Development Plan

1. Continuously improve our high performing workplace

A. Recruitment of high quality teachers and staff

90% of new teachers will have relevant teaching experience

Annual appraisal of teachers

Ongoing:

Review annually beginning June 2010 through June 2014

RC Leadership Team

ESL Centre Staff

Teachers

B. Retention of high quality teachers and staff.

90% of teaching staff retained annually

Implement a Performance Management Plan to provide feedback to employees

Ongoing:

Review annually beginning June 2010 through June 2014

RCHK Leadership Team

ESL Centre Staff

Teachers

C. Provide high quality Professional Development (PD)

PD programs/courses tailored to curricular needs

Survey; feedback from teachers and staff

Ongoing:

Review annually beginning June 2011 through June 2014

RC Leadership Team

ESL Centre Staff

Teachers

D. Utilize technology as an instructional tool in the classroom. To support personalized learning

2010: 40 % of faculty

2011: 50% of faculty

2012: 60% of faculty

2013: 70% of faculty

2014: 80% of faculty

Observation; survey results from teachers and students

Ongoing:

Review annually beginning June 2011 through June 2014

ESL ICT Staff

RC ICT Staff

Teachers

2. Continuously improve the quality of teaching and learning

A. Improve communication between all College stakeholders by:

1. Lead the development of College-Wide Objectives for 2009-2010

2. Upgrade website

3. Upgrade electronic parent newsletter

4. Upgrade Virtual Learning Environment (VLE

1. When College-Wide Objectives have been developed and approved by stakeholders and then implemented by CW staff.

2-4. When available to be shared with the public

Approval by faculty and College Council to be reviewed annually.

1. November 2009

2. June 2010

3. June 2010

4. June 2010

ESL ICT Staff

RC ICT Staff

Feedback from parents

Financial support from ESL

College Council

Teachers

B. Focus teaching and learning PD on personalized forms of assessment

Enhanced differentiation in teaching and learning strategies to reflect learners’ qualities and individual needs.

Teacher Performance Management documents

Reflection and observation

Ongoing:

Progress monitor in June 2010

RC Leadership Team

ESL Centre Staff

Teachers

C. Create a robust continuum of Education Outside the Classroom (EOTC) opportunities for primary and secondary students. Plan with staff a comprehensive EOTC program for students in Year 4-10

When a syllabus of EOTC activities are developed, approved, and implemented by RC faculty and staff

Approved by College Leadership Team and reviewed annually.

Positive qualitative feedback from students, teachers, and parents that indicate students have learned from and valued.

June 2010

RC Staff

Asia-Pacific Adventures Staff

RAPT

D. Continue to implement the 1:1 laptop program in secondary school.

1. Establish software standards.

2. Survey students/advisors to determine if they have a laptop.

3. Explore opportunities to spread technology costs to parent across year levels (e.g. graphing calculator, laptop, etc.).

When students are utilizing their computers to complete and enhance their lessons at least 50% of the school day.

Teacher, parent, and student surveys

Observation

To be reviewed annually by College Leadership Team

Ongoing:

Progress monitor in February 2011 and June 2012

RCHK Teachers

College Council

RCHK ITC Staff

RAPT

3. To continue to develop our curriculum to high standards

A. Development of innovative and engaging curriculum promoting excellent learning and teaching based around the PYP, MYP, and DP.

1. Create teams of primary and secondary teachers to curriculum map across and within the three IB programmes

1. When there is a continuum of learning between the PYP, MYP, and the DP

(a) When the INCAS results are published

(b) When the ISA testing is completed and results published

(c-d) When ALIS testing is completed and DP results are published

(a) Increase primary scores on INCAS for all students to their “Developed Ability Level”; (b) Implement ISA for MYP in Years 7 and 9; (c) Implement ALIS for IB and (d) continue to implement improvements annually in the DP based on data.

Ongoing:

Progress monitor annually in February and in June 2010 through June 2014

College-Wide curriculum teams

IBAP training

ESF/ESL curriculum leaders

(a) Year Level Coordinators to examine results and make action plans

(b) RC and ESL funds

(c-d) ESL funds to target specific areas for growth based on analysis of results by staff

B. Facilitate cross functional leadership teams across the College to address the educational and social needs of Gifted students

A curriculum pathway for Gifted students has been created, approved, and implemented across the College

Qualitative and quantitative results from stakeholder surveys. A Plan-Do-Study-Act process for continual improvement is embedded in the follow-up plan

Ongoing:

Progress monitor throughout the 2010-2011 school year.

Special Education Needs teachers

College Leadership Team

Parents of Gifted children

c. Offer an alternative to the IB Diploma for students interested in a school to work program

A high skill/high wage program with an industry certification examination

Consult BTEC schools; poll student interests; follow up with universities and loca l industries

Progress monitor in June 2010 for implementation in August 2011

RC Teachers and Administration

ESL Centre Staff

Representatives from local university and industry

d. Seek further internationally recognized accreditation for College

Accreditation by CIS for Primary School and CIS/WASC for Secondary School

Consult CIS/WASC coaches and RC staff to develop plan for approval

Planning to occur in 2009-2010 with an accreditation visit in 2011.

RC teachers and administrators

Parents

ESL, CIS, WASC coaches

4. To develop further our strategies for language learning and SEN students

To build on the successes of the Putonghua language program in both the Primary and Secondary schools

1. More students studying IB Chinese Language A1.

2. Additional EA’s in the Chinese classes with a +1 model for language instruction

1. Increase in the number of students studying IB Chinese as a Language A instead of Language B.

2. Continue to provide for both native and non native speakers of Putonghua in various performance classes

Ongoing:

Progress monitor annually beginning in June 2010 through June 2014

RC language teachers

ESL staff

Parents

Create immersion opportunities in Putonghua including partnerships with schools in China

Year 10 students to experience immersion program in China over spring holidays

Feedback from students and teachers.

Proposal/review from Chinese language department

June 2010: First review

RC Language teachers

Host teachers and families in China

ESL Centre Staff

Increase success of EAL students attending RCHK

Through early identification, assessment and analysis of the linguistic background of our students identify those EAL students who would benefit from additional support to access the curriculum

Grades; anecdotal data from teachers, students, parents

Ongoing:

Progress monitor in June 2010 and review annually through June 2014

RC EAL Teachers

ESL Centre Staff

Parents

EAL Students

Increase success of SEN students attending RCHK

Through early identification, assessment and analysis of the learning needs of our students identified as SEN who would benefit from additional support to access the curriculum

Grades; anecdotal data from teachers, students, parents

Ongoing:

Progress monitor in June 2010 and review annually through June 2014

RC SEN Teachers

ESL Centre Staff

Parents

SEN Students

5. To continue to provide resources for the College

A. Enrollment:

Set target enrollment figures to sustain growth of College

2009: 1750

2010: 1850

2011: 1950

2012: 2000

2013: 2100

Enrollment data reports

Annual review beginning in August 2009 through June 2014

RC Admissions Office

ESL Admissions Office

Principal

B. Partnership:

Identify philosophically aligned university partner

A partnership is formulated and a

strategic plan implemented

College Council review and approval with development plan

Ongoing:

Progress monitor in October 2012, February and June 2013

College Leadership Team

ESL Directors

RCHK Director of Communication

College Council

C. Physical Plant:

Primary school addition of two classrooms

Create an additional two classrooms from open space areas

Feedback from government, EDB and ESL if it is feasible

Progress monitor in December 2009. If approved, construction completed by August 2010.

College Council

HK government

EDB

ESL Centre Staff

d. Physical Plant:

Expansion

Research possibility of acquiring adjacent property for expansion of College

Feedback from stakeholders in ESL, EDB, RCHK.

Progress monitor in August 2010.

College Council

HK government

EDB

ESL Centre Staff