Annual Report 2014-2015 · 2016-02-05 · $21,864 towards Project Funding Grants in 2014-2015. The Shop Over the past year, SCO Boutique was rebranded to The Shop. The Shop Committee

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Annual Report 2014-2015United Nations International School Hanoi

2 UNIS Hanoi Annual Repor t 2013-2014

The UNIS Hanoi five-year Strategic Management Plan (2010-2015) was designed to take the School “From Good to Great” – inspired by the Jim Collins work of the same title. Each year an Annual Action Plan has focussed on its three main goals.

Goal 1. Curricular: The objectives associated with this goal focus on the School’s core business of teaching and learning – the trunk of the tree.

Goal 2. Co-Curricular: The objectives associated with this goal aim to empower students to branch out and enrich their learning – the canopy of the tree.

Goal 3. Support: The objectives associated with this goal aim to underpin the School in order that it might continue to provide the very best for our students – the roots of the tree.

This Annual Report charts the progress made in 2014-2015 in each of these areas, and summarises the five year outcomes.

The Strategic Management Plan Tree

Goal 2- The canopyStudents are inspired and participate in purposeful and responsible behaviours in and beyond the classroom.

Goal 1- The trunkOur students develop highly valued, internationally recognized qualifications and the personal qualities articulated in the UN principles.

“Alstonia Scholaris”Blackboard Tree

Goal 3 - The rootsUNIS Hanoi is a high quality, welcoming and secure environment for teaching and learning.

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Our Values & BeliefsBecause UNIS Hanoi values LEARNING, UNIS Hanoi believes that we: Learn, think and reflect critically in an inspiring environment, using a dynamic curriculum

that exceeds international standards; Use and apply knowledge in the classroom and beyond for life long personal development,

as we strive for happy, balanced lives; Question and research collaboratively to seek innovative solutions for local and global issues.

Because UNIS Hanoi values COMMUNITY, UNIS Hanoi believes that we: Pro-actively connect with others to make supportive, long-lasting and diverse friendships; Take action to create a safe, caring, and sustainable environment; Respect and appreciate diverse cultures, beliefs and languages to deepen our

understanding of local and global issues.

Because UNIS Hanoi values RESPONSIBILITY, UNIS Hanoi believes that we: Act with integrity to make and defend reasoned decisions based on respect, compassion

and fairness; Take ownership and are accountable for our thoughts, actions and their consequences; Face challenges with courage, resilience and an independent spirit, whilst remaining

responsive and adaptable to change.

Our Vision Our learning community will be an inspirational role model for a better world.

Our Mission Our mission is to encourage students to be independent, lifelong learners who strive for excellence and become responsible stewards of our global society and natural environment, achieved within a supportive community that values diversity and through a programme reflecting the ideals and principles of the United Nations.

Our Guiding PrinciplesThe United Nations principles as applied to the school are to: Promote peaceful solutions to problems; Develop friendly relations among children and adults of different nationalities; Promote cooperation in problem solving in economic, social, cultural, and humanitarian matters; Encourage respect for fundamental freedoms and equality for all, without distinction as to

race, sex, language or religion.

UNIS Hanoi is accredited by:

UNIS Hanoi is affiliated to:


Welcome to this special edition Annual Report which not only shares with our community the School’s progress in 2014-2015 but also summarises our five year plan - From Good to Great - which was completed in this year, and what a year it was!

UNIS Hanoi celebrated an historic year in 2014-2015 with our highest enrollment

to start the year, a successful accreditation report, our first fundraising campaign and our highest IB Diploma results to close the year!

The Class of 2015 was a unique group in UNIS Hanoi history, not simply as our largest graduating cohort or as a class that together achieved our highest IB Diploma scores to date, but also as a class that had been together the longest! More than 50% of those graduating completed both Middle School and High School at UNIS, 37% also completed Elementary School with us and 20% had been studying with us since Grade 1 and even one student who started the Millennium with us in Discovery!

With our non-selective policy we are proud to celebrate our May 2015 session pass rate of 94% with an average score of 35 points - outstripping the world average by five points. This is an outstanding achievement for our students and faculty within our inclusive programme.

We were also delighted to celebrate with our first graduating scholarship student, Nam Thanh Nguyen, his perfect IB Diploma score of 45! Only 0.3% of students worldwide achieved a perfect exam score for the full IB Diploma in the May 2015 session.

This year’s graduating class have enrolled in several of the most prestigious and sought after universities across the globe, including University of Pennsylvania, Wellesley College, Georgetown University, Williams College, New York University, Imperial College London, University of Bristol and Seoul National University. More than 85% were accepted to their first or second university choice, with acceptances into 22 of the world’s top 50 ranked universities.

A wonderful endorsement of our programmes from Elementary, Middle and High School which is supported by our other standardised test results too.

Our Measures of Academic Performance (MAP) results are consistently above US and international norms, at every grade level (3-8) and in each of the tests that we offer (Mathematics, Reading and Language). And according to our International Student Assessment (ISA) data, UNIS Hanoi 9th Graders sit alongside those from a small group of high achieving areas, such as Shanghai and Hong Kong, in Mathematics and Reading.

At every grade level our students are curious, hardworking, imaginative, caring, committed and successful thanks to their efforts and the support offered by talented, dedicated and nurturing faculty! As we celebrate our year’s achievements in this Annual Report for 2014-2015, I would like to pay tribute to every student, faculty and staff member who make UNIS Hanoi the most wonderful learning community that I have had the privilege to work with.

In addition I would like to recognise and thank our parents for their unwavering support, and our volunteers for their enthusiasm, sheer hard work and the outstanding role models that they provide for our students in a wide range of activities with the Board of Directors and its committees, the School Community Organisation and Service Learning programmes.

Our own surveys demonstrate high levels of satisfaction from students, faculty and parents and our own self-study clearly identified areas for further improvement and development, both of which were recognised and vindicated by the report we received following the visit by our accrediting agencies: “UNIS is clearly a school that is not content to rest on its laurels as a very fine international school… (it is) an organisation that is driven to meet its Mission at every level.” (CIS/WASC report)

This couldn’t be a better way to celebrate the completion of our “Good to Great” strategic plan and the confirmation by our community that UNIS Hanoi remains their School of Choice

Respectfully,

Dr Chip Barder, Head of [email protected]

From the Head of School…

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This was a year in which the Board of Directors was proud to lead and support a School and its community which is achieving great things by working together!

As we look back in this report not only at our 2014-2015 year, but also our 2010-2015 Strategic Management Plan it is most appropriate that on behalf of the Board

of Directors, that I thank an exceptional community for striving on behalf of our children to take UNIS Hanoi From Good to Great!

First and foremost we would like to thank all our faculty and staff for the hard-work and effort that was put into the thorough completion of a year long Accreditation Self-Study. This extensive team work covering all aspects of the School’s performance was undertaken in advance of a visit from our external accreditation agencies and provided the basis for the outstanding report that we received as a result of that visit. (For more detail see page 5).

We would also like to congratulate our faculty and students on the impressive International Baccalaureate results that were celebrated this year; not only did our first Scholar achieve the school’s second perfect score, but across the board our students achieved grades that confirmed our position at the forefront of international education. Results of this calibre are as a result of a strong and committed team dedicated to the success of every single student and we thank our faculty. (For more detail see page 12).

This was also the year in which the Board launched the School’s first community fundraising campaign to expand our Scholarship Programme, and saw our community gather together to provide funding for a new three-year scholarship! We sincerely thank all those that contributed to The Scholarship Fund and look forward to building on this success for 2015-2016. (For more detail see page 7).

The community also played a central role in the development of our new strategic plan which the Board approved this year. Strategy 2020 is the result of two years work involving scores of our community; students, teachers, staff, administrators, parents, Board and Advisory Council members. This five-year plan will support our Vision for UNIS Hanoi and demonstrates our Values in Action. (For more detail see page 6). One of the main undertakings of Strategy 2020 to support Learning will be to ensure that our facilities can support the programme ambitions that the School has for our students, and this year the Board approved the project management and design consultants team for the campus Master Plan. Pending government approval, works are planned to begin in June 2016.

As a Board we took a major step forward together in this year in our our governance responsibilities by hosting a first for the international school community. We invited internationally renowned governance expert, Dr Richard Chait, to lead us and 11 of our peer school Board teams through a two-day Governance as Leadership workshop. This was both the climax of a significant journey already undertaken by our Board, and the start of a new commitment to understand and execute our governance responsibilities more fully and was successfully expanded to include 22 other schools and institutes in 2015-2016.

The Board celebrated some fine achievements in 2014-2015. Although very much a team commitment, the Board owes a significant debt to the outstanding leadership of our outgoing Board Chair, Sarah Garner who retired from the Board in December 2014 after seven years of inspired and dedicated service. It has been our privilege and honour to work with her and our School would not be celebrating its many achievements without her talents, hard-work and committed leadership.Best regards,

Nguyen Van Hieu, Chair of the Board of [email protected]

UNIS Hanoi Board of Directors 2014-2015 UN Appointed: Bakhodir BurkhanovGabit Ismailov (2nd Semester) Lotte Brondum (1st Semester)Jean MunroParent Elected: Craig Burgess, Secretary

Nguyen Van Hieu, Board Chair (2nd Semester) Board Appointed: Sarah Garner, Board Chair (1st Semester)Barry Knaggs, Vice Chair (2nd Semester)Bob Hughes, TreasurerNandini Oomman, Vice-ChairYoon Durbin, Board Member (2nd Semester)

Ex-officio: Dr. Chip Barder, Head of School Faculty Consultant: Sibylle Harth, Faculty memberBoard Assistants: Jennifer Sawyer (1st Semester)Maeve O’Donovan (2nd Semester)

From the Board of Directors…


Imagine a world in which all students can be excellent.Imagine a world in which learning is personalised and learners are at the centre of their own learning.Imagine a world in which the impact of service sits at the heart of a School’s story.

This is just part of the UNIS Hanoi ‘world’ that we have committed to deliver for our students by 2020. Our new strategic plan uses our core Values as the driving force to shape the future of our students’ learning and their worlds.

Learning, Community and Responsibility are the Values that both underpin and impel all that we do at UNIS Hanoi. We have listened to our community’s many voices and have created Strategy 2020 to help us strive for our hopes and dreams. Together.

At the centre of our work, and therefore our Annual Report, is the progress we achieve on our five year Strategic Management Plan - From Good to Great.

2014-2015 marked the final year of this plan and so this report not only reports on our Action Plan for one year, but also gives a summary of our five year progress.

For full details of the five year plan, please see pages 22-31, but not before you have discovered what an important culminating year this was for UNIS Hanoi.

Looking to the future

Strategy 2020 - Our Values in ActionThe plan centres on three goals: Excellent Learning Connected Learning Community Community with No Bystanders

Each of the goals has a series of objectives which will ensure the School remains committed to its Mission and strives to achieve its Vision: “Our learning community will be an inspirational role model for a better world.”

Strategy 2020 is the product of a cross-community initiative stretching over two years. The Board of Directors, and the Strategic Management Plan Taskforce members, would like to thank Consultant Dr Cheryl Doig, from Think Beyond, for guiding us in the process which saw input from students, parents, teachers, staff, administrators and members of the Board and its Advisory Council.

www.unishanoi.org/strategy2020

Front and centre for our final year of the five year plan were four significant goals:

1. To complete a successful external accreditation and evaluation visit (see page 5 opposite)

2. To finalise the School’s next five year plan - Strategy 2020 (read below)

3. To ensure vigilance in the protection of our students (see page 6)

4. To launch the School’s first fundraising campaign to support our Scholarship Programme (see page 7)

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In December 2014, UNIS Hanoi was visited by a team from the International Baccalaureate Organization (IBO), the Council of International Schools (CIS) and the Western Association of Schools and Colleges (WASC). Their task was to verify the school’s reports from a year-long self-study that evaluated itself in relation to the IBO and CIS/WASC standards.

The team interviewed members of the school community, visited classrooms and looked at documentation. They gave findings, recommendations and commendations to help the school move forward for the next five years.

This successful process has allowed us to retain our accreditation from CIS and WASC, an important indication of our standing amongst international schools. The IBO’s evaluation of how we deliver our three programmes provides assurance that we are offering students a top quality education. One of the greatest benefits of doing such a self-study is sharing ideas with one another through reflection and dialogue – teachers, students, parents, administrators and board members, together.

We are proud of the feedback we received and grateful for its guidance. It was satisfying to find that almost everything mentioned as an area for development had already been identified by the School and was included in our ongoing plans.

A very fine international SchoolFrom the reports...

“Throughout the visit there was significant and passionate support for the programme from students, parents and teachers alike.” (DP report)

“Attitudes of understanding and respect are observed in interactions between teachers and teachers, teachers and students, and students and students, both inside and outside the classroom.” (MYP report)

Teachers “highlight the quality of collaboration and provide copious examples of how collaboration has supported provision for providing quality outcomes, inspiring learning engagements, student centred teaching and learning as opportunities to review and improve pedagogy and the programme of inquiry.” (PYP report)

“UNIS is clearly a school that is not content to rest on its laurels as a very fine international school. The Visitors saw ample evidence, confirmed through daily consultation with their colleagues from the International Baccalaureate Organization, of an organization that is driven to meet its Mission at every level.” (CIS-WASC report)


Child abuse and neglect are of growing concern in schools throughout the world. Child abuse and neglect are violations of a child’s human rights and are obstacles to the child’s education as well as their physical, emotional, and spiritual development.

UNIS Hanoi, like schools everywhere, fills a special role in society as a primary protector of children and our Action Plan in 2014-2015 was to review and reinforce our policy and practices in this important area ongoing.

Schools need to ensure that all children in their care are afforded a safe and secure environment in which to grow and develop. Educators, having the opportunity to observe and interact with children over time, are in a unique position to identify children who need help and protection. As such, educators have a professional and ethical obligation to identify children who are in need of help and protection and to take steps to ensure that the child and family avail themselves of the services needed to remedy any situation that constitutes child abuse or neglect.

Keeping our children saferUNIS Hanoi endorses the United Nations Convention on the Rights of the Child, of which our host country, Vietnam, is a signatory. UNIS Hanoi seeks to be a safe haven for students who may be experiencing abuse or neglect in any aspect of their lives.

In order to ensure that our students are safe from abuse and neglect, UNIS Hanoi has developed a child protection policy draft and corresponding regulations. These regulations put in place a process by which the school can respond to and address allegations or suspicions of abuse. The regulations ensure that our current staff training in this area will continue and be enhanced through work with an outside consultant. The school has taken important steps to improve the physical security of the campus to eliminate opportunities for abuse on our grounds. We have also reinforced best practice with our hiring, reference and background checking.

Work continues on our regulations and child protection programme, but we expect it to be fully developed and implemented by year end 2015-2016.

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The Scholarship FundAnnual Community Campaign 2014-2015 StatisticsTotal: 79,469 USDTotal Gifts: 282

Participation:Families: 24%Board: 100%Faculty/Staff: 51%Alumni: 1%

Gift Clubs:Cá: 259 gifts = 28,231 USDPhượng: 18 gifts = 18,878 USDQuy: 4 gifts = 8,040 USDLân: 1 gif = 5000 USDLong: 2 gifts = 19,320 USD

Founders FundAnonymous: 25,000 USDBitexco Group: 75,000 USD

The future for two talented young students from disadvantaged families was transformed in 2014-2015 thanks to the generous gifts from our community for The Scholarship Fund.

Our Annual Community Campaign 14-15 saw families, faculty, staff and alumni all join together to raise nearly 80,000 USD to fund a new three-year scholarship at UNIS Hanoi. And our Founders Fund received an anonymous gift to kick start our major gifts campaign.

In addition, The Bitexco Founders Scholarship was also created thanks to the generous donation from UNIS Hanoi parent, Vu Quang Hoi and the Bitexco Group.

These successes mark the launch of the School’s first fundraising campaign.

The six Service Learning programmes that were founded or received funding from the School’s 25th Birthday Gift Fund were launched this year with student leaders at the fore.The 25th Birthday Gift Fund supports

sustainable Service Learning projects which engage students and build community in partnership with local groups. Its projects:

Engage UNIS Hanoi students in genuine and reciprocal learning experiences

Build Community and meaningfully strengthen the School’s relationships with the local community over time

Are sustainable both for the community the project aims to support, and for UNIS Hanoi.

The funds were distributed after a cross community consultation process and embedded into the School Service Learning curriculum with student leaders. 2014-2015 saw all six projects launch into action. Find out more or follow their progress on the website: www.unishanoi.org/BGF

Creating Opportunities

25th Birthday Gift Fund

The Scholarship Fund five-year campaign aims to expand our Scholarship Programme through the support of our community.

This year we celebrated the graduation of our first scholar who joined us in Grade 10 for our 25th Birthday. We are proud that Nam Nguyen gained a perfect IB Diploma score of 45 points and was offered a full scholarship to continue studying at Williams College in the USA.

We would like to take this opportunity to thank International SOS Hanoi for their continued sponsorship of the Admissions process for all our Scholars.

We celebrate all gifts to the The Scholarship Fund in our Donor Honour Roll on the next pages and thank all donors for “Creating Opportunities to Transform Futures!”

For more information or to make a gift to The Scholarship Fund: www.unishanoi.org/scholarshipfund


The gift recognition is in alphabetical order by first name (of the first name listed) within each gift club category

Total = 28,231 USD

Abu-Gyamfi AbunyewaAlvaro GranaAmy Pitcairn and Imran BasharAndre CoolsAndrew DuttonAndrew StewartAndy and Maggie ColeAnissa ZotosAnnie Carson and Stefan MuntwylerAriko OzakiBen McKenzieBeth MurrayBracewell/Buckner FamilyBronagh and Daniel LucardieBrondum Reeh FamilyBui Hai HoaBui Thanh HuongCarlo PalusciCathie MatthewsChin Tsang ChengChris FrostChristine MotylChristy HeitmillerClaudia MarineiClaudio Gutierrez - Raquel ChaparroCody and Nora TaggartColette A’BearDa Eun SeoDang Thi Huong GiangDang Van ChuyenDavid CarterDavid Minh Nguyen Abel

and Abdoula AhmedJenny HedrickJessica NopthaisongJimin LeeJody O’DeaJohn, Kim Anh and Kevin DavisJulius and Joe-Ben HartJunpei KanetakaKhushi KapoorKim Oanh NguyenKim Thi Thu HuongKinuko SaitoKristine D’AlesandroLaura RamosoLe Bach QuynhLe Hoai Duc and Le Hoai NghiaLe Hong LongLe Lang PriamLe Minh Duc and Mark PrasertjingLe NguyenLe Thanh HuongLen and Louise ArcherLin TurleyLinh NguyenLoc Nguyen XuanLuc VuLuu Quoc HungLuu Thi Huyen TrangM. NahoumMarina and Anthony SlewkaMarisa and Andy RamaMartin Newell and FamilyMatteo BadiiMatteo VallesMaurice HumphriesMcHale familyMegan Todd and Nazzareno TodiniMeina KurodaMelanie SanchezMelissa GriffinMichael Cyrus, Ed.D.

Donor Honour Roll for The Scholarship FundAnnual Community Campaign 2014-2015

Deborah Wells-ClintonDinh An HaDinh Ha Anh PhuongDinh Kim ThuyDinh Thi Hong HaDo Duc TienDo QuanDo Thi Bich HaDoan TrinhDonna FroseDung’s FamilyDuong Anh DucElisa e Giulio DiniFairbairn FamilyFamily of Nguyen Xuan QuangFamily of Tran Dieu AnhFamily Smedberg - BackFlorence BridgwaterGabit and Anastasia IsmailovGrade 6 Student ContributionGrun Wynn FamilyHa NguyenHa Thi Phuong ThaoHan Byeol JangHang TranHanh TranHeidi and Phillip SanchezHirotaka TakedaHoang Thi ThuyHue LeHuong Anh NguyenHuynh Thi Mai DungHwang Mi Ae GosanIftekar Ahmed, Wendy Werner, Umreenand Omar Werner-AhmedIgor KortunovIlse van HeerdenJackson, Alexis, Jasperand Atticus GarlandJacqueline & Penelope CarterJan and Kai Humpleby

$ 1 - 999

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Donor Honour Roll for The Scholarship FundAnnual Community Campaign 2014-2015 Thank You!

Michelle WiseMinh ToMona ByrkitMoyale FamilyMukhayyo and Bakhodir BurkhanovMy BachNaoko InuiNgo Hai AnhNgo Quang KhaNgo The HungNguyen Duc HanhNguyen Hong LamNguyen Hong QuyenNguyen Khanh TrinhNguyen Ky Anh and Trinh Tuong VanNguyen Thi Cam TuNguyen Thi MaiNguyen Thi PhuongNguyen Thi Thanh ThuyNguyen Thi Thuy LienNguyen Thi Y LangNguyen Thu HangNguyen Van ThanNikki LakwijkNoa, Adi and Gony InbarNobuyuki IseriNoi’s familyNova BiswasOlga PaxePatricia and James MullenPaul SwansonPham Thi Kim Oanh and Mr ParkPhan Thi Phuong Huyenand Isabella PhanlynePhan Thuy VanPhung Hoai NgocPrakhar SharmaRobert HughesRyan Lim Yan XingSaleema Bao Chau KhalilSally OxenberrySandra SchneidermanSang Woo KangSayeh and Mark PetersonSean ChungSibylle HarthSoo Ik JungSook Hee JeongSu Ho Jeong

Su Yun JeongTarique, Cortney, Jada and OmarThabo MpiwaThai NguyenThao NguyenThe van der Velden - GarnersThe Vermeire FamilyThuy An LeTony and Margaret FreemanTran Hoai AnTran Hong Hai and FamilyTran Thi Bich Lan’s FamilyTran Thu DungTrinh Quang TuanTrung NguyenTsuyoshi IshiharaTuan LyVu Le HoaWhibley FamilyYeon Suh JeeYoon and Andrew DurbinYoon Joo ManYu Shu TsaiYuto ShindoriZoe Banh76 Anonymous Gifts

$ 1,000 - 2,499

Total = 18,878 USD

Carole DennyChi and Quang NguyenDan Hamer and Maeve O’DonovanDo Anh TuEdward and Nao GilbreathEmma, William and Francesco SilvaJanet FieldJim AmbroseKirill Korolev and Sofya KorolevaLong GanNadya PutriNguyen Doan Long and Nguyen Doan

Total = 19,320 USD

Ho Minh Anh’s FamilyPham Thi Xuan Dung

Total = 5,000 USD

Tony Foster

Total = 8,040 USD

Chip Barder and Lillian CanadaNandini, Sanjay, Ela and Siddharth01 Anonymous Gift

$ 2,500 - 4,999

$ 5,000 - 9,999

$ 10,000 +

Linh KietNguyen Van AnhPeace DentalPete KennedyThang Trinh01 Anonymous Gift


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UNIS 2015

World 2015

UNIS Hanoi offers the International Baccalaureate Diploma Programme. It is a two year, university preparatory programme of studies culminating in external examination and moderation. We offer an inclusive programme and encourage all our students to take the Diploma.

It is awarded to students who gain at least 24 points, subject to minimum levels of achievement across the whole programme and satisfactory engagement in the core of the Diploma; Creativity, Action and Service (CAS), Theory of Knowledge (TOK) and the Extended Essay (EE). The highest total that a Diploma Programme student can reach is 45 points.

It is a qualification recognized and respected by the world’s leading universities.

IB Diploma 2015 Results

UNIS Hanoi offered 20 Standard Level subjects and 14 Higher

Level subjects to the Class of 2015

UNIS Hanoi pass rate: 94%

Global average pass rate: 79%

UNIS Hanoi average result: 35 points (out of 45 points)

Global average result: 29.88 points (out of 45 points)

Highest UNIS Hanoi result: 45 points (out of 45 points)

IB Examination Results Summary 2015

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% Students who attained a IB Diploma Award

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% Subjects in which UNIS Hanoi surpassed the global average

For more information contact Director of Learning, Janet Field: [email protected]

IB Higher Level Subjects - UNIS Hanoi & World Averages 2015Grade

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The IB Diploma Programme encourages the education of the whole student through their final years at school, in line with our Mission and the belief at UNIS Hanoi that all students benefit from a rigorous course of study.

We are especially proud of our results and know that they could not have been achieved without the dedication of the teachers that guided the students through the Diploma.

Number of UNIS Diploma Candidates and IBDP Passrate at UNIS Hanoi (and those choosing to take only selected IB Certificate)

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The International Schools’ Assessment (ISA) has been used by UNIS Hanoi for the past ten years with students in Grades 3 to 9. Over 73,000 students from 340 schools participated in ISA 2014-15. These are schools with an international focus and English as the language of instruction, although the majority of students participating are non-native English speakers.

The assessment is designed and administered by the Australian Council of Educational Research. Longitudinal ISA data from students in the PYP and MYP has been used by the

ISA Writing A Results 2010-14 ISA Writing B Results 2010-14

ISA Math Results 2010-14 ISA Reading Results 2010-14

Quantity (number and

measurements)

Shape and space (geometry)

Uncertainty (estimation and data

probability)

Change and relationship (algebra)

UNIS Hanoi students sit International Schools’ Assessment in October The figures represented are the mean of UNIS Hanoi students for each year ‘All other’ is the mean from all students assessed world wide

Mathematics

What is assessed?

International Baccalaureate Organization as a way to monitor its standards, worldwide.

The ISA is based on the reading and mathematical literacy frameworks used by the Organization for Economic Cooperation and Development (OECD). These frameworks are also used to compare literacy and numeracy across 65 countries or economies in the Programme for International Student Assessment (PISA test). Therefore, ISA gives us a robust international standard against which our students can be measured.

International Schools’ Assessment (ISA)

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The SAT (Scholastic Aptitude Test) is a globally recognized college/university admission test that is used to assist colleges/universities in determining whether they will accept a particular student. It is used as a part of the application process for colleges in the US, Korea, and Singapore and if a student is not a full IB Diploma candidate, it may be required in other countries. It is important to note that SAT scores are just one of many factors that colleges consider when making their admission decisions.

The SAT tests students’ skills in, and knowledge of, reading, writing and mathematics. The critical reading section includes reading passages

and sentence completions. The writing section includes a short essay and multiple-

choice questions on identifying errors and improving grammar and usage.

The mathematics section includes questions on arithmetic operations, algebra, geometry, statistics and probability

At UNIS Hanoi many of our students will sit this set of standardized tests usually in Grade 11 and/or Grade 12.

In addition, all Grade 10 students will sit the Preliminary SAT/National Merit Scholarship (PSAT/NMSQT). This is also a standardized test that provides firsthand practice for the SAT as well as feedback to teachers and students about a student’s academic capabilities. UNIS Hanoi is proud that the PSAT and SAT scores of our students have been consistently above the world average for many years.

SAT and PSAT/NMSQT Results

SAT Results 2010-2011 to 2014-2015 PSAT/NMSQT Results 2010-11 to 2014-15

43.6 41.7

51.9

46.1 45.6

52.6

46.1 46

53.8

46.1 44.5

52.1

46.6 45.8

52.5

40.8 40.6 41.7

Reading Writing Math

PSAT/NMSQT Results 2010-11 to 2014-15 UNIS 10-11 UNIS 11-12 UNIS 12-13 UNIS 13-14 UNIS 14-15 World 14-15

43.6 41.7

51.9

46.1 45.6

52.6

46.1 46

53.8

46.1 44.5

52.1

46.6 45.8

52.5

40.8 40.6 41.7


PSAT/NMSQT Results 2010-11 to 2014-15 UNIS 10-11 UNIS 11-12 UNIS 12-13 UNIS 13-14 UNIS 14-15 World 14-15

525 561

675

533 572

632

520 560

633

532 567

630 586 604

641

495 484 511


SAT Results 2010-2011 to 2014-2015 UNIS 10-11 UNIS 11-12 UNIS 12-13 UNIS 13-14 UNIS 14-15 World 14-15

525 561

675

533 572

632

520 560

633

532 567

630 586 604

641

495 484 511


SAT Results 2010-2011 to 2014-2015 UNIS 10-11 UNIS 11-12 UNIS 12-13 UNIS 13-14 UNIS 14-15 World 14-15

15www.unishanoi.org

Since 2008, UNIS Hanoi students have participated in the Measures of Academic Progress (MAP) test. This test is provided by the Northwest Evaluation Association and is used extensively in the United States as well as by many international schools. Over a million tests were administered to students outside the US during the 2014-15 school year.

The MAP test is aligned to US educational standards, but results are broken down by skills that also apply to the curriculum at UNIS.

MAP is carried out online and results are available shortly after the final test is finished. It is a normed test. These norms come from the performance of all students of a particular grade level who have previously taken the test. Norms represent average levels of performance. By looking at a student’s results at the

start of the school year and then repeating the test at the end, we can learn something about their progress compared to projections based on these norms.

The MAP test uses a RIT Scale to look at student progress. This is based on a Rasch Unit, named after the Danish mathematician who developed the theory for this type of measurement. The RIT Scale places difficulty values on each question and this difficulty adapts as the student responds to each one. This enables an achievement level to be identified which is then compared to the norms.

UNIS Hanoi students undertake the Mathematics, Reading and Language Usage sections of the MAP test, and as the results below show, perform consistently higher than both the normative and international school averages, at all grade levels.

MAP Test Results

MAPs Mathematics Test: Results Grades 3-8

MAPs Reading Test: Results Grades 3-8

MAPs Language Test: Results Grades 3-8


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Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8


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SCO Expenditures

School Community OrganisationThe School Community Organisation (SCO) is made up of all of us - every student, parent, faculty member and staff member - an inclusive body that is led by parent volunteers.

The SCO helps build bridges between all groups by promoting communication and cooperation, and by fostering fun, pride and enthusiasm through providing service, activities and sponsorship.

An extremely involved Executive Committee and a hard-working group of SCO Coordinators, who have been supported by scores of volunteers, ensured another successful year bringing the school community together to benefit and inspire our children.

SCO Executive Committee 2014-2015ES Chair Joh Ponsen

ES Vice Chair Natascha Senftleben

MSHS Chair Renea Freeman

MSHS Vice Chair Pippa Wood

Treasurer Petra Eichler

SCO Coordinators 2014-2015Spring Fair Coordinator Claudia Marinzi

The Shop Coordinator Malin Niklasson

Snack Sale Coordinators Bo Young Hwang, Masumi Tsuda

and Akiko Nakano

Book Sale Coordinator Lori Fairbairn

SCO Highlights 2014-2015 An updated and amended SCO Constitution.

The creation of two new committees (Phoenix Booster

Committee and the Grade 12 Parent Committee).

Themed Spring Fair focusing on family fun and entertainment.

The funding of an official Phoenix mascot.

Increased quality and range of products in The Shop with over 20

clothing designs in a standardised range of 12 different sizes.

More than 25,000USD raised in 2014-2015 from its main

fundraising activities: Book Sale, Snack Sale and Spring Fair.

The focus of the SCO for 2014-2015 was to update the SCO Constitution to reflect the current structure of the SCO, to build more community spirit and to support additional project funds proposed by the community.

The SCO Executive Committee would like to express its appreciation to the school administration, teachers and volunteers for their support and partnership. We acknowledge all of the activities this year were only possible because of the large pool of volunteers that contributed their time, energy, and ideas.

Thank you!

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2

Phoenix Mascot: $7000

Spirit Chairs: $7500

Art for Library: $1000

Room to Read support for Girls' Education: $5170

Parent and Faculty Social: $4731

Spring Fair Entertainment: $984

Teacher and Sta Appreciation: $3373

Volunteer Appreciation:

$1500

All Community Meeting and Event Support:

$966

Glass Cabinets: $1194

17www.unishanoi.org

Community Building InitiativesAs Community Building had a special focus in 2014-2015, the SCO spent more than $11,554 to provide the following events for the community: Welcome Programme Bus Tours (September and January) Staff and Faculty Social Teaching and Staff Appreciation (Fall and Spring) Volunteer Appreciation Spring Fair Entertainment All Community Meetings (Quarterly)

SCO Project Funding The constitution of the SCO stipulates that proceeds from the various SCO fundraisers be used to benefit the UNIS Hanoi community. The Executive Committee has received numerous applications from the community, out of the submitted applications the SCO Grant Committee successfully recommended funding for a Phoenix mascot, spirit chairs, art for the library, glass cabinets for The Shop and Room to Read support for Girls’ Education. These projects were approved by the Head of School, Dr Charles Barder. The SCO allocated $21,864 towards Project Funding Grants in 2014-2015.

The ShopOver the past year, SCO Boutique was rebranded to The Shop. The Shop Committee manages the design, procurement and sale of branded logo wear and items. There has been a new focus on supplying the community with high quality products that are in line the UNIS Hanoi brand identity.

Thanks to all our supporters in 2014-2015 and especially to our Gold and Silver sponsors of the Spring Fair:

Gold

Silver

surf’n’fries znak, logotip

With the creation of new House Animal shirt designs, The Shop has seen a rise in sales over the last year. The leftover stock of house shirts were donated to Service Learning groups.

Revenue generated by The Shop become part of the operating budget of The Shop and is used to order new product. Any surplus identified by The Shop Coordinator and the SCO Treasurer may be used for the benefit of the School community.

For more information contact: [email protected]

$0

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

2011-2012

10,900

21,500 21,935

51,106

2012-2013 2013-2014 2014-2015

USD


Student Fact File

Appendices

Enrolment 2014-2015: (October 9, 2014)ECC (Discovery to Kindergarten) 144

Elementary (Grade 1 to 5) 405

Total ES 549Middle (Grade 6 to 8) 269

High (Grade 9-12) 272

Total MSHS 541UNIS Hanoi Total 1090

Student average length of stay:

2010-2011 3.1 years

2011-2012 3.3 years

2012-2013 3.3 years

2013-2014 3.4 years

2014-2015 3.5 years

In our student body: 67 nationalities (dual nationalities included)

45 mother tongue languages

53% boys and 47% girls

Students by Division 2010-2015

Students by Nationality 2010-2015

0

200

400

600

800

1000

1200

ES MS HS TOTAL

10-11

11-12

12-13

13-14

14-15

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

10-11

11-12

12-13

13-14

14-15

% of Student Body

19www.unishanoi.org

Faculty Fact File

Faculty by Nationality 2014-2015

Faculty - Number of Years in Education 2010-2015

Senior Administration 2014-2015 Head of School: Dr Charles Barder

Middle/High School Principal: Peter Kennedy

Middle/High School Deputy Principal: Dr Michael Cyrus

Elementary School Principal: Carole Denny

Elementary School Deputy Principal: Jan Humpleby

Director of Advancement: Emma Silva

Director of Finance and Operations: Len Archer

Director of Learning: Janet Field

Director of Technology: Edward Gilbreath

Director of Activities: Tarique Al-Iesa

Senior Admissions Manager: Bronagh Lucardie

Senior Manager Information Systems: Sayeh Peterson

Senior Manager Operations: Christopher Rhoda

Senior Manager Business Administration: Thang Vu

UNIS Hanoi employed 285 Faculty and Administrative Staff in 2014-2015

64 ES teachers, 70 MSHS teachers Faculty from 18 nationalities taught at UNIS Hanoi Average length of stay at UNIS Hanoi has increased from

3.7 years in 2010 to 3.9 years in 2014-2015 Length of stay is rising in part due to a more stable

community of married faculty with children. UNIS Hanoi employs experienced teachers with the large

majority possessing more than 10 years experience in teaching and more than 6 years experience in International Schools.

Our teachers are highly qualified with nearly 60% holding a Masters degree in addition to the required Bachelors.

United States, 38.1%

United Kingdom, 14.2%

Australia, 15.7%

Canada, 9.7%

France, 3.7% New Zealand, 5.2%

Vietnam, 3.0%

Others, 10%

Others, 10%

United States, 38.1%

United Kingdom, 14.2%Australia, 15.7%

Canada, 9.7%

France, 3.7%

New Zealand, 5.2%

Vietnam, 3%

Faculty - Number of Years in Education 2010-2015

13-14 14-155 3

30 2541 4224 3016 188 56 11

0

5

10

15

20

25

30

35

40

45

<=5 6-10 11-15 16-20 21-25 26-30 30+

09-10

10-11

11-12

12-13

13-14

14-15


Financial SummaryOur Board of Directors is responsible for formulating polices, strategies and governance of the School.

The Directors volunteer their time to the school and represent a diversity of backgrounds, which provides valuable input during Board deliberations. The Board’s decisions are made in the best overall interest of the school and The Board of Directors’ objective is to maintain a prudent financial management system in accordance with the Mission and Vision of the school; and our Values of Learning, Community and Responsibility.

Students / Academic FacultyStudent enrolment has increased 20% in the past five years and academic faculty has also increased by 22%. This reflects both enrolment growth and new educational programmes and student support services being added. During this four year period the programme expansion included learning support, counselling, EAL programmes as well as new courses such as design technology.

Student / Faculty Ratio The ratio has remained in the range 8.9-9.0 for the past five years. Our Student / Faculty ratio compares favourably to similar schools which are in the 8.5-9.0 range.

Operating Income and ExpendituresOver the past five years income has increased by 46%, expenditures by 51%, while surplus fluctuates year to year averaging 2% over the five year period. The School is a not-for-profit organization and all surplus income is reinvested in the school to improve academic offerings and school facilities, to the benefit of UNIS Hanoi students.

Annual Capital FeesAnnual capital fees are accounted for separately from the operating accounts. These fees cover the cost of major upgrades and renovations to the existing campus. It is important for the school to maintain a healthy reserve to fund ongoing upgrades and renovations to our campus and for the future strategic needs and campus development.

The Finance Committee of the Board are also volunteers who meet regularly and provide oversight to ensure the school operates in a fiscally responsible manner. The Committee’s objective is to maintain year-on-year cash budgetary surpluses, through a balanced budget, so as to ensure funding for future growth and improvements; and provide against unforeseen events. Any surplus funds generated by the school are reinvested into the school to support programmes and services at the school for the benefit of students.

8

10

9

8.5

9.5 9.2

898

39.09

7.27

13.83

17.99 18.5518.64

20.321.9

14.4516.25

17.819.4

7.82

3.38 2.4 2.5

40.8238.27

40.5

43.8

98 112 115 120 120

1011 10191063 1082

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

2010-2011

Student Enrolment

Total Assets Payables and Bank Loan Tuition fees paid in Advance Equity

2011-2012 2012-2013 2013-2014 2014-2015

9.0 8.9

Student/Faculty ratio

8.9 9.0

0

200

400

600

800

1000

1200

Academic Faculty

2010-2011 2011-2012 2012-2013 2013-2014 2014-20150

10

20

30

40

50

8

10

9

8.5

9.5 9.2

898

39.09

7.27

13.83

17.99 18.5518.64

20.321.9

14.4516.25

17.819.4

7.82

3.38 2.4 2.5

40.8238.27

40.5

43.8

98 112 115 120 120

1011 10191063 1082

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

2010-2011

Student Enrolment


2011-2012 2012-2013 2013-2014 2014-2015

9.0 8.9


8.9 9.0

0

200

400

600

800

1000

1200

Academic Faculty

2010-2011 2011-2012 2012-2013 2013-2014 2014-20150

10

20

30

40

50

0

5

10

15

20

25

Total Operating

15.89

0.900.60

0.570.94

0.71

19.15

21.93

19.6720.23

23.33

14.99

18.55

20.99

22.62

Income

Total Operating Expenses

Net Operating

Surplus

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

0

5

10

15

20

25

Total Operating

15.89

0.900.60

0.570.94

0.71

19.15

21.93

19.6720.23

23.33

14.99

18.55

20.99

22.62

Income

Total Operating Expenses

Net Operating

Surplus

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

0

1

2

3

4

5

6

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

-0.5

0

0.5

1

1.5

2

2.5

Total Annual Capital Fees

Total Annual Capital Expenses

Net Capital Surplus

5.2

1.64

1.87 1.88 1.94 1.98

1.1

1.90

1.46

1.191.11

0.63

-0.03

0.42

0.75

0.87

5.7

1.73

1.1 0.7

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

0

1

2

3

4

5

6

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

-0.5

0

0.5

1

1.5

2

2.5



Net Capital Surplus

5.2

1.64

1.87 1.88 1.94 1.98

1.1

1.90

1.46

1.191.11

0.63

-0.03

0.42

0.75

0.87

5.7

1.73

1.1 0.7

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

USD Millions

USD Millions

21www.unishanoi.org

Long Term LoanSince completing the Centre for the Arts and Sports Centre, the School has been able to pay down the long term loan so that interest expense is minimized and the School is financially healthy and able to plan for the future needs of the students.

Assets, Liabilities and EquityThe school owns over 43.8 M in assets, of which approximately half is owed in loans and accounts payable or are cash funds held for Tuition fees paid in advance by parents for the 15/16 School year. The equity of the School is 21.9M which means it owns 50% of the total assets which is an indicator of a secure financial position.

Operating ExpendituresOur continuing our efforts to remain a top international school in Asia, recruiting and retaining highly qualified and experienced staff, maintaining a high level of service in Technology and campus facilities; within a prudent financial management approach that targets operating on a break-even basis annually and ensuring fees paid by parents are used in an efficient and effective manner to deliver a quality educational programme to students.

8

10

9

8.5

9.5 9.2

898

39.09

7.27

13.83

17.99 18.5518.64

20.321.9

14.4516.25

17.819.4

7.82

3.38 2.4 2.5

40.8238.27

40.5

43.8

98 112 115 120 120

1011 10191063 1082

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

2010-2011

Student Enrolment


2011-2012 2012-2013 2013-2014 2014-2015

9.0 8.9


8.9 9.0

0

200

400

600

800

1000

1200

Academic Faculty

2010-2011 2011-2012 2012-2013 2013-2014 2014-20150

10

20

30

40

50

0

1

2

3

4

5

6

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

-0.5

0

0.5

1

1.5

2

2.5



Net Capital Surplus

5.2

1.64

1.87 1.88 1.94 1.98

1.1

1.90

1.46

1.191.11

0.63

-0.03

0.42

0.75

0.87

5.7

1.73

1.1 0.7

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

USD Millions

USD Millions

Employment - Expatriate Sta 63% Employment - National Sta 10% Facilities 7% Instructional resources 2% Information technology 2% School activities 2% General Overheads 3% Scholarships 1% Depreciation 9% Financing 1%

63% 10%

7%

2% 2%

2%

3% 1%

9%

1% Employment - Expatriate Sta 63% Employment - National Sta 10% Facilities 7% Instructional resources 2% Information technology 2% School activities 2% General Overheads 3% Scholarships 1% Depreciation 9% Financing 1%

63% 10%

7%

2% 2%

2%

3% 1%

9%

1%


From Good to GreatThis was the final year of the UNIS Hanoi five-year Strategic Management Plan 2010-2015 inspired by the Jim Collins book, From Good to Great.

From its beginnings, the Strategic Management Plan (SMP) served as a qualitative and quantitative monitoring framework, measuring through key indicators the performance of the School in achieving its Vision and Mission.

Rich in content and context with its three primary goals and objectives that touch on all spheres of school life, the SMP has guided the Head of School in the development of detailed annual action plans since 2010-2011.

Our Annual Reports have reported the progress made each year through those Annual Action Plans. A Mid-Term Review was published in 2012-2013 and with this special Annual Report, we publish the results and final commentary on each of the original five-year goals.

But, why is this important? An SMP is important because it holds the Board and the School to account for delivering superior performance, for making a distinctive impact, and for achieving lasting endurance.

On behalf of the Board of Directors, we would like to thank the students, teachers, administration, staff, parents and community members for making the SMP a living document filled with stories of challenges and achievements of which we can all be proud, and which all contribute to our on going journey From Good to Great.

Goal 1: Our students develop highly valued, internationally recognized qualifications and the personal qualities articulated in the UN principles.Objective 1.1 5-Dimensional LearningObjective 1.2 Higher Cognitive LearningObjective 1.3 Collective Learning

Goal 2: Students are inspired and participate in purposeful and responsible behaviours in and beyond the classroomObjective 2.1 Individual BehaviorsObjective 2.2 Social BehavioursObjective 2.3 Service Behaviours Goal 3: UNIS HANOI is a high quality, welcoming and secure environment for teaching and learningObjective 3.1 Faculty and AdministrationObjective 3.2 Governance, Finance and FacilitiesObjective 3.3 School Climate

What’s next? Find out about Strategy 2020 on our website: www.unishanoi.org/Strategy2020 (See also p.4)

23www.unishanoi.org

KPI Commentary Upon reflection we do not believe this is the best

indicator for students achieving personal excellence in their IB Diploma results. The UNIS Hanoi overall pass rate was 94%, compared to the global pass rate of 79%. Several other results – the average grades (UNIS 5.48 out of 7; global 4.7) and average points (UNIS 35 out of 45; global 29.88), for example – were also well above the world averages. The target here aims to have 90% of UNIS students achieving a point score that is above average – a statistically unlikely result given that we operate a non-selective approach to DP student enrolment.

The data for this indicator is not reliable. When students leave UNIS Hanoi our data is only as good as the data they send to us. Despite best efforts from the HS counseling team and the Advancement Alumni Office, we do not have accurate data for our graduate activity 12 months after graduation.

In June 2013, the MAP growth data were investigated when it became apparent that results were not increasing as expected when the target was set. Advice from NWEA, the organisation that runs MAP, was that the target was unlikely to be achieved. The growth numbers are averages and therefore we can expect that 50% of the population will meet or exceed growth and 50% will not.

Objective 1.1 Objective 1.1 [5-Dimensional Learning] Students achieve personal excellence by maximizing their a) academic, b) emotional, c) social, d) physical, and e) aesthetic capabilities.

Indicator Definition(Numerator/Denominator)

Means of Verification (Data Source)

Baseline (year )

Target 2015

Actual 2015

Percentage of IB Diploma

students that have scores

that match (or better) the

global average

Numerator: Number of students whose

points matched or bettered this year’s

global average IB Diploma score

Denominator: Number of students

who were entered for IB Diploma at

UNIS Hanoi

IB Results from IB &

School records of DP

coordinator

71%

(2009-2010)

90% 81%

Percentage of UNIS

Hanoi graduates achieve

admission to tertiary

institutions

Numerator: Number of students

whose gained entry to tertiary within 12

months of graduating


who graduated

School records of HS

Counselling office

(Naviance)

96%

(2009- 2010)

100% 88%

Percentage of UNIS Hanoi

students who match

growth performance

on MAP test against the

international normative

average


in grades 3-8 whose annual growth

performance matches (or betters)

their predicted growth on each test


in grades 3-8 who took both pre and

post-test

MResults generated by

MAP organization

Reading: 61%

Language: 57%

Mathematics: 53%

(2011-2012)

65% Reading: 54%

Language: 55%

Mathematics:

57%

“Keeping this in mind, a school/district should not be worried if a handful of students do not meet typical growth. What you should instead focus on is the overall picture. If the overall number of students meeting growth is drastically lower than 50%, you should then be concerned. People often refer to ‘typical growth’ as the ‘target growth’ of the student, which can be misleading. The growth norms were never intended as growth targets; they simply represent our best estimate of the average growth of students at the various points of the RIT scale. In other words, they represent the growth of the proverbial “middle child” in the norming sample. The growth estimates simply tell us how much growth was typical (approximately average) for a group of similar students within the norming sample.”NWEA Technical Support, May 24, 2013 “Interpreting NWEA Growth Norms” http://community.nwea.org/node/228

If the indicator were adjusted in the light of this advice to a target of 50% for growth scores in all subjects, the Spring 2015 results would have met the target.


KPI Commentary A survey was taken by students in the final week of the

2014-15 school year. Although this target has not been met statistically, it has

been achieved in the spirit of the indicator. Not only has the ‘strongly agreed’ shown steady improvement over time, if the data for ‘total agree’ is considered, the number has risen from 85% in the baseline year to 94% in 2014 which is 2% above the world average.

Qualitative Performance Commentary“Students are able to discuss and describe their own learning, including how they are empowered to be actively responsible for their own learning. Classroom observations show examples of students being engaged in learning experiences addressing human commonality, diversity and multiple perspectives.” (IBMYP Evaluation Report January 2015 p.13).

Objective 1.2Objective 1.2 [Higher Cognitive Learning] Students will: a) cultivate creative and critical thinking and problem-solving skills; b) construct enduring understandings of their local and global environments; and c) make reasoned, ethical decisions.

Indicator Definition (Numerator/Denominator) Means of Verification (Data Source)

Baseline (year )

Target2015

Actual 2015

Response from

students to specific

question drawn from

student survey

Numerator: Number of students in each

grade who select an appropriate response

to question, “What do you usually do when

you hear a student being called mean names

by another student?” Two answers are

appropriate: c) report it to an adult or d) I ask

the person to stop

Denominator: Number of students who

answered the question in each grade

Survey of students

(G3-G8)

G3 61%

G4 60%

G5 74%

G6 67%

G7 66%

G8 50%

(2008)

Positive shift of

5% across each

grade

G3 77%

G4 79%

G5 70%

G6 66%

G7 58%

G8 47%

Response from

students to specific

question posed on

‘Endicott’ survey

Numerator: Number of students who

‘Strongly Agreed’ with the statement “I learn

to gather, organise, present and apply ideas

and information”


answered that question

Annual CAISA/CIS Self

Study Survey

22%

(2008)

35% 27%

Qualitative Performance Commentary“Conversations with students demonstrate a culture of high academic and personal expectations that has been nurtured in a caring and supportive learning environment.” (IBMYP Evaluation Report January 2015 p.16).

“The school strongly encourages all students to take a group 6 subject and increased the offerings in group to include film, theatre and music… The school offers

a significant variety of DP courses, especially in group 6.” (IBDP Evaluation Report January 2015 p.15-16).

“The school is commended for the work it has completed to set up its alumni network. The opportunities this network provides for the school to measure its success in meeting its Mission are numerous.” (CIS-WASC visiting team response; Five Year Report Planning and Progress January 2015 p.9).

25www.unishanoi.org

Objective 1.3 Objective 1.3 [Collective Learning] Students will: a) promote peaceful solutions to problems; b) encourage respect for fundamental freedoms and human rights; and c) act collectively as environmental stewards.



Baseline (year )

Target 2015 Actual 2015

Response from students to

specific question drawn from

student survey

Numerator: Number of students in

each grade who select an appropriate

response to the following question:

“Do you usually follow along with

other students when they make fun of

someone?” The acceptable answer is

“Definitely no”


who answered the question in each

grade

Survey of students

(G3-G8)

G3 69%

G4 68%

G5 44%

G6 30%

G7 28%

G8 23%

(2008)

Positive shift

of 5% across

each grade

G3 39%

G4 21%

G5 25%

G6 37%

G7 20%

G8 30%

KPI CommentaryThe comparison between the survey given in 2008 and that given in 2015 is not reliable, as the original survey wording/answer options was unable to be located. Students in the current version of the survey were unwilling to choose the “Definitely no” option, with a much greater number opting for the less absolute alternative “Not usually”.

This may, in fact, reflect a trend towards more self-honesty, realism and candour in students’ reflection, compared to the 2008 survey.

When both response options were combined into a generally positive response, the results were very encouraging: G3 = 67%G4 = 72% G5 = 73%G6 = 83%G7 = 78%G8 = 73%

Qualitative Performance Commentary“Conversations with students demonstrate their understanding of human commonality and diversity, along with a strong sense of social justice and international-mindedness.” (IBMYP Evaluation Report January 2015 p.14).

Objective 1.2


KPI CommentaryThis number increases to 32% if the result is re-calculated with the Denominator as the participating students in ASA and UMA session 1. This was a new indicator and the target was set without any historical reference. This indicator does not include students who may be complementing their ASA or UMA choices with a Community Programme class or another external option of which there is increasing choice in Hanoi. It should be noted that 85% of all students in G4-G12 participated in an activity of some sort in Session 1 of 2014-2015.

Qualitative Performance Assessment“UNIS has done a fine job in interpreting this Recommendation (to celebrate lifelong learning in accordance with the school’s mission statement) in a manner that supports the on-going growth of students in addition to solely celebrating achievement.” (CIS-WASC visiting team response; Five Year Report Planning and Progress January 2015 p.9)

Objective 2.1Objective 2.1 [Individual Behaviors] Students: a) achieve healthy, active, and balanced lifestyles; b) discover and develop interests and talents and passions; and c) become independent, life-long learners.



Baseline (12-13 )

Target 2015 Actual 2015

The number of students who

have 1 sport and 1 non-sport

activity during session 1 ASA

session


who have a minimum of 1 sport and

1 non-sport each week

Denominator: Total number

students from Grades 4 -12

ISIS Class rosters showing

weekly schedule for every

students in class

25%

(2010-2011)

40% 27%

The average score of

students Grades 3-12 in

cardio vascular test

Numerator: Total number of

shuttles in cardio vascular tests

Denominator: Total number

students in sample

PE Department

Quarter 3 Cardio test

results

ES: 43

MS: 46

HS: 50

G3-12: 46

No target set ES: 39

MS: 47

HS: 52

G3-12: 47

27www.unishanoi.org

Objective 2.2Objective 2.2 [Social Behaviours]Students demonstrate: a) Responsible leadership; b) Respect for cultural and other differences; and c) The ability to collaborate and work as a team.



Baseline (year )

Target 2015

Actual 2015


specific question posed on

‘Endicott’ survey


‘Strongly Agreed’ with the statement

“Students respect one another”




Study Survey

19%

(2008)

23% 17%

KPI CommentaryAlthough the KPI has not been met statistically, the spirit of the measurement has been successfully achieved. If the data from ‘total agree’ is considered, significant progress has been made from 70% in the baseline year (2008) to 80% in 2014. This is also 5% above the world average.

‘Strongly Agree’ has remained relatively stable. This is compounded by the results of the student statement: “In general I enjoy coming to school” which has increased from 68% in 2011 to 77% in 2014.

Qualitative Performance Commentary“UNIS Hanoi actively supports the development of student leadership primarily through its Grade 1 – 12 student councils and senate bodies and its International Baccalaureate (IB) Creativity Action Service (CAS) leadership programme. In the Middle and High School, UNIS Hanoi also demonstrates

its commitment to service by providing service investigation and planning sessions once per each six-day cycle of the schedule throughout the school year.” (CIS-WASC visiting team response; Five Year Report Planning and Progress January 2015 p.9)

“Students are able to describe and reflect on their service involvement activities, showing an appreciation for host country culture and authentic, sustained action. The service learning programme gives students opportunities to lead as well as participate in service as action.” (IBMYP Evaluation Report January 2015 p.4).

“Attitudes of understanding and respect are observed in interactions between teachers and teachers, teachers and students, and students and students, both inside and outside the classroom. Students and teachers speak respectfully of and with each other.” (IBMYP Evaluation Report January 2015 p.15)


KPI CommentaryThe end-of-plan student survey took place in June 2015, after Grade 12 students had finished school. They were, therefore, not included in the sample. 289 students from Grade 6 to Grade 11, responded.

Qualitative Performance Commentary“UNIS Hanoi ‘encourages students to be independent, lifelong learners who strive for excellence and become responsible stewards of our global society… that values diversity’ by

mandating Service for all MSHS (Grade 6 – 12) students, as well as offering voluntary service opportunities through the ASA programme for students through D – 5. There are a wide range of service opportunities offered to students in the different levels of the school, and these are focused through a number of lenses which broadly reflect the Millennium Development Goals and thus reflect ‘the ideals and principles of the United Nations’.” (CIS-WASC visiting team response; Five Year Report Planning and Progress January 2015 p.9)

“Conversations with students exemplify their reflection on the nature of action and the impact of meaningful service. Students understand and embrace the service learning programme at UNIS Hanoi and are excited to share their experiences with others… The planned and taught curricula demonstrate a commitment to authentic and sustained approach to service for and with others.” (IBMYP Evaluation Report January 2015 p.15, 17)

Objective 2.3Objective 2.3 [Service Behaviors] Students: a) Understand the significance of service in their lives; b) Understand and act on their responsibilities to self and others; and c) Initiate and are involved in supporting and improving their communities.



Baseline (year )

Target 2015

Actual 2015

Response to student service

learning survey Grade 6-12


strongly agreed and agreed with the

following question: “I am developing a sense

of responsibility towards the wider community

by taking part in Service Learning at UNIS

Hanoi.”



Service Learning survey 67%

(2012-2013)

75% 74%

29www.unishanoi.org

Objective 3.1Objective 3.1 [Faculty and Administration] The school attracts and retains motivated faculty and administration to deliver high quality education.



Baseline (year )

Target 2015

Actual 2015

Percentage of teachers who stay

beyond their initial, first (2-year)

contract

Numerator: Number of expatriate teaching

staff who re-sign at the end of their first two

year contract

Denominator: Number of expatriate

teaching staff of that cohort hiring year

ISIS HR module 50%

(2009-2010)

90% 87%

(13-14 cohort)

KPI CommentaryAlthough the target has not been met, there has been dramatic improvement from the baseline figure which has been achieved consistently. Note the figure for the 2012-2013 cohort was 80%.

Qualitative Performance Commentary“The (CIS and WASC) Visitors attempted to discern reasons for the transience rate of the UNIS Hanoi staff which is reportedly high and is a concern to stakeholders. They were unable to find any reason for this turnover that is connected to the school. In fact, the Visitors believe that satisfaction with working conditions at the school is a significant reason the transience rate is not higher.” (CIS-WASC visiting team response; Five Year Report Planning and Progress January 2015 p.9)

Objective 2.3


Qualitative Performance Commentary“UNIS has structures and practices in place which ensure that it is well placed to continue its journey from ‘good to great’. … The UNIS Board and governance structures are applauded. The governance documents reviewed by the Visitors are models of coherence and comprehensiveness. These documents specifically demarcate governance versus management functions operationally. The Board is particularly commended for the manner in which it carries out its duties and respects its limitations. As a result, governance at UNIS is held in high regard by the stakeholders interviewed.” (CIS-WASC visiting team response; Five Year Report Planning and Progress January 2015 p.33)

The school has a governance structure that clearly defines the roles of the Board and the HOS. The Board is a reflective and high-functioning body that is employing a generative governance model to allow it to carry out effectively its day-to-day business, and also to create ‘space’ to allow broader and deeper thinking about the future direction of the school. This model will help ensure that ongoing improvement is embedded in all aspects of the functioning of the Board.” (CIS-WASC visiting team response; Five Year Report Planning and Progress January 2015 p.53)

“The school has developed a governance and leadership structure that supports all aspects of the implementation of the programme and is seen as a benchmark throughout the region.” (IBPYP Evaluation Report January 2015 p.6)

Objective 3.2Objective 3.2 [Governance, Finance and Facilities]The school is strategically governed, financially secure, invests in continuous improvement of human resources, programmes and facilities and offers high value to individuals and organizations that support the school.



Baseline (year )

Target 2015

Actual 2015

Unqualified audit report Number of issues requiring Board action

raised in the Auditors management letter on

going-concern, liquidity, or asset quality.

Auditor’s Letter and FC

recommendations

0

(2010)

0 0

Agreement of the Board

concerning the health of the

school’s governance

Numerator: Number of Board members

who strongly agreed and agreed with the

statement: “The governing body restricts its

actions to the determination and funding

of policy and the selection, retention and

formal appraisal of the HoS.”

Denominator: Number of Board members

who answered that question


Study Survey

60 %

(2008)

100%

agreement

100%


concerning the health of the

School’s finances



statement: After appropriate consultation

and debate, the governing body sets fee

levels, which ensure the ongoing financial

stability of the school.


who answered that question


Study Survey

80%

(2009)

100% 100%


concerning appropriate funding

of the School’s programmes



statement: “The School’s programmes are

appropriately funded”.


who answered that question.


Study Survey

100%

(2012)

100% 100%

31www.unishanoi.org

Objective 3.3Objective 3.3[School Climate] The community actively collaborates to engender an inclusive environment based on respect and security.



Baseline (year )

Target 2015

Actual 2015



Annual CAISA/CIS Self Study

Survey


strongly disagreed and disagreed with the

statement: “School is a welcoming and friendly

place.”




Study Survey

7%

(2008)

0% 7%

Response from parents to


Annual CAISA/CIS Self Study

Survey

Numerator: Number of parents who

disagree with the statement: “Effective

communication strategies exist for the

interchange of opinions among the school,

students and parents.”

Denominator: Number of parents who



Study Survey

9%

(2008)

8% 13%

KPI Commentary Although this KPI has not been met statistically the spirit

of the KPI has been met. If you consider the ‘total agree’ to this statement there has been a rise from 75% in the baseline year to more than 92% in 2014 which is 5% above the world average.

This is compounded by the results of the student statement: “In general I enjoy coming to school” which has increased from 68% in 2011 to 77% in 2014. (See also objective 2.2 KPI Commentary.)

Although statistically the target has not been met, good progress has been made. If you consider the ‘total agree’

to the same question it shows an increase from 72% in the baseline year to above 80% for the last three years, which is above world averages for all except 2014. This indicator suffered statistically with the change in the likert scale that happened in 2012.

Qualitative Performance Commentary“… the school is well placed to continue to meet its Mission and be well prepared to support the learning of the next generation of students.” (CIS-WASC visiting team response; Five Year Report Planning and Progress January 2015 p.53)

Objective 3.2


www.unishanoi.org

“Alstonia Scholaris”

Common name: “Blackboard Tree” Vietnamese name: “Hoa sữa” (Milk Flower Tree) Native to Vietnam, associated especially with Hanoi

and celebrated in songs by Hanoians

Documents

Annual Report 2014-2015 · 2016-02-05 · $21,864 towards Project Funding Grants in 2014-2015. The Shop Over the past year, SCO Boutique was rebranded to The Shop. The Shop Committee