hkis question 3

HKIS World Café: Summary Report

Appendix C

Question 3: What do you really value about your school that you would not want to see changed?

1

Compilation of all recorded comments:

• LPS learning environment • Caring, nurturing, loving • Parent education / parent partnership in

education • The 4 divisions and then class levels in each

allows for diverse education among age groups • Remain financially sound • Proactive Board • Exposing kids to action sports (e.g. Project

Adventure) • Instilling values (e.g. empathy) • Philanthropic events • Sense of community • Qualities of teachers • Open attitude / flexibility • Sense of community • School sees parents as a partner in education • Emphasis on the child as an individual • Reputation – maintain academic strength • Open feel of HS campus, including

independence • Balance of male/female role models / teachers

in lower grades • Spiritual background, but not oppressive or

forced – respect and teach other religions • Quality of teachers and the leadership • Parenting sessions to prepare the parents for

example PE activities to educate parents – get to know each other – are useful

• Loving environment that engages children to take risks

• Diverse sports opportunities and helps boys and girls with sports

• 4 divisions concept are good – kids see a sense of progression

• engage parents and encourage parent participation

• foster an environment for children’s love for books – HKIS library is open for parents are useful. Donate a book on birthday

• cluster system works well because kids get to know a lot more of their peers

• parent information /education sessions • community events e.g. Worlds’ Fair, ball • opportunities for volunteering in the classroom

for parents • music program and PE program is okay (LP/UP

experience only)

• Art program is also good – in general, creative spirit is enough so far till Grade 3

• Strong emphasis on Science • School does a good job of encouraging (not

teaching) love of reading • Very aware in general of being in an

international world (care at not incorporating best practices all the time, but incorporated in culture)

• Hardware of school is okay • For LP and UP, then school does a good job on

and setting students to be in touch with inner feelings

• The general atmosphere in the school is emotionally supportive (in LP & UP experience). The MS parent had nothing positive to contribute.

• LP Principal leadership encourages teacher development while still keeping things happy

• UP promotes more independence • Day planner in UP is a good idea • Some parents reported strong teachers

personally, others disagreed (in LP and UP experience so far)

• Being able to drive kids with pick up at school (mandatory busing is a bad idea)

• Being able to park along the sidewalk near CAN (now unable to)

• Facilities are amazing in all divisions • Library program are very good • Diversity of culture, ethnicity in student body

and within the classroom is very good • Stays true to mission – most parents agreed

except for academic SLR • The creativity that the teachers bring to the

curriculum – that makes learning fun, interesting

• The teachers have ability to deliver the curriculum with creative freedom

• Attracting teachers who are passionate / creative

• Keep class sizes the same, and adult ration the same

• Keep the interim – fabulous learning. Help parents to comprehend the learning embedded in these activities/programs

• Keep SLRs alive and conscious – as a prospective parents this make our school values visible and all that we do is related back to the SLRs.

• Warm first impressions of HKIS (from a new parent) – warm fuzziness

• Responsiveness / partnership of parents/admin


Appendix C


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• Learning support is valued (improve consistency)

• Keep sense of community • Quality of teachers extraordinary • UP camps foster a sense of community • Good at developing “whole” child • Great sense of community • Fosters love of learning, love going to school,

kids can’t wait to go to school • School has strong reading program – kids love

reading • Socialization focus (teamwork) • Language development (English) • After school activities • Lots of opportunities for parents to get involved

(inside/outside classroom) • Having experienced staff resources (e.g.

guidance, technology, enrichment, music, art, PE, etc)

• Programs / lectures for parents from outside consultants

• UP camp, PEAK, Interim great experiences but stress learning results/expectations

• “outside” learning opportunities • provide good environment to learn Chinese,

culture • Freedom to modify teaching within curriculum

to accommodate student/class needs/learning styles

• High school class size per grade is great especially for someone new

• Teacher/student ratio is great (HS) • Availability of facilities is generous • Music program starts at UP • Music program has ability to foster interest and

has welcoming environment • Exposure to different cultures, religions,

perspectives, backgrounds, values starting from a young age and continuing

• Value excellent faculty. Experienced, qualified (consistently great faculty)

• Focus on developing the whole child – love the independence, freedom to make choices, confidence built when attending Middle School

• The Arts program, development of creativity in students

• Sports program • High level of conversations • Few discipline issues • Engaged students

• Emphasis on service (MS and HS) – interims, compassionate individuals, schools are encouraging it

• Spirituality – people come from different faiths, opening minds and hearts, world religions courses

• Shared inquiry in classes • Structure of the senate • PE department – curriculum is different from

other classes • Facilities • Interims • Connected to a class • Changing the cheating environment • Teacher and student interactions – confident to

find teachers • Multi-‐cultural – open to learning about different

cultures/ diversity • Academics • Openness to new people, experiences –

everyone has moved • Interim – mixed all 4 years, particularly service

trips, team-‐building • Service programs for the kids • Electives • Breadth of classes • Faculty and then opportunity to collaborate • Working on continuous improvement • Faculty itself – diverse, strong, enthusiasm, goes

on Interim trips • Don’t have teach to tests • Homework allows for high-‐level discussion • Respect for others – no bullies – at least in HS • Like world religions education/focus and

religion education in general • Interim should be more service oriented • Leadership opportunities for students, especially

in HS, but beginning in MS • Opportunities to have roles in school • Continuity of HS counselor across 4 years • A lot of service programs at our school • Diversity • Interim • Field • Collaborative time • Senate • Elective courses • Encouraged to pursue something outside of

school • Keep Liscio • SOS program


Appendix C


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• New calculators • HKIS mission statement – should drive priorities

of school • Service learning – genuine, authentic, serving

others • Inviting people to step to step out and take

challenges • Respectful environment • Open to designing and sharing ideas • Taking risks and collaboration • LINK – representatives in different divisions • Opportunities for building relationships with

parents, students, colleagues • Cutting edge trends though discernment • Religion – open exposure to different faiths • myDragonNet and technology integration • open-‐minded and acceptance • exposure to many areas of life • diversity, cultural diversity • multicultural environment – increase the

diversity • PEAK/INTERIM – valuable program • Campus • World religion course • Well rounded education • Quality of teachers is high • Respect for people of different faith • World religions course helps and understand

the world better • Educated / informed about different religious

people – helps with an open mindedness • World value – through courses and

backgrounds • Education prepares us to go into the world • Library – facilities /resources • Positive intent – value people, value colleagues,

value students • Being open to different cultures and religions –

helps us in the long run • Gives you the opportunity to make long term

relationships • Schedule variation, alternates • Teachers really care about the students learning

(some) • Would not want to change the personal

relationships with teachers • Lots of opportunities to try different things • Interim • Some smaller classes • Ritazza/noodle shop

• 1:1 computers – textbooks, communication with teachers

• field and pool • outdoor campus • projector, technology • accepting of everyone, no bullying • Mission – dedicating minds to inquiry • Service focus, understand what it represents • Lots of student led events / activities • Teachers allow and give opportunities for

students to collaborate with people different from them

• Professional development, freedom to develop the curriculum (teachers)

• Teacher design and re-‐design for the benefit of the students – continually creating

• Diversity of people, cultures, religions • Class size • Academically strong • Top schools • 1:1 computer system • Interim • Service opportunities – encourages more

compassion • Quality of students • Accepting, understanding, less judging student

body • Cultural diversity and acceptance • International • Large range of clubs • Making a difference • People have their own talents and are

passionate and confident at them • scholarships • commitment of teachers • pollination of ideas from other international

school • Diversity in student body • Rally together to support one another -‐ sense of

community -‐ St Baldrick’s • Frequent community gathering as in chapels,

concerts, religious music, Christian ethos /values / character

• Crisis in families / world • Faculty that cares about students

communication between school and community is strong.

• Collaborative time for teaching teams to meet and plan

• Continue art programs – music, art, drama, dance


Appendix C


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• Opportunities for athletes • Opportunities for students to develop talents

and gifts • Teachers care and make time for students • Interim-‐expand time • Asian history in action • Humanities in action • Parent involvement in primary classrooms • values built in students from a young age. • Open minded to change –listen to parents

voices. • Availability of courses and after-‐school

programs. • Service opportunities • Students feel safe socially, academically,

physically • Learning about other religions and respecting

one another – leads to empathy • Recognition of 3rd culture kid issues. • Community – diversity (HKIS is becoming more

and more American. We need to maintain and protect the diversity better and not lose the diversity to other international schools.)

• Community – allowing parents & parental skills to support school (esp in LP & UP)

• Teacher openness – access to talk to them to ask for help

• College reps appreciate intellectual readiness, communication skills, etc of our students. This dynamic is being cultivated in high school

• Tai Tam field & pool – bringing outside community In for sports

• Whole child education is unique and special • Counselor staff • PCGs • Teaching to different skills sets & learning styles • Service component of the mission statement

and SLRs is special, unique and important • Not making service component mandatory in

high school is great b/c it makes it more valuable / authentic (different from a grade / report card)

• Community of students • Relationships • Maintenance of connections b/w teachers and

alumni • Nurturing environment • Keeping high quality teachers – how do we

create packages that attract and retrain high quality people

• LP&UP connections should be maintained even with LP school move next year

• Spiritual component • Leadership development – music share,

opportunities in building confidence, speaking • Mandarin Language program in middle school

is strong • Student humanities in action : very valuable

class / analyze societal need / presentation skills

• Interim – fabulous program (maybe more opportunities to do service locally)

• Keep the SLRs – may be reflect more in PCGs on one of them a week

• Develop the arts program more !!! As there are such fabulous artists here (ISTA theatre please!!!)

• Athletics program is very versatile & inclusive / sportsmanship, play the game the right way

• Homeroom / cohort system is HS is very conducive to “tight knit group”

• The school is open-‐transparent – progressive –embraces and welcomes parents contribution

• Participation opportunities for students to have a voice / leadership opportunities

• Student Ambassadors • System of making club in HS : student lead / not

teacher lead, gives opportunities for students to display leadership and have voice

• Keep developing sustainability projects • Facilities management / long-‐range facilities

planning • Teachers are friendly, have morals, going

beyond in their teaching methods, care about student voice and respect

• If creativity & delivery of teachers is good and student expect this and learning and fun can go to together

• Issues between kids are handled well (LP/UP) culture is good for healthy social behaviors

• Taking a learning orientation for behavior service component can be heavy burden and more preparation for intense culture experience

• spirituality is great in HS, other divisions it is lacking

• Interim, PEAK and camping !! • For students to have a voice and public

speaking working on globalization issues – Humanities in Action students to talk about World Events

• core Academics in HS – teachers who ask student questions not so much in MS


Appendix C


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• Open learning environment • Student Body & Cultural Diversity • Interim / Peak / Camp • Service clubs – S.O.S • 9th Grade Humanity in Action • Chinese Culture ( maybe stronger language

classes) • PCG’s great – but need to be more cohesive.

Better training • Homerooms in HS – good, but same as PCG

need guidance, structure • LP – “continuous improvement” very strong. LP

really open to improvement • Location • Good Relationships w/students & faculty • Good teachers and their own support • Very supportive faculty , Admin etc • Teachers encouraging and challenges class to

speak their mind and be a more mindful global citizen

• Variety of clubs and activities and chance to create own if it doesn’t exist

• Size manageable classes • Over 40 different nationalities / diversity • Clear mission and educational philosophy

without being forceful or “pushy” in it’s ideals • Diversity of religions education • Service opportunities – but not mandatory – we

have a service culture • Continued learning opportunities for students

and faculty • Spirit week (b/c students don’t feel school is

very spirited that week is a great way to have fun for the sake of fun )

• Cross curricular cooperation (between not just humanities) can do more of it

• Really like 8th floor/mandarin rooms – like the outdoors

• Class scheduling (every other day –helps to get to see teachers and for time management) breaks, A lunch / B lunch

• Physical space and location of school – offers great opportunities to utilize natural resources

• Layout of school b/c it helps keep kids moving • Late start days (both student & faculty) • Even through we are an American and Lutheran

school we do a nice job transcending and moving beyond that to create a global mindful citizen

• Providing opportunities for students to gain spiritually regardless of faith

• homerooms • As a teacher : • Interacting with kids, other faculty • Access to high administration • Opportunities given • Diversity , friends from around the world • Caring Environment -‐ emphasis on the whole

person and sense of community • Counselor – not only college but focus on the

person, Conversations, care on students • As a student • Interim -‐ service in the high school -‐ Bonding,

culture • Clubs, sports team • Student government in MS is good • House system, stay for 3 years • Sports field (students / Community) • Auditorium • Location • Relaxing , No distractions • Use of Turtle Cove • System of schedule • Bullying > Safely aspect of the schools • MyDragonnet > easy access • Calendar schedule is good • Supporting as a family community • Opportunities • Teacher care about students • Teachers treat students with respect • Support to college is good • Encourages diversity and respecting cultural /

religious differences • Teachers are very approachable and ready to

help • Students feel like they are being cared for with

counselors • Our humanities courses are very well planned

and executed • There are a lot of course choices • In lower primary there is a strong culture of

continuous improvement • Lower primary always looks on ways to improve • The upper primary camp is a great experience

teaching many great values and bringing the students together. It should definitely stay the same

• HKIS created a very strong and closely tied community with great parent /student and teacher involvement.

• Parent’s respect the school


Appendix C


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• I definitely believe PEAK and interim should stay-‐they are a great bonding experience and introduction to great value.

• One way to increase diversity is may be scholarship funds

• PCG is extremely effective for middle school • Homeroom is not effective because it is too

short and irregularly spaced. • Try to create community at UP/LP – LP/UP/MS

mix around each year • Your grade level (knowing names) • Homerooms at HS, etc • Create small communities within larger

community (Dallas -‐ HS student) • People are generally kind(care for property etc) • New kids don’t feel new, good at integrating • Collaborative environment (faculty, HS) • So far, so good – Integrated Inquiry – do it more • Parental participation is allowed • You have voice, opinion (school listens) • Teacher / student relationships are strong

(Dallas) • Good diversity of personalities among teachers

(introvert, extroverts, etc) • Human element (tech represents challenge

sometimes) • Strong support for professional development • Culture of speaking one’s mind • No apathy and isolation at HKIS – a good thing

we hope doesn’t change • Interim – it’s really fun/PEAK in the MS • The class schedule in HS, class every other day

will allow time to do homework. Can communicate w/teachers

• The genuineness of the teachers and how they really care about the students

• The school reaches all levels of academics. If a kid needs more support, it’s there, if they need a challenge, it’s there as well

• PCG’s in MS and Homeroom HS – (keep same teacher) to maintain small group connection

• Coming together as a community in “community gatherings” – in the past we come together more frequently

• The student population can create “clubs” or “charities” w/school support

• Professional development for teachers – also helps other teachers improve because knowledge is shared

• The schools willingness to continue to improve, i.e. Cafe’s and actually improve

• Teachers given release time for professional development

• The Math, Science, Humanities, offices that offer help to students after school

• Diversity amongst teacher and students • Music dept is good – diverse music choices –

strings, guitar, • Sports opportunities available here than in

other schools internationally (nice variety) • Well balance – sports, music, academics and art • Appreciate the discussion about faith and

spirituality • Teaching different religions • How the school embraces newcomers, people

are friendly mentoring and new parent orientations

• Parenting seminars • The “Focus on China Lectures” • The AP classes and teachers in HS are good • The counselors in HS are fantastic at guiding the

students for the right fit for them (full-‐time)! • The enrichment for gifted students and

developmental support for students will need extra

• Teachers are very accessible and helpful • Community feeling, focus on being an

international school of nurturing aspects in LP, Not all about academic excellence but about developing all aspects of a student

• Teachers are open to ideas and feedbacks from students and willing to interact with students

• School’s emphasis on students being able to develop self confidence and self esteem

• School’s emphasis on students should learn for sake of learning and not just for grades

• HS does a good job preparing kids academically • School being very tolerant of open minded that

students have different religions and religious beliefs or even being atheists

• HS interim is a good program • No uniform in HS • The diversity of cultures / nationalities • Consistent HS homerooms throughout HS • Hs communities and MS Houses • Commitment to best practice and professional

development • Flexibility of program development • Sense of academic excellence tempered with

compassion • PEAK and interim experiences • Parent participation in class activities


Appendix C


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• Diversity of sports -‐> Lacrosse / extracurricular activities -‐> inclusion of parents

• Inter disciplinary learning • Environments to generate interpersonal growth • Development the transitions program between

MS and HS • Service • Academic opportunities – more flexibility in

scheduling • Clubs • Holistic education – academics, sports, fine

arts, leadership, service • Interim in the high school – character building • Hands on activities, art always classroom work • Grounded in Christian faith but find a balance • Diversity – differences • Accepting environment because of rapid

movement • Caring teachers – passionate about what they

teach • Transparent communication – system of

DragonNet, email system • Character building • LP – International Day – acknowledge

differences • Dynamic learning – the fact that the students

are allowed to miss class and attend World Cafe is fantastic. Affirms that learning doesn’t just happen inside the classroom

• Attention to the whole child – softer skills • Caring about community, nurturing

environment • Kids love to go to school • International aspect – diversity • Community feel, not just a school • Communication between school and families,

student to student • Collaborative efforts like World Cafe • Opportunities for parents to be involved

especially for stay at home moms • Awareness / empathy for the world around us

(service learning) • Variety of courses to choose from • Choose own path / desires • Diversity of courses, give more freedom and

opens up awareness • Transient population (although criticized)

creates opportunity for learning social skills • Making new friends / not being judged • Learning about other cultures / enriching • More open-‐minded and interested in new kids

• Orientation program / buddy system • After-‐school programs (eg. forensics) • Debate about things • Exposure to outside world • Strong music program • Focus on “whole child” • Communities in HS / House programs in MS –

developed further with more structure needed • Off campus trips • mixed ages to get new experiences, • out of comfort zone / build confidence • (maybe not so far / too expensive) -‐> not elite • Range of extra-‐curricular -‐> develop interest /

exposure / skill / passion • Cluster program for R1 • The school values creativity, diversity and

considers new innovations in education • Freedom to start new clubs in HS and for the

Senate to make changes in the school • Kids are made aware of global issues and

encouraged to be global citizens • HS Interim • Is a Christian school • Considers world religions • Primary school clustering enabling classes to

interact with each other • Athletics program – great facilities, great

coaches, wide range of options, opportunities for novices

• Humanities In Action – learn about global issues and what can and can’t be done, develop presentation skills, ties in well with SLR’s

• Broad range at high quality creative arts programs on offer

• Services groups and opportunities in all divisions • Student government • Calendar • Diversity of cultures, religious • Friendliness, sense of community • Teachers and admin focus on students e.g. one

parent liked that the principal addressed her child rather that her, her first day. Child focused parent conferences. Great teacher student relationships

• Counselors • Balance values performing arts / sports /

academics – many paths to choose • School-‐devised standards and benchmarks • Collaboration


Appendix C


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• Efforts to make small communities within the large communities – houses and communities in MS & HS

• PCG System in MS • Homeroom staying the same for four years in

the HS -‐> makes your faculty member into a mentor

• MS has improved hugely over the last 5 years, particularly since Mr. Passamonte arrived – it’s a much happier place – you can see it and feel it

• HS – interdisciplinary courses • Clubs in HS • Sports in HS • If you want to start a club, you can • You can take higher level classes • Globally focused teachers – understand tends • Humanities in Action • HS: A good faculty, and parents would like to

see an administration to support a good faculty • HS AP’s, that’s good • For MS, one to one computer • HS – a good college prep program • HS – there are some good teachers, we’d like to

see them stay • UP school, the “civil war history “class, where

students do role playing • World Cafe • The strings program • After school Jazz club • The different levels of Mandarin in MS, HS, etc... • Peak trips, Interim, Camps • Honor classes of the HS & MS • Community service and related activities • Teachers’ accessibility in HS • Some HS students feel that students don’t take

advantage of teachers accessibility • One teacher teaching all subjects in LP • HKIS has a good selection of sports activities in

HS (teams) • Good summer program opportunities • Academically strong • Top schools • 1:1 computer system • Interim • Service opportunities – encourages more

companion, basis of a career, later enriching life • Quality of students • Accepting, understanding, less judging • Cultural diversity and acceptance • International • Large range of clubs

• Making a difference • People have their own talents and one

passionate and confident at them • Scholarships • Sense of identity • No racism • Encourage more spirit, more sports for people

who are not necessary athletic, just for fun and enthusiasm

• Well-‐rounded system, not just academics but sports, music, art, drama, etc...

• Spirituality orientation • Respects and develop understanding of other

religious, • Shaping students’ natures to live in a pluralistic

world • World religious class: more benefit to students? • Faculty – everybody always trying to improve • Easy to propose an elective class • Freedom in schedule • Multicultural exposure for students • Students are open; easy to be a new student • Service -‐> community service • Instilling service mentality -‐> very good! • Global aspect • Music program • Art program • Quality of teaching • Cutting edge educator for parents and teachers • Quality of professional development and

sharing of it • Male teachers • Balanced approach • International flavor • Teachers being able to teach world religion

from early age -‐> tolerance / understanding • Spirituality • Differentiated teaching / learning • Enrichment • Individual learning needs met • Teacher stay after school in MS -‐> after school

learning support • Facilities -‐> resources available for students • Class sizes • Variety of activities (clubs etc) in MS, Up, Lp • Exposure to lots of activities • PAG • Spirituality • Diversity of students, teachers and parents • Culture of service – habitat for humanity,

service interims, etc


Appendix C


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• Community • Teachers are empowered to work on, develop,

adapt and change curriculum. Expectation that teachers will do this

• Sheltered collaboration time for teachers • Cross-‐division team – Chinese Studies, Music,

Art • Professional development that enables and

encourages teachers to grow and change • Parent forums / opportunities for parents to be

involved / information for parents • Variety for kids – afterschool activities • It’s reputation as a top school in the

international circuit • The Christian influence at HKIS – not blatant but

a position undertone, continued authentic discourse about life (inclusion of other religious beliefs)

• Fine arts program (esp. music) besides drama – drama needs more support

• Interim -‐> although it could be moved (circumstances might change, though, with exams before Christmas)

• Teachers genuinely care about students! But we fear that “Career Structure” may undermine this

• Teachers spend more time on “portfolio” than on children

• Makes teaching salary-‐based rather than focused on education – the profession as educators

• Diverts administrative time, attention • Sense of community (family-‐family, family-‐

teacher) -‐> not so at lower levels... school spirit, between grade levels

• High quality teachers (accessible) -‐> concerns about “retention”

• The service -‐> part of Christian ideology -‐> good for character of students

• LP – Nurturing / exceeding expectations • Partnership with parents • Co-‐curricular activities -‐> school sponsored

activities – could be better advertised to parents

• Technology program • Multi media classes • Presentation creation skills • If used correctly technology is a powerful

education tool • Presentation skills / oral communication skills • Library – great selection • Experiential learning

• Respecting the spiritual lives of all. Cultural, mind-‐sets, values not just religion diverse student enables that

• Impressed w/time teachers spend w/students outside of classroom

• Openness, friendliness, good neighborliness -‐> community regardless of race, religion, etc. which is an American ideal (as opposed to experience at Kellett)

• Great presenters -‐> Joann Deak, 21st Learning, Support Service Summit

• Pull out vs. push in -‐> segmenting students on ability support and challenge students at the same time. Some teachers have no experience/exposure to learning differences

• Service opportunities -‐> do students do service for right reasons: is it resume padding or genuine? If doing it for wrong reasons, proper reflection does not follow

• Professional development -‐> opportunity to challenge yourself. Commitment to recruiting, retaining good faculty and staff

• Interim and Peak and Camp – new experiences, break from school life, different environment with different people. New culture, new places but can it be replicated more locally.

• SLRs communicate and nice balance • Maintain a commitment to institutional

evaluation • Use outside evaluation i.e. ERB to improve but

not to guide curriculum • Christian and world religion aspect • School communication – News letters (LP) • Focus on Service • Focus on “learning” knowledge not

standardized tests • MS has a warm and “local” feel • MS – writing • MS – Pastoral Care Groups • MS – grading system and emphasis on work

habit • Opportunity to experience the world is great • Multicultural Awareness, integration • Nurturing environment – care and compassion • Strings program • Concerts during the holidays • Interim – travel / experiential learning • Peer helper / Ambassador programs • Sports programs • Sub-‐divided classes by abilities in lower school.

Ability grouping teach to the students need • Community organization – PFO / Booster


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• Outside external speakers • Community service • Arts and music programs • Counseling programs • Mandarin program • Freedom • Great facilities • Diversity of student and teachers • Diversified curriculum – different subjects • Cultural exploration • Service opportunities • Promote education internationally – inviting

teachers from around the world • Striving for excellence – go out of comfort zone • Opportunities for leadership – service; times for

service • Spiritual identity • more choices • religion • help being understanding • Quality of teaching staff • experts that the school brings in • the talks • Parental engagement • Exchanges. Parent participation • Interim / Peak • Trips service • Hum I in Action • Community feeling • “Afterschool Help” in MS • In MS – collaboration • Transitioning kids from one school to next -‐>

very good • Older kids mix with younger • Social aspect; very good • Keep size of school – keep it small not too much

growth • Great teachers – the best! • Structure of academics – requirements, service

opportunities • Service learning programs • Religious education – work religious – helps

spread tolerance • Activities choices – sports, arts, clubs and upper

classmen courses (HS) • Parent involvement, in classrooms (primary)

and via PFO / Booster Club (throughout Divisions)

• Well-‐resourced classrooms • Counseling program (whole child – psychology

and academic / college)

• Resource specialists • Community Sports program – involves many

families • Arts education • Travel opportunities – Camp, Peak, Interim • Language program • Libraries are fantastic! • Laptops (students like them) • Open classrooms (learning in the community) • HS students like good choices, variety of food • Community gathering spots (such as the island

and senior rock at the HS, rainbow staircase at LP)

• Cultural integration • US curriculum, AP program (can return to US,

no problems w/re-‐admission to schools) • Offers a choice beyond the IB program • Our community is mobile and well-‐served by the

ability to transfer knowledge as they live in various communities / counties

• Appreciating enthusiastic teachers • Facilities compare to most HK schools are

decent • Great variety of professional background of

parents • Library is decent • Middle School seems really “together” – good

locating, good administration, hands-‐on administration

• Interesting kids • Booster Club is awesome • HKIS Ball committee is incredible • Keep high school interim, but tweak it 0 make

them more curriculum specific, skill based, maybe out of their comfort zone

• Interim • Wide variety of courses at HS • Need more variety of courses -‐ some get

stumped out by AP • SLRs other values besides academic excellence –

ethnic diversity in the classroom • Faculty takes an interest in the kids • Valuing the exploration of spiritually at the

school (don’t increase the Lutheran emphasis) • Campus location on the South side • Allowance of kids to get involved in activities • Different grade levels in the same class • Diversity and openness of community • Interim – grade levels good, needs teaching • Electives, wide variety, more needed – not just

for college courses


Appendix C


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• Faculty caring about the kids, going beyond • Nurturing atmosphere – foster growth by

sharing groups of students • Diversity of students and faculty – maintain and

grow • Social responsibility – services, sustainability.

Not only financial • Attract and retain high quality faculty – lifelong

learning, modeling • Spiritual development • Responsive to student learning w/supportive

teachers • Interim program • Service program • Discussion-‐based opportunities • Accessible teachers • Student-‐focused environment • Opportunities are not “exclusive”; everyone has

a chance to join clubs, etc... • Variety of learning opportunities • Students are self-‐motivated; not always

teacher-‐driven • Faculty who are enthusiastic and experienced -‐

relationship with teachers more than purely academic

• Collaborative environment for faulty – ability to adjust / change units of study from year-‐to-‐year or on students needs

• Opinions valued / respected • Freedom • Develop non-‐academic skills (leadership, sports,

service) • Facilities (at least in TT) – commitment to

improving facilities • 6 SLRs, only one of which is academic • Humanities action • Emphasis PE on independent fitness focus • Interim • Diversity, social, religious, cultural variety • Spiritual time built into schedule • Collaborative time for faculty • Preparation time in HS is good • LP needs preparation time (4,5,6 year-‐old) • Modified block in HS • Facilities -‐> tools -‐> for visual arts -‐> need

change, toilet art display • Bandwidth -‐> correctively • Support for teacher , HR, O&M, administrative,

parents -‐> PFO, Booster Club • Improve -‐> respect afforded to faculty by admin

((eg for information)

• Learning why, not just memorizing • Teaching methodology • Quality of teachers – giving times • Project-‐based learning • After-‐school curricular sports – middle school is

good but for lower and upper primary has been cut back -‐> get rid of service vendors

• Community service – need at lower/upper primary, good at upper

• Diversity n programs – allows choice/exploration

• Teachers! • Cultural experience /diversity of people • Respect for religious diversity • Great orientation program for new parent • Open-‐door policy; value opinions / suggestion of

parents • Maintain / key experienced teachers vs.

transitory teachers • Music program –MS • Chinese/Mandarin program • Technology program – “beef it up a little more”

“some more focus” • PCG – pastoral care group – great concept,

better implementation • “character” – keep focus on building character • Spiritual aspect, a respect of other religious

views, but also not to shy away from being a Christian school

• Having choices, able to choose from electives • Keep investing in teachers – get quality teachers

to commit longer term • Spiritual element • American education • Enquiry-‐based leaning collaboration • Development of service • Non-‐academic parts, eg. sports, music, drama • High academic standard • Christian value but respect other religious • Capacity to appreciate diversity • Quality of teachers • To continue to honor lengthy service of

experienced teachers • Project-‐based learning • The diversity of the school, really beneficial to

our kids to be with so many nationalities at such as a young age

• Emphasis on spiritual values, places to learn and talk about different religious and beliefs.

• Service component, keep and expand even more, including the spirituality


Appendix C


12

• Spirit of helping the community and others who are less fortunate, volunteerism

• Interim, field trips, camps • Good trend toward more service-‐based

interims, do even more • Keep local interims offered • Give scouts, one of few opportunities to

volunteer in UP, helps develop sense of the world

• LP service opportunities, do more as part of core values / curriculum in UP, make it mandatory for all

• Warmth, caring environment of the school, especially for LP & UP

• Dedicated resources, especially in hiring more guidance counselors in MS, continue to enhance throughout the divisions

• Having these counseling resources (seminars / resources) for parents, outside experts/speakers very good

• Parent coffees, ability to stay informed • Dedicated college counseling resources • Community atmosphere • Value of openness • Willingness to communication • Willingness to follow kids through each stage • Faith based school • We can be spiritual • Diversity/to be exposed to different kinds of

people • Respect to other religious too • Warm environment of the school • The love and acceptance the kids experience • The focus on service and community impact • Focus on inquiry • Strength of non-‐academic – music, drama, etc • All the extra-‐curricular activities • Can be who we are and respected • Great place to grow-‐up • Proud of who we are but with humility • Diversity of the faculty • Open mind to the curriculum • Develop professionally for teachers • Encouraging expanded inquiry • The balance that the school provides reinforced

values • Flexibility in course selection • Wide variety in extra curricular activities • Open-‐door policy between administration and

parents – accessibility to parents and staff, hear ideas and opinions

• Constructive parent-‐teacher interactions (sense of partnership)

• Transparency of policies • Clear value system – missions stated • Safe, nurturing environment • Value student services in all four divisions

(support systems) -‐ student and parent fortunate

• Accountability of administration to Board • No more experienced teachers leaving school

because of career structure • Need anchor teacher!! • Inquiry-‐based learning • Explore new ideas • Solving problems • Applied learning • Team collaboration • Pastoral care (PCG, homeroom) – good concept • Value of individual • High moral standards that are held up • Spirituality value • When offering service experiences are we

expecting a pre-‐prescribed narrative, or open to multiple perspectives of how we construe those experiences

• Like: cultural experience, diversity people, teachers

• Dislike: Math program – partials / Chicago method; report card “floffy”, need proper grades

• Value: Community perspective, social vs. independent; take care of the whole community

• Keep the Mandarin • More lower grade sports/clubs • Keep Tech program but limit facebook, youtube • Good to be proud of who you are not

necessarily better • Honor and respect students’ heritage • High academic standards, parent and kids • Observing other religious holidays • Too much spiritual community gathering in HS

eg. opening ceremony with a prayer. • Need logistic support to recognize,

accommodate other religion’s holiday • Family trips to go on service together • Let’s keep Kevin • Field trips to see disadvantaged peers • One parent feedback on how her children have

grown: • Confidence in speaking to adults • Not afraid to be leaders


Appendix C


13

• Service element – refugee children (Sat school) -‐> confidence builder

• Experiences – real world experience • Partnership with parents • Feedback from parents on teachers • Christian values • Flexibility not bound by the public • Transparency of policies • Strong student support service • Clear value statement • Student sup. System for students and parents • Keep experienced teachers • No more “new blood” (teachers) • Need anchor teacher in every cluster, grades! • Not OK: ethics/cheating, success at all costs?

Whatever it takes!! • Parents involvement • Independent • % of expat. Chinese • Well rounded personality • Score – change – how? • Contact – conversation • Stress relief • Longer breaks • Enjoy school time • Exposure • Cheating in MS • Pressure to do well is very strong -‐> school

gives in • Parents ask to reconsider grading • Are we HKIS a “top school”? Check the ERB

Results!! • Reputation • Top schools • Computer system • Interim • Cultural diversity • Well rounded system, sports, arts, music • Service opportunity • World religious • Compassion / Respect • Open to different attires • Opportunity long tem relationship • Accepting • Mission • Opportunity to do / explore • Student lead • Freedom to develop curriculum • Diversity • Class size

• Opportunities for students to explore through different activities

• Caring teachers • Service • Empowered teachers • To develop their curriculum • Professional development • Opportunities for parents to be involved • The faculty and the opportunity to collaborate

with them • No community sports in HS! • “Educate” parents about academic pressures –

what does it really do to students? (juniors – depression?) -‐> There is a student who would have done AP’s – Really? -‐> Would this not free the school / students / teachers to explore ways to develop creativity in teaching / learning and educational products!!

• Religion is the opiate of the masses • How much are we paying for this company for

conduct these cafe’s? • Teachers • Adjustment: • School should have and does some of these

ways to promote positive community relationship. Advertise what is done!

• Share library resources • Share playground and sports facilities • Publicity in local papers that promotes school • Community service visible in local community

(clean up, environmental (green) projects) • Choirs / bands do local concerts for free • The whole child • Not want changed? • Diversity of student body • Homeroom needs a fabulous teacher, more

goals • LP – continuous improvement is good • Keep the location! • Interim is good – students become a family • UP Camp • Student / teacher relationship is important • Learning tied to: culture awareness and global

awareness • Service interim • Student led initiative • Humanities In Action presents having issues to

kids and must make kids are equipped to deal with them

• Tying in learning with MS Peak e.g. learn about Beijing in Grade 6 before visiting


Appendix C


14

• Training teachers to lead Interims to effectively implement the school’s vision for Interim and to achieve learning outcomes

• Global sense of citizenship • Faith based education • Curricular – flexibility -‐> Interim • MyDragonNet • Co-‐curricular – focus on whole person! • Service • Interpersonal • Assess to admin • Diversity • Student involvement • To use system • Student govt. • Initiation • Spiritual element is acknowledged • Sports • Teams • Service opportunities • Physical: sports field – student and community • Location in Tai Tam • People feel safe • Grace • Diversity of student body • Keep access to teachers • Nurturing quality teachers • Humanity In Action • Interim • SLRs • Arts and more • Athletics inclusive • Homeroom in HS • HKIS should provide scholarships • Interim trips good, but should have follow up

contact to continue connection • Interim – one week, after a week there is no

follow up. It would just be that week • Negatives: scholarships, emphasis on athletes,

other extra curriculum • Club representative is good • Progressive thinking • Sustainability initiative • Teaching environment -‐ fun, inclusive, engaging • LP -‐ caring, loving environment -‐ gives children

courage to stand-‐up and participate. Enables risk taking

• Fosters a love of reading -‐ children love to read, family reading night, Heifer program, poetry cafe, level of reading material is just right

• Emphasis on good moral and spiritual values: teaches knowledge and respect of Christianity as well as other religions. Emphasis on kindness, caring, forgiveness. Develops resilience.

• Offer of multiple parenting courses teaches parent to better interact with school. Interest in whole-‐child development. Helps me as a parent to focus on the positive in my child

• Ability to engage parents, like how school invites parent input

• Parents enjoy the parent community. Value school's interaction with parents and the way school engages parents. Parent conferences, fairs, etc.

• Spirituality -‐ develops into service programs in MS and HS

• Parent interaction. As faculty, enjoy parents willingness to be involved

• Non-‐judgmental, collaborative environment -‐ this is done very well in LP and UP but needs to be emphasized more in MS and HS

• Teach children to be accepting of wide variety of kids in LP -‐ zero tolerance for bullying/teasing. Makes children feel safe and accepted.

• Strong community/collaboration in Primary. Would like to see continued in MS and HS

• Sense of diverse community (charity i.e. St. Baldricks, Heifer, Tsunami relief and service)

• Welcome/friendly -‐ inviting • Opportunities to volunteer • Learning through play -‐ value

sports/arts/academics • Division 4 campuses -‐ smaller school feel • Good level communication, technology • School update on latest school research through

speakers, websites, books, teacher training • Good awareness/integration Chinese

language/culture/religion • Tuition -‐ stay fixed • Positive communication • Creative spirit ( i.e. art show, fashion show) • Facilities • Opportunity for input (i.e. World Cafe) • Access to teachers/staff/admin • Music program UP/choir/MS performance in

general • Equal opportunity for students (i.e., no audition

for UP choir) • Spirituality and Christian values and all religions • LP/UP teaches students to get in touch with

inner feelings (good guidance staff)


Appendix C


15

• Great facilities, good access to extra-‐curriculum activities

• Communication from school to community • Instilling values as part of curriculum • Parental participation • Creating a greater community between school,

parents, local • Multi-‐cultural outlook • Level of talent among teachers and

administrators • Good link between SLRs and values • Teaching of social skills and emotional

intelligence in LP • Multi discipline approach to learning • Global outlook • The warm and nurturing environment • Caring teachers and good partnership with

parents • Sense of community, especially with constant

change • Keeping learning "fun", not too much

homework in LP • Service -‐ strengthen with sustainability and the

future (resources) • LP -‐ focus on literacy (learning to read harder

material) • The Arts program, PE • Never lose the sense and knowing how

privileged we are at HKS!! • Play in LP ("learn through play" method) • Teach spirituality (needs more in UP, MS, HS) • Reading emphasis • Emphasis in 'Service' • Teachers stay "encouraging" for all kids • Confidence building during LP years • Teaching "empathy" in LP and UP which helps

kids have tolerance, understanding and being able to build secure image of themselves

• Communication • Building on each individual's self-‐worth • For those who came in mid way to HKIS without

the LP and UP confidence building, need it in MS and HS

• Opportunities to get involved • Technology up keep • Even though it's a big school, trying 'small

school' feel • The 'American Feel' exposure to 'American

school' • Progressive Education direction (constantly

searching for new cutting edge methods)

• Language program • Small class sizes (even smaller is okay!) • Faith -‐ the Christian foundation (it could be

more emphasized) plus world religions exposure/instruction

• Specials program -‐ Art, Music, PE (at least in Primary)

• Site based professional development, whole faculty going through growth together (like Carrie Ekey, Maggie Moon, etc) (Lit. coaches are teaching and evaluating? Can't effectively do both but want common PD growth)

• Social-‐based, group emphasis, collaborative learning for students

• Materials/resources are readily available, we never have to 'fight' for things for teaching/budget items but some items require more prioritizing for ordering, like books

• Play time (in LP only -‐ other divisions, especially UP need more!!!). Why are we taking away their play time when they're learning social skills, problem solving, etc? To cram in more content we said in question #1 was less valuable?!

• The level of professionalism amongst faculty members

• Chinese program has been really growing/improving program -‐ continue growth and development in programs (esp. LP & UP)

• Valuing different cultures, esp. Chinese culture • Encouraging more cross-‐subject collaboration

(like Chinese + R2 S. Studies or G2 Science & Art) • Uniforms! Hopefully extend to high school • Mission statement -‐ fine tuned over years,

umbrella that embraces all of school personality characteristics of all, read regularly with SLRs with parent to remember that we all work together, create sense of community

• Customization for individual students • Commitment to students • Small # in classes -‐ important for intervention,

create community • Autonomy for each division -‐ don't all fit the

same mold • Keep technology updated • Giving teachers time to collaborate regularly

(pairs, teams, courses) communication • Provide FTE for teachers to give students choice

of courses (MS, HS) • Maintain choice of extra-‐curriculum activities,

summer courses


Appendix C


16

• Maintain balance of academics with sports, arts, music

• Having service -‐ giving back to community, dev. appropriate

• Strong spiritual base, knowledge of many religions

• Respect and appreciation for others • Quality of teachers • Professional development for teachers and

parents • Guest speakers for students • Maintain size (or make smaller) • Arts integration -‐ developmentally appropriate • Service opportunities in MS • Specials as part of the curriculum art, music,

strings • Nice sense of community in LP • Caring attitude for kids, teachers want to do

well by them • Teacher/parent communication in LP • Professional development for teachers -‐ HKIS

values teachers and has brought in top notch people

• Parent workshops (Michael Thompson actually was so thought provoking it changed the way we parent)

• Literacy coaches and counselors in the divisions • Small class size • Full time assistants • Diversity of ideas and perspectives • Spirituality component • Values are part of the discussion • in LP and UP parents feel welcome in school • Way school embraces families • Camp every year • Celebrate where every one is from • Parent workshop availability • Ethnic diversity of faculty • Diversity of kids & community • Open minded attitudes about differences • Welcome other religions besides Christianity • Kids learning about other religions • Energy/drive/commitment to excellence (by

both families and school) • Service projects -‐ more would be good • Openness, welcoming to parents • Quality of staff -‐ passionate about their craft • Chinese program • Cultural awareness • Observing Chinese holidays

• Communication is open -‐ lets everyone know what's going on

• Weekly newsletter to parents • Writing program -‐ building up to 6th

grade/middle school • Teacher-‐parent conference • "Open door" policy to talk to principals and

teachers • Good commitment to Professional Development • Bringing in experts from overseas to do

workshops • Kids are sweet • Expectations are clear • Culturally aware (per grade level appreciate

different aspects of culture) • Interim program -‐ (middle school -‐ service work)

-‐ more service learning projects • Camps -‐ foster relationships and builds

community • Writing program is amazing • Good to not be ranked (no emphasis on grade

comparisons) • Community activities (church, across schools,

choice of activities) • Colleagues feel they're on the same page -‐

working together • Individualized goals • Class sizes (keep the way it is -‐ or less) • Student services support teachers/kids • Parent workshops (educates parents) • Professional development for teachers • Abundance of resources (non-‐profit -‐ resources

evolve and grow) • High quality staff (what drives staff to leave) • Community involvement (could be enhanced

more) -‐ use community as a resource or give back to the community

• Diversity of staff and population • Parent involvement • We do a lot (working hard, high quality

teachers) • The international population in kids • The class sizes, would love for them to be

smaller • PEAK, INTERIM -‐ if they are focused on learning

about themselves and service • The community service -‐ i.e. St. Baldricks • The Professional Development time • Resources • We are a non-‐profit school -‐ everything goes

directly back to kids


Appendix C


17

• The SLR's • The Chinese studies program • UbD -‐ having a common lang. for developing

curriculum, assessment • SLR -‐ the Christian faith but being able to

integrate and honoring other faiths, willingness of teachers to have dialogue is important

• Value idea of collaboration amongst colleagues (need more time to practice)

• International teachers of different backgrounds • The LP is developmentally appropriate -‐ meets

needs of whole child (social, emotional, academic)

• Raising awareness/openness of spirituality • Helping to foster sense of identity, different

points of view • Highly able and competent staff • Quality teachers -‐ risk takers -‐ step out of norm • Support from school for PD • School's involvement for Service Learning

Projects (keep but build) -‐ Interim (service oriented priority) -‐ St. Baldricks, Heifer

• Spirituality respect and awareness • Alumni connection/community (keep but build)

-‐ enhanced/expanded impression -‐ bond to community needs to be improved -‐ positive community in LP with classes being together for multiple years

• Class size • School diversity • Student Support Services • Chinese program • Exposure to many personalities and ideas • Atmosphere fosters tolerance • Preserve emphasis on importance of free time

after school • Small class size and having assistants • Holistic teaching in LP -‐ this is incredibly

different in LP to the point that it's unexpected • PD is great -‐ that we also include parents • Class sizes -‐ adult/child ratios are good -‐ full-‐

time assistants • Friendly environment -‐ community feel • We get good current education speakers to

come in to present latest research • A fairly transitional staff to keep things fresh • Amazing library due to expertise within -‐ both

for students and professional • Even though we're a Lutheran school, there isn't

such a push of Christianity onto the students or staff

• School hires staff of differing faiths -‐ lives out the mission statement

• Honor each child's religion, cultural differences • Parental environment at LP is great -‐ parents

always feel welcome • Specialist classes are great • Chinese classes are taught very age-‐appropriate • The sense of community during school and after • Multiculturalism • The rich curriculum -‐ project based learning in

primary school • High quality faculty • Primary school writing program and hands on

math program • Parent volunteer program • PE program • After school activities • Spirituality • Strong alumni connection • Positive reputation of HKIS • Focus on the "whole child" development -‐

commitment to resources to make that happen • SLRs -‐ maybe add or tweak • Spirituality of the school -‐ respecting different

beliefs • The 'service' component of the school/students • Professional development is outstanding • School's continuous focus on improvement • Taking care of 'people' -‐ a human

quality/understanding/support 'people care' • Value the international community/diversity -‐

that HKIS seeks out diversity room for all different type of learners

• HKIS respects teachers; recognizing a teacher's commitment when moving to HK and becoming part of HKIS community -‐ attract and retain :)

• Uniforms • Free time after school -‐ but needs to be

consistent appropriate across grade levels and still needs to support/teach good study habits

• LP is dev. appropriate • Flexibility/freedom in curriculum and decision

making • HKIS embraces change thoughtfully/systematic

-‐ stay open-‐minded • World cafe :) • HKIS open to fresh points of view • Our reputation • The Chinese program and focus on Chinese

culture


Appendix C


18

• Literacy program/schedule and workshop model

• SLRs • Notion of grounded in Christian faith and

includes all faiths • 'UBD' is a great planning process -‐ gives each

other a common language and helps with aligning curriculum across grade levels and encourages collaboration

• Professional development and lots of opportunity to grow and learn (with external experts and amongst ourselves)

• Service work • Once enrolled or employed here there is a

commitment to meet people's needs. Caring relationships and teachers who go extra mile. Students feel nurtured and feel good about themselves

• Small class sizes -‐ keep them small! • LP -‐ good recess time • Well resourced library -‐ very well resourced

school • All the specials are great • Keeping experienced teachers and low turnover

is vital • Specialists -‐ Art, PE, ETC, Science, Music and

Learning Specialists & Counselors • Service learning (more of this for UP is

recommended) e.g. social justice environment, world poverty

• Parent volunteering (so parents can more clearly understand their children's socialization skills, how challenging a group-‐teaching situation can be, etc.

• Please no less recess (more recess for UP!) • Libraries at LP and UP (probably MS & HS too) • Swimming • After-‐school programs • Good professional development for faculty (and

opportunities for parents therein) • Parent education (active parenting now and

parenting with love and logic, etc.) • Mission statement • Class size • Literacy program • Interim program • Dedication of faculty/staff • Quality of teachers • Maintain and reputation? What is our rep? • International mix of teachers and students • Respect/appreciation for different religions

• Size of whole school and classes -‐ not bigger (already too big?)

• Morale is pretty good • Special areas/after school activities • Uniforms -‐ we like them! How about MS & HS as

well please? • Christian school -‐ to stay • Diversity (international), cultural and learning

and religion diversity of students and faculty • We want to keep developing the

faculties/evolving • Open minded of the school to seek parent

information • Maintain strong parental involvement in the

classrooms • Promotion of social awareness and service

mindedness (and service projects) • That world religions are taught and respected • That kids learn swimming • The extra curricular activities • That teachers are very accessible to students

(and also parents) • Professional development opportunities for

faculty • Maintaining/commitment to individual

professional growth via PD • Chinese studies speakers series • Chinese studies program -‐ increasing the

awareness of the culture we live in • Our SLRs • Opportunities LP has for field trips to learn

about various things • The number of and types of specialists we have • The screening process for R1 as currently stands • Reduce pressure on students, school influence

also family influence e.g. number of after-‐school activities

• Teachers always give good feedback on our children throughout the year -‐ re. academic and personal issues!

• I like that we always feel welcome & included at school

• Need to include recreational sports in upper grades

• Inter cultural/internationalism • Faith based school • Interfaith teachings in SS • High student achievement expectations • Developmentally appropriate expectations • Recognize transitional significances new to

HKIS/leaving and divisional


Appendix C


19

• LP Field trips • Technical teaching equipment • Caring atmosphere • One to one computers • Teachers who go the extra mile • Professional growth fund • Professional development opportunities • We don't want to loose specialists • Teacher planning time • Caring administration • Keep class size small • Student "teacher" ratio • Joyful atmosphere • Mission statement • SLRs • Parent involvement (not to be confused with

control) • Whole school gatherings • maintain strong Chinese program • admin/teachers truly care about the children

and the HKIS community • engage individual students as individuals • communication between school and families,

keeping parents informed about what is going on and open dialogue to influence to school direction

• programs for parents (incredible writers, thinkers, workshops for the parents)

• learn about Christianity but learning about all religions and cultures and acceptance

• spiritual education and teaching core morals and ethics that children carry into every part of their life

• enriching children with knowledge of variety of cultures, religions

• counseling from R1 through that really know the children and can help with families

• outreach to a variety of global universities, not just the ones who come to HKIS to recruit

• "green" living at school and home creating global citizens

• teaching staff that stays for long time and does not transfer every few years

• active parenting (counselors) • field trips/camps community building within

classroom • really care about "whole child" approach to

education • sports (a global variety) • Arts, music and performing arts

• Integration into HK community, service opportunities

• Especially in LP, a strong language and literacy program encouraging active reading and writing

• Encourage love of reading and writing and education

• service to the community and the under-‐privileged

• travel the world in school trips • a community of learners and the experts that

school brought in • music program • creativity • resources and the ability for teachers to use

them • diversity of electives at the MS • cluster system • mentoring in G3/4 • guidance counseling • family diversity • new family orientation • interim in HS, an eye-‐opening experience • charity • environmental awareness • teachers who go extra miles • PE program • Art program • choice of transportation to and from school. i.e.

unfair to instigate mandatory bussing -‐ we enjoy and appreciate the existing freedom of choice due to various reasons

• continue with the principal's weekly newsletter • great sports and music program after school • don't change the Christian values • continue with focus on individualism and

personal growth • communication with school community should

be more enhanced, i.e. value parents input and participation even more so

• keep up with the existing freedom to learn through freedom of enquiry

• continue with nurturing individual interest and passion through learning

• continue with the annual placement form for students

• continue with the workshops for parents (ie guest speakers/authors etc)

• continue to focus on quality effort on library resources


Appendix C


20

• continue to focus on emphasizing on the students respect to others

• professional development days for teachers (we'd to know more what is happening but keep it up!)

• SLR -‐ understanding Christianity and respecting the spiritual lives of all people -‐ those values are important to our family. * we like that values are a focus

• Libraries -‐ the bigger the better • Great teachers • We think our child's teacher is fabulous • Mandarin program • Opportunities -‐ camp, field trips, visiting

authors • Opportunities for parents to be involved

(volunteering, working with students, mystery readers)

• PE -‐ swimming, rock walls etc so great! • Safety of trying new things with

students/teachers she knows and trusts • Extracurricular activities (soccer etc.) • High School sports program • Opportunities for teacher/parent

communication • Student-‐led conferences • Students feel emotionally safe to explore new

things • Parent input is taken seriously • Parent education/information programs • getting beyond privileges and advantages of

our world • define success to the individual or to a culture

as a family • initiative • leadership • divergent thinking • creative • problem solver • multiple language learner • life rate • global minded • self-‐motivated learner • organize • hard-‐working • determined • responsible • risk-‐taker • friendliness • cooperation • flexible

• computer skills • collaboration • value democracy • critical thinking • vision • culturally sensitive • physical/mental health • communication skills • gender equality • ethics • service minded • academic excellence • delegation skills • ability to deal with failure • internal motivation • healthy self-‐esteem • research skills • evaluative thinking • empathy • open mindedness • sense of humor • contributors • helpful • integrity • independent • joy • self satisfaction

hkis question 3

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