examination, if used, are shared with appropriate members of the school community and are analyzed to support on-going student achievement. B10d Data gathered from graduates or past students is considered when determining the effectiveness of the school’s programme.


DP and MYP results are reviewed analyzed and fed into development planning and reported to the Board of Governors and PTA annually. The PYP involves summative assessment through an end of programme Exhibition. Each Grade level in the Junior School also presents to other Grade levels during the course of the year. Reporting student achievement occurs four times a year in the senior school and twice in the junior school and there are two consultation evening per year. The school has a reputation for open access with parents requiring feedback on their child’s progress. Longitudinal tracking is in its infancy with the focus mainly at the DP level and will need to be extended. The annual improvement planning process implies indicator B10d is widely implemented.


Information regarding students’ progress is provided to parents in a timely manner which allows parents the opportunity to support student learning. Summative assessments and varied formative feedback are used to evaluate students’ learning and to inform teachers’ planning.

Suggested Actions

None at this time.

STANDARD C1

The governing body shall be so constituted, with regard to membership and organization, as to provide the school with sound direction, continuity of leadership, and effective support in the current and long term life of the school. C1a The governing body shapes and upholds the mission, articulates a compelling vision, and ensures that its decisions support and further the mission. C1b The governing body promotes strong ethical values and compliance through appropriate and effective oversight. C1c The governing body effectively measures the school’s success in putting its mission and objectives into practice, and it promotes corrective action if results show this is needed. C1d The governing body invigorates itself through planned membership, thoughtful recruitment, and inclusiveness. C1e The governing body provides appropriate orientation and on-going training for its members in the understanding and performance of their duties and in understanding policies and their implications. C1f The governing body is so constituted that it can fulfil essential governance duties and provide continuity for the school in the event of sudden change in ownership, governance, and/or administration.


The strategic plan for the school will need to be revised in the light of changed enrolment patterns. Despite the accreditation history for this school there still appears to be a lack of clarification with regard to the roles of the Directors, the Board of Governors and the Principal as Head of School. Changes to personnel on the Board of Governors presents a challenge to the wide implementation of indicator C1b and it is difficult to rate the school against indicators C1b and C1f. C1e is not currently implemented.


The Visitors started their Visit with a frank and open discussion and presentation with the Board of Governors. These new owners and directors assumed their positions towards the end of the last academic year. The Board is committed to the school and its Mission. However, there is still a sense of uncertainty, articulated in the broader community, about the continued viability and stability of the school, and it is the Visitors’ opinion that it will take time for the school constituents to build up a sense of trust and security in the new Board. Within the school community, there is a strong commitment to

rebuilding the enrolment and maintaining the broad IB offerings. The Board shared its current Strategic Plan with the Visitors but it lacked substantive details, and it was unclear to the Visitors whether the Board members had the experience and ability to create a Strategic Plan for educational purposes. The Plan addresses only anticipated growth in enrolment, without anticipating other potential enrolment scenarios such as stagnation or even decline. There is not a clear delineation of the roles and responsibilities of the Governing Board, neither is there Board training and evaluation in place yet.

Suggested Actions

1. The Board members, working with the SMT, develop a Strategic Plan which addresses both anticipated and “worst case” enrolment scenarios.

2. The Board members, working with the SMT, consider using an external facilitator, or other professional development opportunity, to guide the Board of Governors in developing a Strategic Plan.

3. The Board members participate in professional development.

4. The Board members clarify their respective roles and responsibilities.

STANDARD C2

There shall be a co-operative and effective working relationship between the governing body and the head of school so as to establish and sustain high morale, quality relationships, and a positive climate for teaching, learning, and student well-being throughout the school. C2a There is a clear and effective understanding by the governing body and the head of school of their respective functions, and these understandings are set out in written form. C2b There is a partnership between the governing body and head of school which recognises that the effectiveness of the parties is interdependent. C2c The governing body and the head of school enjoy a positive, open, and mutually supportive relationship.


Please refer to comments made above regarding the role of the Principal as Head of School. C2a is generally understood in principle but is not yet implemented in practice. C2b is developing but policies will need to be established to assure the role of the Principal as the Head of School.


The addition of parents to the Board of Governors has been important in addressing concerns about transparency in governance. There continues to be a lack of clarity about the role of the governing authority, which impacts morale and parent confidence. The role of the Head awaits clarity.

Suggested Actions

1. The Board of Governors, in consultation with the Head, creates and implements a clear job description and title for the Head of School that emphasizes his role as the educational leader for the entire school.

STANDARD C3 The head of school, while accountable to a higher authority, shall be the responsible leader to ensure that teaching, learning, and student well-being are supported and that the school’s mission is achieved. C3a The governing body has developed a clear, written job description for the head of school. C3b The head of school provides leadership for the total school programme. C3c The head of school sets educational priorities and outlines funding implications for submission to the governing body. C3d The head of school has final responsibility for the recruitment, selection, assignment, orientation, deployment and appraisal of all the administrators, teachers and support staff. C3e The governing body ensures that all issues pertaining to the day-to-day operations of the school are addressed through the head of school. C3f The head of school effectively delegates responsibility through a leadership structure that is designed to fulfil the school’s mission and objectives


The Directors are currently also shareholders fulfilling their functions on-site. The school Principal is the educational leader but not the school leader meaning that indicators C3d and C3e are not widely implemented. Decisions about administrative staff and third party suppliers are not currently made by the Principal and procedures for changing Board policy are not fully implemented. The roles of the various governance and leadership structures are being definitively addressed and clarified through a Board sub-committee. In order to meet this standard for accreditation and to bring the school in line with best practice the role of the Principal needs to be established as the Head of the School. The sub-committee is considering the implications of this and potentially a name change for the Principal to Director or Head. The sub-committee is also considering the role and function of the Board of Directors in the governance structure including their role within the Board of Governors and Finance Committee. A Business Manager is being considered to fulfill the role of Head of Administration and Finance Director under the supervision of the Head of School.


The Visitors appreciated the school’s candid comments for this Standard and consider their comments in C2 are also applicable to this Standard C3.

Suggested Actions

1. The Board of Governors implements the forthcoming recommendations of the Board Sub-Committee to clarify the governance structure.

2. Implement the additional Recommendations in C2.

STANDARD C4

The governing body shall have clearly formulated written policies and practices which are applied to bring consistency and clarity to school operations. C4a The governing body has a comprehensive, up-to-date, and effective policy manual for both school and governance operations. C4b The governing body allots sufficient time to the most important concerns and issues, and continuously engages in strategic thinking about the school’s direction. C4c In decision-making, governing body members always put the interests of the whole school above all else, avoiding favouritism towards any individual or group. C4d An ethos of transparency is promoted by the governing body to ensure that appropriate members of the school’s constituency have access to accurate information about decisions and matters which impact them. C4e Governing body policies and practices include a regular and systematic appraisal of its governance organization and effectiveness. C4f Governing body policies and practices include a clearly defined appraisal process for the head of school, to be conducted regularly with his/her full knowledge and to include written outcomes and provisions for discussion and appeal.


Following previous guidance during accreditation the Board Policy manual was reduced, revised and split into a policy book and a book of procedures. However the resultant two documents are not comprehensive, confuse policy and procedure and are not widely understood or consistently applied. The strategic plan of the school is to be revisited in the light of school developments. Indicator C4d and C4e are not being widely implemented and C4f is neither systematic nor regular at this point in the school’s history.


There lacks clarity of understanding about the difference between a Board Policy Manual (to inform the actions of the Board) and School Policy & Procedures (created by the educators to inform the school’s operations led by the Head). As in C1, the Strategic Plan is currently lacking in depth and information. Concerns about transparency were raised by all members of the school community.

Suggested Actions

1. The Board of Governors, in consultation with stakeholders in the school, develops a 5-10 year Strategic Plan.

2. The Board of Governors and SMT clarify the distinction between Board policies and educational policies and procedures and communicate these revised documents to the school community.

STANDARD C5 The school shall have educational and financial plans for the near and long term that ensure school viability, are supportive of the mission and are explained to the school community. C5a There is evidence that the short and longer-term finances of the school are sufficient to ensure it can fulfil its educational and other obligations for the foreseeable future. C5b The school has educational and financial plans for the short, medium and long term which are tied to the school’s mission. C5c Financial considerations and required expertise are incorporated into the governing body’s vision and plans for the school. C5d The school’s educational and financial plans are appropriately communicated to the school community.


The school contracted by 40% this year and fee income has fallen. It is not clear if this standard is being met and indicator C5c is not yet implemented. There are short term financial measures in place to address our recovery status which means stability, stable enrolment and growth in student numbers by 2014-15. We are re-establishing a medium term financial strategy to assure long term viability. There is as yet no long term plan that has been published.


Concerns about trust and transparency were raised by all members of the school community. Following a year of significant turmoil, they expressed the need to be reassured about the future plans for the school on a regular basis.

Suggested Actions

1. The Board of Governors institutes regular communications to the school community to build trust and create transparency.

2. As noted in C1, the Board of Governors develops a Financial Plan that addresses both an anticipated and a “worst case” enrolment situation.

SECTION D FACULTY AND SUPPORT STAFF

STANDARD D1

The school shall have faculty and support staff that are sufficient in numbers and with the qualifications, competencies and character necessary to carry out the school’s programmes, services, and activities, to support fulfilment of the mission and objectives, and to ensure student well being. D1a Recruitment and screening processes are in place to ensure that employees in all categories are appropriately qualified and of sound character. D1b The teacher-student ratio reflects the size of classrooms, instructional practices, programme requirements and the school’s mission in order to foster personalized and meaningful learning experiences for students. D1c The head of school or his/her designees recruit and assign professional staff to teaching duties and other responsibilities according to their professional competence. D1d The head of school or his/her designees assign work loads that allow faculty and staff to be maximally effective in carrying out their teaching duties and/or other responsibilities. D1e There are procedures in place for reviewing regularly the alignment between personnel competencies and programme needs to ensure that the school can implement programmes and services in support of fulfilling the mission and objectives.


D1b is fully implemented as a result of the contraction in student numbers whilst retaining staffing for a two class scenario. The school is a regular employer of professional recruitment organisations such as Search, CIS and Compass and the school has a dedicated HR officer. It employs best practice in terms of interviews, reference checks and qualification equivalences. An appraisal process supports professional development programmes and budgets and all full time teachers are required to complete a criminal record check.


The Board is to be commended for its determination to maintain excellent offerings in education at SDIS. Since the reduction in student enrolment numbers, teachers have been retained and class sizes have reduced. This has led to low student/teacher ratios that provide a highly personalized learning environment. While full-time teachers are required to complete a criminal record check, this is not required of other employees or outside

contractors.

Suggested Actions

1. The SMT should ensure the development and implementation of a policy requiring that all employees, including outside contractors, undergo a criminal record check.

STANDARD D2

Faculty and support staff shall embrace the school’s Guiding Statements and act professionally and ethically in carrying out their duties and responsibilities, inspiring excellence and students’ best efforts. D2a Teachers utilize methods and practices which are consistent with the school’s Guiding Statements and which inspire, encourage and challenge students to reach their full potential. D2b Faculty and staff members respect and comply with all applicable statutes, government laws and regulations and with school expectations for appropriate employee behaviour. D2c Teachers remain current with content and pedagogy in their areas of academic responsibility, and they maintain a high level of preparation to foster students’ engagement in their learning. D2d Members of the faculty foster respectful interactions among and with students and with their peers, both in classrooms and about the school.


We consider that the school culture supports the guiding statements of the school and the professional development budget is sufficient to ensure teachers remain current, informed and competent.


Although the staff are planning to review the school’s Guiding Statements, currently they do live up to them in their professional practice. Visitors observed professional educators encouraging and challenging their students. Parents voiced satisfaction with the staff and indicated that they believed lessons were appropriate and challenging. In conversations with staff, it became evident that teachers strive to remain current with their content and pedagogy. The Visitors observed teachers collaborating and having conversations around pedagogy and the use of research in their disciplines. It was evident throughout the Visit, that the teachers foster respectful interactions with their peers and with students. At the Senior School level, students voiced that they value the relationships established with their teachers. Students, and parents of students, who had attended other schools felt that this aspect of school life was superior at DSIS compared to other schools they have attended. The Visitors consider that the school makes every effort to fully embrace all legal requirements in all areas and, in particular, those

appertaining to students’ safety and well-being.

Suggested Actions

None at this time.

STANDARD D3 All personnel shall be employed under a written contract or employment agreement which states the principal terms of agreement between the employee and the school, and which provides for salaries and other benefits that are appropriate to the position and to the school’s location. D3a The school provides each employee with a written contract or employment agreement in which are stated the basic facts such as salary, benefits, assignments, length of term of initial service, date during which re-employment will be decided, and conditions of termination or resignation. D3b The school makes clear the factors which are taken into account in determining each employee’s remuneration. D3c Compensation is paid to employees promptly and in accordance with a predetermined schedule made known in advance of employment. D3d There are appropriate guarantees for the employee of job security for the term of employment, including procedures for appeals. D3e Compensation packages are at a level that enables the school to recruit and retain qualified and appropriately experienced staff. School’s Prior Comments:

A Teachers’ Booklet clearly outlines the elements of employment including contractual expectations and responsibilities identified in D3a. This document is updated annually. There is as yet no equivalent booklet covering other members of staff. There is a procedure for appeals. D3d The Board Policy Manual refers to justifications and processes for termination and dismissal and there is a procedure for complaint, grievance and appeal but this is not enshrined in policy rather it has become a procedure. All other indicators are met within this standard.


The absence of an employee Handbook for all staff who are not teaching creates a perception of inequities in the application of policies and procedures. There are inconsistencies in job descriptions for employees holding the same positions. There is no uniform salary scale for staff members, leading to disparities in compensation for individuals with similar experience and responsibilities.

Suggested Actions

1. The SMT and administrative staff develop an employee Handbook for non-teaching staff and make the Handbook available to employees. 2. The SMT reviews all job descriptions for clarity and uniformity and revises as needed. 3. The SMT develops a salary scale for all staff members for approval by the Board of Governors.

STANDARD D4 Written personnel policies and guidelines shall establish expectations for the performance of faculty and support staff which shall be consistently and effectively applied. D4a School policies include: i. a statement on non-discrimination ii. recruitment and hiring guidelines that include provisions such as

background checks which ensure the protection of students iii. procedures on recruitment, appointment, compensation and benefits,

promotion and retirement iv. clearly stated expectations for faculty and staff behaviour v. a commitment to ethical treatment and respectful interactions between

faculty, support staff and their supervisors. D4b Personnel policies and practices are described in a handbook or manual that is up-to-date and given to all employees prior to signing a contract or employment agreement.

D4c Policies and practices foster efficient and effective performance and enhanced morale among all employees.


Schools policies and procedures exist for D4a but the status of procedures must be established at the Board so as not to lose Board support in test cases. Many of these policies are supported by Portuguese labour law. The Teachers Booklet is revised annually at the Board and adopted formally prior to the annual recruitment cycle. D4c is generally implemented with appraisal in both schools but rationalization for the whole school has been a development goal for some years.


See Comments in D3

Suggested Actions

See D3

STANDARD D5 There shall be a clearly defined and implemented appraisal system for faculty and support staff based on pre-determined, explicit criteria and supported by a programme of professional development and/or training which is linked to appraisal outcomes and other school priorities for student learning. D5a The school utilizes an effective performance appraisal system for all categories of faculty and support staff. D5b Faculty and support staff appraisal reflects clearly stated criteria, is conducted with the full knowledge of the staff member, and is reported in writing in a document accessible only to defined individuals. D5c Employees have the opportunity to discuss and appeal against any aspect of the appraisal. Appraisal processes involve the individuals in goal setting and provide opportunity for reflection and self-assessment. D5e The school provides a programme of professional development and/or training that links to needs or agreed upon goals identified in the appraisal process and reflects other priorities identified by the school.


D5b -Specific criteria for appraisal are poorly articulated and do not provide for a graduated approach. A minimal evaluation process for contract renewal and promotion exists. Generally, the appraisal and performance management review of staff at the school needs to be clarified, revised and extended.


The appraisal system is not robust enough to support the continuous improvement of all staff.

Suggested Actions

1. The SMT advances an effective and consistent approach to appraisal for SDIS staff.

SECTION E ACCESS TO TEACHING AND LEARNING

STANDARD E1

There shall be effective procedures for identifying the learning needs of students, both at admission and while enrolled, to ensure that students in the school can benefit from the school’s programmes. E1a As part of the admissions process, the school secures relevant diagnostic information about an individual student’s abilities/learning differences/talents and learning styles to assist in determining whether the student’s educational needs can be met by the school and its programmes. E1b The learning needs of students enrolled in the school are adequately supported by clearly defined and effective referral systems and screening programmes. E1c On-going assessment procedures monitor the extent to which any given student is benefiting from school programmes, and effective procedures are used to inform school and parent decisions about continued enrolment.


SDIS has an open entry, non-selective admissions policy but one which allows for means to safeguard the international character of the school with a series of priorities for a waitlist process. Diagnostic testing exists for proficiency in English – the medium of instruction-mathematics and special educational needs. These tests are placement tests to ensure we offer the best programme to assure we meet the needs of the student. The school has recently restructured the management of the school to allow for greater delivery of mother tongue to enhance second language learning and to allow for a gifted and talented programme. E1b and E1c are widely implemented in both Junior and Senior schools and augmented by a whole school Psychologist/Emotional and Social Counselor.


The process for admission at SDIS consists of a standard application form to be completed by the parents. Parents must also submit, prior to admission, clearance documents from the sending school. No child is admitted unless this documentation is provided. Discussion takes place prior to admission with the parents regarding the services that are offered/available at the school. The K-12 Learning Support Team has developed an effective process for students’ referral. It consists of support in all sections of the school and works to identify students in need of services. Students are referred to the Team by individual teachers who then meet with the group to determine the best method of assistance fort he student. Monitoring takes place on an ongoing basis to determine

students’ progress. The school educational psychologist now fulfills many roles most successfully in the Senior School, which leaves a need for some counselling from someone else in the Junior School.

Suggested Actions

1. The K-12 Learning Support teachers, in conjunction with the SMT, continue to develop a process to ensure that the needs of all students at SDIS are being met and appropriately staffed.

STANDARD E2

Children with learning differences or specific needs who are admitted into the school shall be given support to access and enhance participation in the learning environment through appropriate and effective programmes that are delivered by suitably qualified personnel. E2a The number, qualifications and levels of experience of learning support personnel are appropriate to the number and the needs of identified students. E2b The school uses student data as part of the regular evaluation of the effectiveness of the learning support programme. E2c Personnel providing services to learning support students are clearly identified, and their roles are defined and understood by the school community. E2d The school makes effective use of community resources to enhance access to the curriculum for students with special learning needs. E2e Learning support services function as an integrated part of the school’s programme with learning support staff members working in collaboration with classroom teachers, students and parents to optimize student learning.


As per the comments in the previous standard there are discrete roles for SEN and EAL in both schools with a School Psychologist. These positions are integrated into the curriculum and student welfare management structures. A Gifted and Talented programme and a Literacy improvement programme is part a medium term development plan in both sections of the school.


SDIS has made significant progress in addressing the needs of children with Learning Support needs. The Learning Support teachers have enhanced the ability to provide services to students and are being led in a professional manner. Once students are identified as needing support, a formalised testing procedure is initiated, if deemed necessary. It is clear that the Learning Support Services are in the process of development, and close monitoring will be necessary to secure their success.

Suggested Actions

1. The SMT continues to monitor the progress of the Learning Support Services and provides the necessary resources to assure their success.

STANDARD E3

Effective language support programmes shall assist learners to access the school’s formal curriculum and other activities. E3a Students who need specialized language support to access the curriculum are provided with appropriate, clearly defined programmes delivered by qualified teachers. E3b All staff members have received appropriate training and use pedagogical approaches which support the needs of language learners. E3c The school provides sufficient personnel and other resources to support student language needs. E3d The school encourages parents to continue development of the student’s home language(s).


English language support and Portuguese learning support is provided by qualified and native speakers. In addition and on occasion we might ask fully bilingual teachers to offer small group or one to one language tutoring. The school constructed a whole school literacy development plan last academic year and is the first year of implementation. The upgrade of the Senior School EAL Coordinator to full Departmental Head status as Head of ESL and Mother Tongue together with the accompanying development plan will enhance literacy and programme to support bilingualism in the school. Mother Tongue classes in Grades 9 and 10 will also build the research based link between literacy and second language learning proficiency.


SDIS is committed to creating a whole-school experience in the native Portuguese mother tongue as well as in English the instructional language of the school, and is busy implementing a Literacy Development Plan. Students in need of language support are placed in an EAL environment during the regular school day. This service is provided by teachers with specific training in this area. Sometimes this service is delivered with in-class support. EAL teachers make every effort to develop a close liaison with the classroom teacher but this tends to be done on an informal basis.

Suggested Actions

1. Staff and SMT need to review the success of the EAL programme and make changes to programme implementation when appropriate.

STANDARD E4

The school shall ensure that students have access to advice and counsel on academic, personal, career and tertiary education matters to effectively support their current and future development and achievement. E4a Personnel providing academic, personal, career and tertiary education advice and counsel are sufficient in number and have the appropriate experience, qualifications, character and skills to provide quality services to the school community. E4b A culture of shared responsibility for the social and emotional well being of students is promoted by the school leadership and teachers. E4c Counselling and advisory programmes are supported by clearly documented policies and procedures to ensure that community members understand the scope of programmes as well as the manner in which to access services. E4d The school provides orientation for students new to the school and/or to international education as well as transition support for those students exiting the school for home or other school systems. E4e Counselling and advisory programme records are available to those who need to use them, are adequately maintained, and are stored and backed up in a secure manner for an appropriate length of time. E4f The school regularly evaluates the effectiveness of its counselling/advisory programmes, taking into consideration student profile and achievement data.


The school has two college counselors covering both host country and the rest of the world. An annual destinations report reviewing and detailing the performance of our students and our guidance service is submitted to the Board and published in a school profile to the community thereby meeting indicator E4f. Students take advantage of individual university visits to our school and shared university fairs with other schools in the area. It uses the ISCO services to support careers education and DP subject choice. There is an annual careers day for Grade 10. There are induction and transition programmes in both schools to enable students to orient, transition and progress through different learning phases. The school considers it is meeting this standard though we are addressing potential confidentiality issues resulting from unsupervised printing.


Currently. SDIS operates Counselling Services in a variety of ways using Grade Level Coordinators, junior teachers, the Head of Junior School, the School Nurse, a UK/US University Counsellor

and the Senior School Ed-Psychologist/Counsellor, who also advises on Portuguese matters and university entrance to other countries. The School Nurse indicated that she is also dealing with the socio-emotional issues of some students, as well as catering to the health needs of nearly 400 students (and at times staff). At the Junior level, the homeroom teacher will many times serve as a counsellor to students. A PSHE programme is in place at all levels at the school. The school provides a well-received transition programme for new students and parents who report that it is very easy to settle in to SDIS. Although recognising that small numbers of students are involved in US admissions, the Visitors had some concerns whether one person could deal with the significant differences between UK and US university admissions procedures, especially the latter, which rely so much on personal contacts.

Suggested Actions

1. The SMT and Counsellors explore the staffing needs for Student Support.

2. The SMT explores options to support the students who wish to attend US universities.

STANDARD E5

The school shall provide appropriate health care and promote the practices of healthy living to serve student well-being and enhance access to learning opportunities. E5a The school provides adequate health care services to support students on the school premises and at school sponsored activities off-site. E5b The school’s programmes, services and environment encourage the adoption of healthy life style choices. E5c The school facilitates for its community an awareness and understanding of local health services, local health requirements and potential health concerns. E5d The school assists its community in understanding and responding to potential health hazards in the local and wider community.


The school has a Nurse with a dedicated consulting area and a school appointed Doctor visits once a week for consultations. The Health and Social Education programme is embedded in both PYP and MYP. In terms of E5d the community is informed in a timely manner of any on-site or local/national health hazards. The issue of smoking by employees and students is an area being addressed with staff smoking outside of the main gate.


There is a good system of health care at SDIS. The Nurse has been employed for a short time but has settled quickly into her role and is very familiar with all the services available locally, as well as the legal requirements of her job. The Nurse also involves herself in the Health Education programmes at the school by giving advice to aid teachers in their planning, and teaching some units herself. She is working hard to prevent smoking near the school premises.

Suggested Actions

None at this time.

SECTION F

SCHOOL CULTURE AND PARTNERSHIPS FOR LEARNING

STANDARD F1 A school climate characterized by fairness, trust, and mutual respect shall support student learning and well-being. F1a The school monitors its climate to ensure it is supportive of learning and well-being. F1b School community members demonstrate an understanding of and appreciation for diversity, thereby supporting a climate of mutual respect. F1c Fairness in dealing with student concerns is enhanced by clearly written statements of expected behaviour, the consequences of non-compliance, and a mechanism for appeal. F1d The school celebrates students’ efforts and achievements in meaningful and culturally sensitive ways. F1e Student, staff and parent information is treated with an appropriate degree of confidentiality.


The school considers it meets this standard fully.


The Visitors observed a positive school climate at the Junior and Senior School levels. There are some processes in place for monitoring school climate, and a positive school climate is a priority for the leaders at each level, as well as the Head of School. There is evidence throughout the school that learning and the well-being of students are priorities at SDIS. Parents, along with School Council members, voiced that student concerns are dealt with fairly and that processes and procedures are documented and understood by all parties. Students had concerns that a few teachers have difficulty with class control but reported that new systems seem to have allowed improvements to occur this academic year. SDIS takes great pride in the success of its students. As the only three-IB programmes school in Portugal, the school had for a long time established a strong reputation, which it is striving to regain, and celebrates the efforts and achievements of the students. The school has specific programmes and activities such as an International Fair, MUN and other events, which allow for students’

success with an international focus. It was confirmed to the Visitors that student, staff and parent information is treated with appropriate confidentiality. As a well-established school, these procedures are in place. This was confirmed in conversations with parent representatives and school staff, including the Nurse.

Suggested Actions

None at this time.

STANDARD F2 Effective communication processes shall foster a productive home-school partnership and a positive learning community. F2a Effective, formal processes are in place to facilitate a flow of information and a meaningful interchange of opinions among all sectors of the school community. F2b A “whole-school” climate and a positive learning community are fostered by effective horizontal and vertical communication among the various sections of the school. F2c The school engages students and parents in creating a collaborative culture based on a shared vision, shared responsibility and a sense of belonging. F2d Opportunities are provided for parents to learn about the school’s educational aims, programmes, and pedagogical approaches so that they can support student learning. F2e The school creates student learning opportunities by effectively using the skills of its own community members and by building partnerships with external agencies such as local businesses and professional organizations.


Apart from the Yearbook, the school issues a weekly ‘school agenda’ which includes calendar information and community announcements, a monthly Principal’s report and occasional letters from the Heads of School. The school magazine entitled ‘Eximius’ is issued twice a year with a celebration in text and photography of the school’s events. There are Grade specific parent information evenings and programme evenings and the school is building greater community involvement in the learning project through the learning platform ‘Connect’ and the school website. Greater ‘whole-school-ness’ and joined up communication is required as is the opportunity for parents to express their satisfaction through surveys. The school is connected to the wider international educational world through its membership of IBO, ECIS and CIS and attendance at their conferences and workshops. The school is also associated with numerous local and international organisations such as Habitat for Humanity.


The Head of School, in conjunction with the SMT, is working to establish formal processes to allow a meaningful interchange of opinions among all sectors of the school community. Parents expressed mixed opinions about the ways in which the school communicates, citing the Junior School to be most efficacious but also recognising that Senior School students should

be better able to communicate between home and school without the need for all messages to be channeled through official school means. Parents and staff commented that they would like to hear more quickly about any Board issues to alleviate gossip spreading throughout the community. An example was a parent who was informed that the school was about to close down and why did she have her child there. SDIS has established a collaborative culture with the student and parent community. Both groups voiced satisfaction with the school culture, and all parties appear to be willing to share responsibility. In conversation, parents expressed satisfaction with opportunities to learn about the school and its educational programmes. A number of parents cited anecdotal comparisons with former schools, and felt that SDIS generally provided adequate information about educational aspects of the school. There were some concerns voiced about some aspects of teaching, and the Visitors would urge parents to take up these concerns directly with the appropriate teachers.

Suggested Actions

None at this time.

STANDARD F3

The school shall offer effective programmes and activities which complement the formal curriculum in supporting the school’s Guiding Statements. F3a The development and delivery of the school’s complementary programmes demonstrate sensitivity to the needs and beliefs of different cultures, foster engagement with the local culture and promote global citizenship. F3b The school actively supports the development of student leadership and encourages students to undertake service learning. F3c The school actively promotes and models global environmental awareness and responsibility across its community. F3d The school regularly evaluates its complementary programmes to ensure they remain aligned with its Guiding Statements, meet student needs and interests, and foster global citizenship.


The school has a comprehensive after school and co-curricular programme throughout the school consistent with its size and resources. The student council and a solid commitment to service learning in its community service programmes provide opportunities for student leadership. The school is an eco-school and offers after school activities and an environment week. F3d is implemented only through the regular cycles of accreditation.


SDIS offers effective complementary programmes and activities to support the formal curriculum, particularly bearing in mind the size of the school. These programmes, such as sports, cultural activities and events, performances, cultural and athletic field trips, are all individually well received and appropriate. However, no evidence exists that they are formally linked to the school’s Guiding Statements. The Visitors observed opportunities for students’ leadership in a variety of settings. Students are comfortable in their school setting and are encouraged to participate in service learning activities. Student Counsellors voiced some satisfaction with the student government opportunities and cited several examples where they felt that they were heard and that their opinion was valued and acted upon. As a Portuguese eco-school, SDIS by its nature promotes global environmental awareness. There are many subject areas and student activities that feature global awareness and promote responsibility. However, the Visitors consider more could be done in this area. The school’s programmes appear to satisfactorily meet students’

needs and interests, while fostering global citizenship. However, the issue of linking programmes and actions to the school’s Guiding Statements is not being fully exploited. The Visitors anticipate that this will be linked in to the forthcoming review of these.

Suggested Actions

1. The staff and SMT consider ways to ensure all aspects of school life are firmly grounded in the revised Guiding Statements.

STANDARD F4 (For Boarding Schools)

Boarding services effectively support the school’s Guiding Statements, and serve the well-being of all boarding students and staff. F4a A clear boarding educational philosophy is in place which creates a twenty- four hour, seven day a week learning environment. F4b Sound, clear and effectively implemented operating procedures and systems are in place which support boarding life and provide guidelines for addressing fire, accidents, natural disasters, civil unrest, medical and any other emergencies. F4c The boarding programme is supported by written policies and effective record keeping which enhance the well-being of students. F4d Boarding staff have appropriate training and orientation for the role they play and have been effectively screened prior to appointment to ensure that they have the necessary skills and sound character to provide a supportive, safe, caring and nurturing environment. F4e Boarding staff members are adequately deployed to provide boarding students with a safe environment and open, positive and nurturing teacher/student relationships. F4f The boarding facilities effectively reflect the school’s Guiding Statements and support the well-being of students and staff in the following areas:

i. The number and needs of the boarding students. ii. The number and needs of the boarding staff. iii. The range of formal and informal activities. iv. The delivery of important services (laundry, meals, medical support,

transport, technology etc) v. The integration of day and boarding students

F4g The boarding facilities meet local authority safety standards and any reasonable stipulations which may be required by the accrediting agency/agencies. F4h The culture within the boarding programme demonstrates sensitivity to and respect for the diversity of the student body as well as a sense of home and family. F4i Effective channels of communication are in place between the school, boarding staff and the home to ensure that parents, teachers and residential staff work in partnership to support boarding students. F4j

Schools with students that are privately boarded, and/or for whom the school has legal responsibility, support their well-being through clear written expectations for the students and their guardians and by active monitoring.


The school is exploring the possibility of a ‘local family homestay service’ for students from overseas studying in the school and living overseas without their families. It is also exploring facilities to function as a boarding school.


This aspect of SDIS was briefly discussed with the Board. However, this is merely the germ of an idea and would require extensive research and exploratory consultations before the creation of a strategic approach.

Suggested Actions

1. The Regional Accreditation Officer to be kept informed by the Head and Board of any developments in the discussions about boarding.

STANDARD G1

The management of school finances shall be consistent with best financial practices in international schools, in accordance with the legal requirements of the host country, and shall support the effective delivery of the school’s programmes. G1a The head of school and the governing body regularly receive understandable financial reports which facilitate careful and regular reviews of the school’s short and longer term financial health and which ensure appropriate allocation of funding. G1b After appropriate input and debate, the governing body establishes annual school budgets - including appropriate fee levels – which ensure funding for programmes necessary to put the school’s Guiding Statements into practice in an effective way. G1c Parents enrolling students are informed in advance of the precise nature and scope of their financial obligations, and changes in fees are communicated to parents early enough to allow them to make arrangements to move their children to other schools if necessary. G1d The school regularly considers - and where feasible applies in an effective manner - culturally appropriate and effective means of raising additional funds to support delivery of its programmes. G1e Accounting processes are orderly, understood by all parties involved, and carried out in accordance with sound and ethical business practices. G1f The insurance programme is comprehensive, and provides for effective risk and liability coverage for the school and for students, employees, visitors and members of the governing body. G1g Total servicing of long-term debt, including both interest and principal payments, is fairly apportioned to both present and future fee payers. G1h An annual, external audit of the school’s finances is performed by an independent accounting firm, results are discussed at appropriate levels within the school, and any necessary action is taken.


Following turbulent year the school is initiating a recovery and stabilization plan in order to reestablish normal practice to meet indicator G1a. There is as yet no medium-long term financial plan. The school meets indicator G1e with all accounts audited by a chartered accountant. Indicator G1g is not currently being met

Visitor Shareholders demonstrate a significant commitment to the school

Observations and its Mission. As the school is currently running at a significant loss, the Board is to be commended for the support it is providing, and aims to continue providing. However, the existing Financial Plan only covers an anticipated enrolment pattern showing growth.

Suggested Actions

1. The Board develops and adopts a Financial Plan that is viable, with differing patterns of enrolment.

STANDARD G2 Grounds, buildings, technical installations, basic furnishings, and equipment shall effectively support delivery of the programmes required to put the school’s Guiding Statements into practice. G2a The school’s facilities/equipment provide for effective delivery of educational programmes and a positive context for learning while promoting student, staff and visitor well-being. This includes satisfactory provision of indoor and outdoor spaces, air quality, heating and cooling, shade, shelter, lighting and acoustical comfort. G2b Teaching, storage and work spaces are suitable in size and layout for the age, number and needs of students and for the effective delivery of programmes. G2c Governing body policies and school practices effectively address the adequacy, maintenance and improvement of school facilities/equipment. G2d If the school admits handicapped students or personnel, all reasonable provision is made for them. G2e Information and Communication Technology provisions (hardware, software, networks, training and maintenance) effectively support the management and operational functions of the school.


There is no Board policy relating to G2c but custom and practice is that maintenance is carried out annually over the summer. Indicator G2a is partially implemented with heat/shading/cooling inconsistently implemented. There is insufficient storage in the school to meet indicator G2b because it is not currently being effectively utilized. G2e is being met commensurate with available resources and based upon enrolment needs. A whole school ICT Project Management Committee of involving technical, financial and educational staff oversees this aspect of the school’s operations


Concerns were expressed by some staff about the quality of cleaning services since these services were out-sourced. However, the Visitors considered the school to be clean and tidy and the Head reported that the new company provides a good service, although still needs supervision from school personnel to ensure consistency. Water and food testing is performed on a regular basis. Several buildings have recently been repainted and heating and cooling units installed. Overall, the facilities and grounds are in reasonable repair, apart from some cracked pavement and tiles in

the exterior (see G3).

Suggested Actions

1. The out-sourced services (cleaning and security) be closely monitored under the supervision and direction of the relevant school staff to ensure the highest possible standards.

STANDARD G3

The school shall ensure that its grounds, buildings, technical installations, basic furnishings, equipment and systems provide for the health and safety of students, personnel and visitors. G3a School facilities meet the health and safety codes of local authorities and any reasonable stipulations which may be required by the accrediting agency/agencies. G3b Certificates of inspection and regulations required by law are available on file and/or posted in prominent places as appropriate. G3c An internal health and safety committee (or its equivalent) actively monitors conditions at the school and is effective in ensuring any deficiencies or anomalies are rapidly resolved. G3d Maintenance services are effective in ensuring that school premises and equipment remain in a safe and healthy condition. G3e Effective measures, including regular rehearsals, are in place to address fire or other emergency situations requiring evacuation. G3f Effective measures, including regular rehearsals, are in place to address emergencies requiring “safe haven/lock down”. G3g The school takes all reasonable steps to operate its facilities and related services using environmentally responsible practices, hence acting as a positive model for students and the wider community.


The school is required to be inspected externally by the local and national authorities in order to meet indicator G3a. Currently G3b is not being implemented with the ‘alta autoridade’ overall status certificate not yet received. Indicator G3c is implemented through the existence of a dedicated health and safety officer and the Principal of the school. The school would, however, benefit by widening this responsibility to a health and safety committee. The school continues to address issues with regard to indicator G3e which arise out of regular scheduled rehearsals and the many unscheduled rehearsals. The lock down procedure is the same as the earthquake procedure. The school would benefit from greater differentiation of alarms for the differing emergency procedures if this were possible.


There is a School Safety Officer, and various individuals report safety concerns to the Head of School. However, there is no internal Health and Safety Committee.

During the Visit, the kiln in the Senior Art room was unprotected by gating, creating a safety concern. This matter was brought to the attention of the Head of School, and arrangements were made that day for installation of temporary gating, with a permanent gate to be installed in a week. Additionally, a heat detector had been placed very near to the kiln and this was repositioned during the Visit. Some walkways have loose tiles and cracked pavement in need of repair.

Suggested Actions

1. The Head of School formally establishes a Health and Safety Committee.

2. The Head of School ensures the installation of the kiln gating and submits a photograph to the RAO when the work is completed.

3. The SMT (in the absence of an H&S Committee) should identify and repair walkways, as needed.

STANDARD G4 The school shall provide or arrange for auxiliary services as required to support its declared objectives and programmes, and shall ensure that such services meet acceptable standards of safety, efficiency and comfort. G4a Facilities for preparing, serving and consuming food and beverages meet appropriate standards of safety, comfort, hygiene and good dietary practice. G4b Appropriate and regularly reviewed arrangements exist to cover threats to the security of people and premises. G4c Vehicles used in student transportation are mechanically sound, clean, well-maintained, properly licensed and appropriately insured. G4d School premises are kept in an acceptably clean state at all times of the school day. G4e School trips are well planned and executed, ensuring a positive learning environment and supporting the school’s academic or activities programme. Appropriate consideration is shown for the comfort, welfare, security and safety of students and accompanying adults. G4f Support staff members and employees provided by contracted suppliers who are involved in the delivery of any auxiliary service are employed in suitable numbers. G4g Support staff members and employees provided by contracted suppliers are properly qualified and experienced, in appropriate health, well trained, and adequately assigned and supervised. G4h Support staff members and employees provided by contracted suppliers make a positive and well appreciated contribution to school life.


Generally the school feels it meets this standard though indicator G4g requires further verification. The school has moved to hire external suppliers of cleaning and gardening to supplement its own staff and in addition to the external provision of food in the refectory and the café on site. All outsourced services work with the appropriate authorizations and certifications.


Support staff members are valued participants in the school community. The newly established Café Tuck Shop provides a welcoming dining option for students and staff.

Suggested Actions

None at this time.

PART TWO

PREPARING THE SCHOOL FOR THE SELF-STUDY AND THE TEAM VISIT

During their time on site, the Visitors were able to meet with members of the school’s Leadership Team, the Governing Body, individual members of the teaching and support staff, a group of parents and the Student Council. During these meetings, the Visitors were able to explain the Accreditation process and discuss freely any aspect of the school. The CIS Visitor facilitated a workshop to assist the school in preparing for Self-Study. This was attended by a group of around 20 people, some of whom will be on the Self-Study Steering Committee or will be chairing some of the individual Committees, and included two members of the Governing Body. A number of members of the school staff have been involved in previous Self-Study processes. As a result of the above, the Visitors feel there is sufficient knowledge of the next steps of the Accreditation process for St Dominic’s International School to be able to proceed with the checks and measures in place detailed in the timeline. Copies of the booklets The Self-Study and The Team Visit, consistent with the 8th Edition of the CIS/NEASC Guide to School Evaluation and Accreditation, plus other advisory documents, are available for the Accreditation Co-ordinator in order to assist the school in upcoming steps.

PART THREE

FINAL COMMENTS AND RECOMMENDATIONS ON THE STATUS OF ST DOMINIC’S INTERNATIONAL SCHOOL

The School’s Strengths The Visitors found many positive features at St Dominic’s International School, of which some of the most important are: • The Board, administration and staff are committed to the Dominican

principles of education, including open access for all students.

• Despite the lack of a formal statement about internationalism at SDIS, the whole school community demonstrates a commitment to, and appreciation for, internationalism, including the inculcation of global values.

• The school, once again, wishes to be known as a beacon of IB excellence

as it once was many years ago, when it achieved the status of the only three-programme IB school in Portugal, and the Visitors commend this strength of Vision for SDIS.

• The school is renowned for its wonderful M=music, drama and dance

performances, as well as success in sports such as football and volleyball.

• The IT Department is well staffed and responsive to the needs of the students and teachers.

• The school offers a welcoming and caring environment for students.

• Currently there is a very favourable staff: student ratio which facilitates the personalised learning environment.

• There is positive student/teacher interaction. • Support Staff members are valued participants in the school community.

• The staff clearly understands that curriculum development is an ongoing

process, and reflected this concept in numerous conversations. • There is evidence throughout the school that learning and the well-being of

students are high priorities at SDIS.

• SDIS is committed to creating a whole-school experience in the native Portuguese mother tongue, as well as in English, the instructional language of the school, and is busy implementing a Literacy Development plan.

• The school provides a well-received transition programme for new students

and parents who report that it is very easy to settle in to SDIS.

• SDIS takes great pride in the success of its students. As the only three-IB programmes school in Portugal, the school had for a long time established a strong reputation, which it is striving to regain, and celebrates the efforts and achievements of the students.

• Shareholders demonstrate a significant commitment to the school and its

Mission. As the school is currently running at a significant loss, the Board is to be commended for the support it is providing, and aims to continue providing.

• The newly established Café Tuck Shop provides a welcoming dining option

for students and staff.

• The Visitors observed that SDIS does offer effective complementary programmes and activities to support the formal curriculum, particularly bearing in mind the size of the school.

Key Areas Needing Attention During the Self-Study period, the school will need to address all the Standards and Indicators. The Visitors’ comments and suggestions for action in all parts of this report will help the school to prioritise its efforts. Above all, the school should address the following key areas. *Due to the great significance of some of the key areas needing attention, the Visitors request regular updates on the developments of these marked (*) items that occur during the Self-Study period. The timing for the submission of these updates has been agreed in discussions with the Head of School and the Visitors, and is included in the timeline for SDIS. The Visitors urge the Board and school leaders to adhere to the suggested schedule and ensure reports are received on the requested dates. Receipt of these updates will be acknowledged by the Regional Accreditation Officer, Lesley Stagg. o *A school-wide review of the Guiding Statements with methods for

identifying success. (A1, D1, F3) o Develop a school-wide shared understanding of internationalism at SDIS.

(A2, A3, B4)

o The Head of School ensures it is clearly stated in admission materials provided to parents the extent to which students’ needs can be met within the school’s resources. (A4)

o *The curriculum is not yet fully documented/mapped; this is a priority for the

benefit of the students. (B1, B3, B9)

o Staff and SMT review and develop curriculum that supports horizontal and vertical articulation. (B3)

o The staff and SMT progress with attempts to gain greater information about

student achievement and comparisons with other similar schools. (B8)

o *The Board of Governors, working with the School Management Team, develops Strategic and Financial Plans which include both anticipated and "worst case" enrolment scenarios. (C1, C5, G1)

o *The Board of Governors and Board of Directors participate in professional

development and determine their respective roles and responsibilities. (C1)

o *The Board of Governors should implement a clear job description and title for the Head of School that emphasises the role as educational leader for the entire school. (C2, C3)

o *The Board of Governors implements the forthcoming recommendations of the Board Sub-Committee to clarify the governance structure. (C2, C3)

o *The Board of Governors and SMT clarify the distinction between Board

policies and educational procedures and communicate these to the school community. (C4)

o The Board of Governors should institute regular communications to the school community to build trust and create transparency. (C4, C5)

o The SMT ensures the development and implementation of a Policy to require that all employees, including outside contractors, undergo a criminal background check. (D2)

o The SMT develops an Employee Handbook for all non-teaching staff and distribute it to employees. (D3, D4)

o The SMT ensures the implementation of an appraisal process for all

employees that supports continuous professional growth and development. (D5)

o The K-12 Learning Support teachers, in conjunction with the SMT, continue to develop a process to ensure that the needs of all students at SDIS are being met and appropriately staffed. (E1)

o The Head of School formally establishes a Health and Safety Committee. (G3)

During the Visit, a temporary protective gate was constructed around the kiln. The RAO requires a photograph of the permanent gate once the work has been completed, and at the latest by 15th December 2012.

The Visitors’ Overall Recommendation and Suggested Timeline The Visitors recommend that St Dominic’s International School be given leave to proceed to the next stages of the re-accreditation process following this timeline:

Suggested Timeline – SDIS

Immediately Set up all Committees and begin the Self-Study. Put an early emphasis on Part One and Section A of Part Two.

February 28th 2013 *Complete review of the Guiding Statements

May 30th 2013 *Board Policy and School Procedures, Roles and Responsibilities, By-laws and Organisational Structure

May 30th 2013 *Financial and Strategic Plan adopted

September 30th 2013

*Full implementation of revised Appraisal Procedures

February 28th 2014 *Curriculum documentation in place on a chosen platform

August 31st 2014 *Any revisions to the above starred items

November 1st 2014 Complete and distribute the Self-Study Report.

January 2015 Host the Team Visit.

Suggestions concerning the Future Visiting Team

Recommendations on the Composition of the Future Visiting Team to SDIS

(Following discussions between the Preparatory Visitors

and the Head of the School.)

Number of team members 12

Number of campuses to be covered

1

Student age range 3-18

Curriculum IB PYP, MYP and DP

National curriculum cover required?

Languages to be covered by bilingual team members

Portuguese (as language A and B)

Any country/city vetoed? Lisbon

Special Emphases (if any) Finance and Governance (Business Manager?) Science Literacy and ESL/EAL Learning Support/Counselling

Closing Remarks St Dominic’s International School has come through an extraordinarily difficult phase in its history, which has coincided with a time of deep economic depression in Portugal. All members of the school community are committed to the sustainability of SDIS’s future, and the return of some students that left SDIS last year is perhaps a first indicator of the turnaround of this school. The Board is to be commended for its practical attempts to financially support SDIS and to keep the staffing levels and curriculum choices virtually unaffected. The Head of School, Mr Jeremy Singer, assumed his position (having previously been Head of Senior School) just two months ago but is already making a positive impression upon everything at SDIS, as are the members of the SMT and all the

educators. This has resulted in the students’ learning being unaffected by what has become known as the May crisis. The Visitors would like to thank everyone at St Dominic’s International School for the excellent hospitality received, and the thorough co-operation and commitment to Accreditation that was apparent both before and during the Preparatory Visit. The Visitors trust that the school’s relationship with CIS and NEASC will assist in on-going institutional improvement. The RAO looks forward to receiving the *reports within the suggested timeframes. Respectfully submitted to NEASC and CIS November 2012 Patrice McCarthy (NEASC) Lesley Stagg (CIS)

portugal - st dominic's is - 2012 prep vis rep.pdf

Documents

school principal

school premises

board of directors

head of junior school

school governance management

school foundation date

school business group

board of governors