Annual Report

ANNUAL REPORT2012-2013

“Together we dare to imagine, inspire to succeed, and courageously make a dif ference”

MESSAGE FROM THE BOARD

MESSAGE FROM THE SCHOOL DIRECTOR

MESSAGE FROM THE TREASURER

TREASURER’S STATEMENT OF FINANCIAL POSITION

TREASURER’S STATEMENT OF COMPREHENSIVE INCOME

VISION, MISSION AND CORE BELIEFS

GOALS

GOAL 1

GOAL 2

GOAL 3

GOAL 4

GOAL 5

GOAL 6

INTERESTING FACTS

UNIVERSITIES AND COLLEGES CHOSEN BY GRADUATING SENIORS

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CONTENT

AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG

MESSAGE FROM THE BOARD

Dear Members of the AISJ Community,

It gives me great pleasure to write to you at the beginning of another exciting year at AISJ, and I welcome all our returning and our newest community members - students, staf f and parents.

There were a lot of positive developments over the past year, so I will share an update on what has transpired from the perspective of the Board of Direc-tors at AISJ, and some of our priorities. The combined forces of Andy Page-Smith's dynamic leadership and the skilled and devoted commitment of our staf f to our students has resulted in a more unified and value-driven community dedicated to the passionate pursuit of learning.

Graduation for the Class of 2013 in June showcased the diversity, personality and talent among our student body, along with high levels of social awareness, active curiosity and athletic success. The invited speaker, Bobby Godsell, underscored the importance of finding our place in the world and our ability to make connections and have an impact at any level, while our two student speakers displayed warmth, humor and intelligence. It was inspiring to see these typically AISJ values and at tributes in full view.

The Board of Directors worked hard all last year, in fact, to tease out and fully discuss the kinds of success we all want to see at AISJ. Broad and deep goals and objectives were developed from compelling but some-what skeletal vision and mission statements, goals which touch on all aspects of our School's present and future - you will find these on the website. From here, an ad hoc commit tee of mostly members of staf f will work on defining and refining them so that they support excellence in learning, and are actually achievable.

This year the Board will monitor and oversee the first steps towards implementing these strategic goals, and while we accomplished a lot in terms of preliminary evaluative work, we will continue to work with School leaders to support their ef forts leading to higher educational quality for all our students. We will balance the need for inclusivity in the classroom with a rigorous approach to learning at all levels; this includes ensuring the continuation of improvements in the delivery and results of our IB program. Along the way, the Board began the process of refining and aligning our internal governance practices to provide the most profession-al and ef ficient leadership we can; we oversaw the considerable and beautiful facilities developments we are all now enjoying; and made sure that our financial resources were prioritized and well managed. I can say with understanding and confidence that AISJ is in excellent shape and ready to take on the exciting chal-lenges of the new academic year.

No matter what your role is - and your role as a parent is paramount - your energy and support are crucial. AISJ's values will be playing out in our students as they navigate our challenging world. I welcome your at tention and scrutiny as we move forward with our priorities, and thank you for your interest and participa-tion in AISJ's mission. Roberto MercadeBoard Chair

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To acknowledge this move to being more accountable and transparent, this year’s Annual Report is organ-ized around the six goals that have been developed and our current progress towards those goals. Of course it must be noted that these goals and objectives were not completed until May 2013 and therefore this year’s report cannot report on all data, or adequately judge our progress. As in many cases we are still developing instruments to measure what we think is important and to develop clear baseline data, although this will be the model for future reporting to the school community.

As a school we are striving to become more data-driven, and as such, we aim to become better at asking the right questions to the right audience, and to interpret the data we collect to learn how to do things better. In acknowledging the data collected this year – we recognize that we still have plenty to work on. I am pleased to report, however, that we have learned from lessons in the past and have now completed Phase 2 of our campus redevelopment on time and on budget. We are well on track to do the same with a very extensive Phase 3 development. Fiscally, we are working on a well-developed long-term financial plan that delineates operational reserves and a careful cost analysis of future capital needs targets that we have been able to meet this year. I am particularly pleased to report that our IB Diploma Program results are on track with our improvement plan, and our graduates were accepted into excellent universities, collecting, along the way, a record amount of scholarship funding. Our May climate survey reveals that 87% of parents indicate that they would strongly recommend or recommend the school to others and 79% of respondents strongly agreed or agreed that they are pleased with the school’s performance. I am encouraged by this data as we develop a culture of continual improvement.

This year we have continued to work hard on school infrastructure. We have invested heavily in new staf f and refined process and procedures. This will continue in the new year as we look to a more strategic approach to school communication and seek to continue the improvement in communication at all levels.

I would like to thank the Board of Directors for their great support throughout the year, a group that clearly embraced the notion of ensuring the strategic future of the school. This is not an easy task but the Board’s commitment to this was non-negotiable. As always I am amazed at the level of support from our parents who give so freely of their time. Lastly, I would like to recognize the professionalism of the entire AISJ staf f. A year ago, I commented that I have pushed this group probably harder than is fair; consequently, I must acknowl-edge that I am encouraged by how they push themselves and truly have embraced the school value of continual learning. With their collective ef forts and your continual support the future of the school is bright.

Andy Page-SmithSchool Director

MESSAGE FROM THE SCHOOL DIRECTOR

Once again this past year we have witnessed incredible growth and develop-ment as a school. While enrollment numbers and facilities may dominate the headlines, it has been the development in our teaching and learning standards that has directed our school year. This was our first year of implementing these new teaching standards - focusing on what that means about how we teach, and critically, about how students learn. This work will continue next year as we work to document key learning behaviors and strive to more appropriately measure students’ learning. This year was also dominated by a desire and need to take our agreed strategic priorities to ensure that we developed these into specific goals and objectives that are measurable and time bound.


5

I’ve have had the good fortune to serve as the Board Treasurer and the even greater pleasure of serving with a Board of Directors that has been selflessly dedicated to supporting AISJ’s activities as well as the community at large.

The Finance Commit tee and Board focus not only on the current financial af fairs but also the long-term financial stability of the school. Monthly finance meetings are held to review the financial management reports and focus on financial strategic planning.

A year ago we began a journey that included the implementation of a ten-year strategic plan and the creation of a reserve strategy. I am pleased to report that the set target for the Operation Reserve Fund of 20% of the annual oper-ational budget was reached in 2012/13 and will be maintained in 2013/14.

The long-term financial plan is a key financial instrument in helping the school to remain focused on the strate-gic goals identified and ensuring financial resources are available to build on the school’s excellence.

A walk around both the Johannesburg and Pretoria campuses shows the significant construction taking place all year round. This growth can clearly be seen in the Statement of Financial Position for the year ending June 2013. The accompanying debt to fund the projects is reflected in the long and short-term liabilities.

The Annual Financial Statements for the year ending 30 June 2013 was approved by the Board of Directors and is published on our website. The auditors, Deloit te, reported that Management has key controls in place to ensure a reliable reporting environment and that AISJ’s financial af fairs for the 2013 financial year are in compliance with International Financial Reporting Standards and the South African Companies Act.

It is the ongoing focus of the Finance Committee to:• maintain a financially strong educational institution.• provide facilities that are up to date, modern and conducive to the learning and enhancement of our community.• at tract, maintain and develop top quality teachers from South Africa and around the world.• create a positive learning community within our school and contribute to the community we live in.

James DeiotteTreasurer

The Annual Financial Statements for the year ending 30 June 2013 was approved by the Board of Directors. The full report is available on the School’s website. The Statement of Financial Position illustrates the signifi-cant growth in the non-current assets due to the Phase 2 building development at both the Johannesburg and Pretoria campuses. The accompanying debt to fund the projects is reflected in the long and short-term liabilities.

MESSAGE FROM THE TREASURER


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The contribution to the Capital Development Fund in 2013 is reserved as part of funding for the Johannes-burg Phase 3 gymnasium construction.

In 2012 the Board of Directors adopted a formal Operational Reserves policy set ting a target of 20% of the annual operational fund. This target was maintained in 2013.

2012Assets

Non- current assetsProperty, plant and equipment

Current assetsTrade and other receivablesCash and Cash equivalentsTotal current assetsTotal assets

Reserves and liabilities

ReservesRetained income

Non-current liabilitiesFinancial lease liabilitiesLong- term loansTotal non-current liabilities

Current liabilitiesTrade and other payablesIncome received in advanceFinance lease liabilitiesShort term loanTotal current liabilitiesTotal equity and liabilities

2013RR

88 627 04316 094 676

61 654 844101 721 71984 406 956

73 89714 061 99636 328 015

78 158 176710 051

2 272 556

236 692 18385 283 331

29 437 78311 915 989

73 8976 421 474

47 849 143269 095 433

4 142 548

14 135 89336 328 015

137 272 959184 918 275

236 692 183269 095 433

22 752 112

131 970 464184 688 477

8%7%

56% 37%23%

69% 7%

9%

28%3%

13%

ASSETS 20122013

Property, plant and equipmentTrade and other receivablesOperational reservesBank balances and short- termdepositsCapital development fund

STATEMENT OF FINANCIAL POSITION 30 JUNE 2013


STATEMENT OF COMPREHENSIVE INCOMEFOR THE YEAR ENDED 30 JUNE 2013

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2012

RevenueOther (income) expensesOperating expensesStaf f costSurplus from operationsInterest receivedFinance costsTotal Comprehensive income for the year

2013RR

9 289 292

41 127 981

42 064 681(1 723 706)

2 660 406

(114 773 082)(49 958 074)

(1 273 849)207 132 986245 838 905

47 645 316(1 739 162)

2 877 99046 506 488

(57 221 645)(151 400 064)

Tuition feesTransport feesMeal feesCapital fees incomeEntrance fees

7.7%0.2%

11.0%0.4%

80.8%

8.7%

1.0%9.7% 0.5%

80.2%

Revenue2013 2012

Administrative & Schoolwide supportBuilding and groundsmaintenance & securityDepreciationInstructional Support MaterialStaf f CostStudent ActivitiesTeaching & LearningTechnologyTransportation

Expenses

1.1%1.4%

3.3%3.3% 4.1%7.0%

4.7%2.6%

72.6% 69.7%

1.1%1.3%

3.8%3.6% 4.7%6.0%

6.4%

3.4%

2013 2012

Key financial considerations for 2013/14 include:

• Investment in Technology: o Grade 6 to 12 personal computing device o Campus-wide network improvements• New busses

• Greater investment in Service Learning• Further enhancements in Grade 4 Arts program • At tract highly capable & energetic teachers

from the international community


We are a diverse, international community providing a balanced and nurturing learning program that fosters personal growth, provides meaningful opportunities for achievement, and promotes positive contributions to society.

“Together we dare to imagine, inspire to succeed, and courageously make a dif ference”

Honesty and integrity are fundamental Inspired teaching and learning are essential for exem-plary achievement and growth

A strong community is built through participation, com-munication, collaboration and mutual respect

Contributing positively to society is our responsibility

Respect for diversity encourages open‐mindedness and empathy

A culture of continuous improvement and accountabili-ty is critical to success

Creativity, adaptability and innovation empower us to thrive in a changing world

We believe that...

VISION

MISSION

CORE BELIEFS

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To deliver a rich and balanced learning program for all students that provides meaningful opportunities for achievement and personal growth.

To ensure that students' learning experiences are integrated through meaningful connections across the curriculum and delivered through an inquiry approach.

To meet the individual academic, social and emotional needs of each student through integrated systems and quality dif ferenti-ated teaching.

To build a strong sense of belonging to a community, within, around and outside of the school.

To ensure that the school has the financial capacity and means to deliver and maintain a high quality international education.

1.

2.

3.

4.

5.

To provide the facilities that enable us to deliver a rich and balanced learning program appropriate to the education of international students.

6.GO

ALS


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AISJ (Apr’13) USA Schools (Apr’13)

Spring MAP Reading Test Results: Grades 3-9

International Schools (Apr’13)

GOAL1 “To deliver a rich and balanced learning program for all students that provides meaningful opportu-nities for achievement and personal growth.”

All students will achieve a high level of academic success.

Last year, 2012-13, we implemented Measures of Aca-demic Progress (MAP) with Grades 3, 5, 7 and 9 in October. In April we ran the tests again, including Grades 4, 6 and 8. We have just finished our first year in gathering MAP data. From next May onwards, we will be able to compare this data year to year and also com-pare our data to international and US growth rates.

When we receive the Spring data from NWEA (North-west Evaluation Association) based in Oregon, USA, the accompanying graphs will be modified to compare AISJ students to those in the USA and in other partici-pating international schools.

Our projected target for Measures of Academic Progress results will be among the top 30% of interna-tional schools by May 2016.

AISJ Average RIT Scores April 2013

180190

0

200210220230240250

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9


Spring MAP Language Usage Test Results: Grades 3-9


180190

0

200210220230240250



Spring MAP General Science Test Results: Grades 3-9


180190

0

200210220230240250



Spring MAP Mathematics Test Results: Grades 3-9


180190

0

200210220230240250



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GOAL1 “To deliver a rich and balanced learning program for all students that provides meaningful opportu-nities for achievement and personal growth. ”

Over the last eight years, the number of IB Diploma candidates has risen sharply with 41 of 51 students participating in the IB Diploma program in the 2012-13 school year.

We have set a target average score of 33 points for students taking the International Baccalaureate Diploma Program (IBDP) by May 2016. Our 2013 average is 32 points.

The worldwide IBDP average score will be available sometime in October at which time we will amend the accompanying graph.

201510

50

40353025

May 2011

AISJ - MPS Worldwide - MPS

May 2012 May 2013

Average Point Score AISJ and World

May 2014 May 2015 May 2016Target

May 2011 May 2012 May 2013

% of Grade 6-12 Respondents Who Enjoy Learning at AISJ

In order for any academic program to be successful, we feel that students must enjoy their learning experience.

In the recent climate survey, 76% of student respond-ents strongly agree or agree that they enjoy their learn-ing experience at AISJ.

Our projected target is that 80% of students will strongly agree or agree that they enjoy learning at AISJ by May 2014.

No Data No Data

40%50%

30%

10%20%

0%

80%90%

100%

70%60%

May 2014Target

201510

50

4045

353025

May 2011

Number of Diploma Candidates

May 2012 May 2013

Number of AISJ IB DP Candidates


“To deliver a rich and balanced learning program for all students that provides meaningful opportu-nities for achievement and personal growth. ”

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GOAL1

A balanced program requires that all students regularly participate in a wide variety of arts and athletics activi-ties. We have targeted 100% participation in arts and athletics activities or electives across both schools by May 2016.

In order to ensure that we have enough activities to interest students we need to of fer as many activities as possible. We are gathering data on the number of activi-ties of fered by other International Schools in Africa who have similar aspirations and backgrounds. By compar-ing the number and variety of activities that are of fered, we will be able to measure our progress.

We have begun to compare our data with the other schools in our AISA ‘Data Dashboard’ group, but the exact mechanisms for sharing of this data need to be finalized. We intend to be in the top 20% of schools in Africa in terms of our of ferings by May 2015.

The school will of fer a wide variety of arts activi-ties for all age groups and abilities in which all students are expected to engage.

100%80%60%40%20%0%

% ES Involved in Art

% MS Involved in Art

% HS Involved in Art

% of Participation in Arts in 2013

10

15

5

0

Athletics Activities

Arts Activities

ServiceAcademic & OtherActivities

Variety of JHB ES Activities

1214

1820

16

1086420

Variety of JHB MS Activities


Arts Activities




13

GOAL1

25201510

50

Variety of HS Activities30


Arts Activities


1214

1086420

Variety of PTA ES Activities


Arts Activities


Variety of PTA MS Activities


Arts Activities


86420



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GOAL1

At the end of 2012-13 school year, we estimate that 80% of students were actively engaged in service learning as part of the curriculum.

To help us measure students’ developing understand-ing of service culture, we are developing a Service Learning rubric in 2013-14, which will determine what level of understanding they have of the Service Learning Standards. Students will pilot the rubric in Semester Two of 2013-14 and will be implemented school-wide in 2014-15.

We have begun to compare our data with the other schools in our AISA ‘Data Dashboard’ group, but the exact mechanisms for sharing of this data need to be finalised. We intend to be in the top 20% of schools in Africa in terms of our of ferings by May 2015.

*See the accompanying graphs for the number of athletic activities of fered within the various divisions.

Each student is engaged in and understands the culture of meaningful service.

The school will of fer a wide variety of athletic activities for all age groups and abilities in which all students are expected to engage.

100%80%60%40%20%0%

% ES Involved in Athletics

% MS Involved in Athletics

% HS Involved in Athletics

% of Participation in Athletics in 2013


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Students will be conceptual, independent, and connected learners.

The broad concept of what it means to be “conceptual, independent and connected learners” has been intro-duced to faculty in orientations at the beginning of the year. Focus groups led by key members of the Teach-ing and Learning Team will continue to develop teacher and student understanding of these three concepts throughout the year with the view to producing Learner Rubrics by May 2014.

We have come a long way in providing age appropriate individual computing devices and access to global resources via the Internet. Students in grade six through twelve have been given touch computing devices and we have significantly increased our ability to use the Internet by increasing the amount of band-width available to teachers and students. We are in the process of researching what technology education should look like in the early years at AISJ and we will have a plan by later this year.

In order to meet the target that “All students will have full access to age appropriate global resources via the Internet,” the necessary funding and Internet band-width are plot ted on the accompanying graphs.

GOAL2“To ensure that students' learning experiences are integrated through meaningful connections across the curriculum and delivered through an inquiry approach.”

600700

9001000

800

500400300200100

0May 2012 May 2013 May 2014 Total

Desktop Personal

Machines Purchased (by Year)

Internet Bandwidth (Mbps) and Cost

R 3,500,000R 3,000,000

R 2,500,000R 2,000,000R 1,500,000R 1,000,000R 500,000R 0

May 2011 May 2012 May 2013 May 2014

Cost RandPTA (Mbps)JHB (Mbps)

05

10152025303540

Operational Expenses and Capital Expenses

R 12,000,000R 10,000,000

R 8,000,000R 6,000,000R 4,000,000R 2,000,000

R 0May 2011 May 2012 May 2013 May 2014

OpEx CapEx



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GOAL2The curriculum will be inquiry-based, demand connections across subject areas and build on previous learning.

Last year, 2012-13, a school-wide initiative was imple-mented to develop and complete scope and sequenc-es for all subject areas. A curriculum mapping tool called Atlas Rubicon will enable us to track connections across subject areas. The accompanying graph shows that 49.5% of UbD units have been developed. Our projected target for May 2015 is 100%.

The accompanying graph shows where teachers are with regards to Inquiry and Integration as measured by the Professional Teaching rubrics for the 2011-12 and 2012-13 school years. As the projected growth line illustrates, the expectation is that all teachers will be at the “applying level” by May 2016.

Professional teaching rubrics were developed by a focus group of Teaching and Learning staf f and teachers in 2011-12 school year. The purpose of the rubrics is to articulate practices under the key domains. Teachers use the rubrics as a self-assess-ment tool for goal set ting, identifying areas for growth and as an evaluation tool. Data is collected and moderated every year and a whole school average is generated for the data dashboards.

100%80%60%40%20%

0%

May 2013 May 2014

% UbD Units Developed

May 2015Target

543210

Inquiry & Integration at “Applying Level” by May 2016

May 2012 May 2013 May 2014 May 2015 May 2016Target

Inquiry Integration


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GOAL3 “To meet the individual academic and social andemotional needs of each student through coherent PK-12 systems and quality di�erentiated teaching.”

Under the leadership of Dr. Cheryl Young, AISJ’s Learner Support Coordinator, our philosophy, policies and procedures are currently being reviewed to ensure they are in alignment with the school’s mission and values. Any policy changes will go to the Board at their November 2013 meeting for ratification; this will also include a review of the school’s admissions “wait-list” criteria. When clear policy and criteria have been confirmed, then all of the procedures will be reviewed with a view to implement the new procedures by May 2014. This work will include the development of criteria to help assure that both the interests of the applicant and the school are taken into consideration. It is imperative that we understand the school’s capaci-ty to admit students who may have dif ferent learning needs and how we will judge them to be successful in the long term. Inherent in this work will be the development of clear entrance and exit criteria.

Our admissions process will ensure that the students we accept have the potential to achieve success at AISJ.

An initial review of all unit plans shows that the quality of dif ferentia-tion in the assessment and learning plan stages varies from unit to unit. This year, 2013-14, the Teaching and Learning team are develop-ing a tool to track evidence of the key components of dif ferentiation in the assessment and learning plan stages of the unit plans. The track-ing tool will not only enable us to collect evidence on the percent of units with dif ferentiation in the assessment stage and learning plan stage, but more importantly enable us to determine and measure the quality of dif ferentiation.

The accompanying graph shows where teachers are with regards to Dif ferentiation and Assessment as measured by the Professional Teaching rubrics for the 2011-12 and 2012-13 school years. As the projected graph illustrates, the expectation is that all teachers will be at the “applying level” by 2015.

Teachers will deliver a purposefully dif ferentiated curriculum.

Teacher Differentiation and Assessment at “Applying Level” by May 2015

May 2012 May 2013 May 2014 May 2015Target

AssessmentDif ferentiation

012345


“To meet the individual academic and social andemotional needs of each student through coherent PK-12 systems and quality di�erentiated teaching.”

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A K-12 Learning Support Coordinator joined the AISJ Staf f this year. Procedures to measure individual student growth, and to help identify entrance/exit crite-ria are being established K-12.

Individual students will reach their full academic potential.

A focus group of Teaching and Learning staf f and teach-ers developed the trans-disciplinary and dispositional standards last year, 2012-13. Social and emotional learning skills were documented within the dispositional standards. This year, 2013-14, a focus group of teach-ers will be field testing how this may be incorporat-ed/embedded into units throughout the 2013-14 school year with a view to full implementation in the following year 2014-15.

The accompanying graph reveals that 64% of student respondents believe that their social and emotional needs are met. We are well on our way to our projected target that 70% of students will be satisfied with the level of support they are of fered at AISJ by May 2014.

Likewise, 75% of parent respondents believe that their child’s social and emotional needs are met. Our project-ed target is 80% by May 2014.

An AISJ K-12 Learning Support Framework workgroup has been established. The Leadership Team and Learn-ing Support teachers will provide input throughout the year.

Scope-and-sequences matrices document the key learning outcomes across all subjects and grades, how-ever this year, 2012-2013, AISJ will explore how to collect and measure data in regards to teachers’ knowl-edge and articulation of this.

All students will be socially and emotionally healthy.

GOAL3

80%

60%40%20%0%

100%

% of Grade 6-12 Parents Who Believe Their Child’s Social and Emotional

Needs are Met

80%60%

40%20%0%

100%


% of Grade 6-12 Students Who Believe Their Social and Emotional

Needs are Met

No Data No Data

No Data No Data



“To meet the individual academic and social andemotional needs of each student through coherent PK-12 systems and quality di�erentiated teaching.”

19

GOAL3

The accompanying graph shows that 70% of grade 6-12 respondents on the 2012-13 climate survey agree or strongly agree that their transition between divisions was smooth and seamless. Our projected target is that by May 2016, 85% of grade 6-12 respondents will believe that their transition between divisions was smooth and seamless. The question was not asked in earlier climate surveys.

All students will transition seamlessly between divisions and grade levels regardless of their needs.

May 2011May 2012 May 2013May 2014 May 2015 May 2016Target

40%30%20%10%0%

90%100%

80%70%60%50%

% of Grade 6-12 Respondents who Believe Their Divisional Transition Was

Smooth and Seamless

No Data No Data


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Considerable progress has been made throughout the 2012-13 school year with the addition of further school events and increase in information sessions in all divisions and the formation of a Parent Association on the Pretoria campus. All divisions moved towards or refined existing “house” structures across grade levels to enhance cross-age group collaboration and develop a sense of school spirit. The challenge moving forward will be the measuring of school spirit amongst teachers, parents and students. We will use a collection of school climate data and other data to develop the “School Spirit Index” (SSI), to measure our progress starting in May 2014.

In the May 2014 climate survey, questions will be added to enable us to appropriately measure this objective.

However, in May 2013, 225 of the 332 respondents to the climate survey at tended 2 or more events which represents 67.8% of our parents. The average number of events at tended was 3.23.

With the hiring of a dedicated Service Learning Coordi-nator in 2012, our ef forts to play a more active role within the community in which we live has been intensi-fied and refined. We have made a commitment to ensure this work will be integrated into our curriculum for all grade levels by May 2015, a goal toward which teachers have already made significant progress. We have also developed criteria that will help us to deter-mine the community partnerships. Our aim is to ensure these relationships are sustainable and fully articulated by May 2015.

AISJ will understand and play an active role in the community in which we live.

AISJ will develop a cohesive and vibrant school spirit where staf f and students feel they belong.

Parents will feel they belong to, are supported by, and can contribute to the AISJ community.

GOAL4 “To build a strong sense of belonging to a community,within, around and outside of the school.”


40%30%20%10%0%

0 10 20 30 40 50 60

90%100%

80%70%60%50%

% of AISJ Parents Attending 2 or More Events

% of Parents Attending AISJ Events

Sporting EventsMusic Cafe

Theater ProductionsStar Show

Family Fun DayFestival of RacesSummer Carnival

Mistletoe Craf t Fair30th Anniversary Celebration

International Day


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For AISJ to ensure it is at the forefront of best practices in education, the Board has made a commitment to enable new programs to be developed by the establishment of a specific “Strategic Program Fund.” This fund will be developed by ensuring a small portion of annual tuition is put aside each year, which can be tapped into for use in future initiatives. By May 2016, it is planned to have a cumulative reserve amount of 2 million Rand to meet this objective. The first contribution will be considered in the development of the 2014-15 annual operating budget.

Research is underway to determine what a faculty grant program would entail. The goal of the program would be to of fer funding for action research carried out by teachers. The purpose would be to improve student learning by ‘encouraging’ teachers to conduct class-room research on innovative instructional strategies in their class-rooms. During the course of this year we will develop guidelines and protocols.

The scholarship program at AISJ is one important facet of our com-mitment to service and being a part of the community we live in. ASIJ will remain commit ted to providing financial support for maintaining the scholarship program, which is 0.25% of annual expenses.

The figures in the accompanying graph represent the operational funding provided for the scholarship program. It would be dif ficult to accurately estimate the investment in terms of support staf f and capi-tal expenses.

GOAL5 “To ensure that the school has the �nancial capacity and means to deliver and sustain a high quality international education.”

AISJ will have the financial capacity to sustain existing programs and develop new programs that meet the learning needs of our students.

Scholarship Programme

May 2011 May 2012 May 2013 May 2014

% of ExpensesScholarship Program

0.30%0.25%0.20%0.15%0.10%0.05%0.00%

R 600,000R 500,000

R 400,000R 300,000R 200,000R 100,000

R 0


“To ensure that the school has the �nancial capacity and means to deliver and sustain a high quality international education.”

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At least 3% of annual expenses will go to support ongoing teacher professional learning by May 2015 as illustrated in the accompanying graph. We are currently achieving this annual expense ratio. This objective is designed to ensure that our spending on instructional supplies is maintained at a reasonable level. Like the majority of our objectives, this is a maintenance objec-tive.

AISJ is currently completing a study of local and interna-tional teacher salaries. It is the schools aim that the overseas hired teacher package will be among the top 10% of accredited international schools by May 2014 and the local teacher hire package will be among the top 5% of South African independent schools by May 2014.

Early indicators based on our research suggest we are currently sit ting around 80%. We have joined a group of international schools seeking to standardize and share salary package data which will enable us to more accu-rately determine our position.

AISJ will continue to increase the capacity of our teachers.

In 2011, AISJ developed its first long-term financial plan. This was reviewed and further refined last year to ensure we had suf ficient reserves to manage any potential risks. Our targeted reserves were met last year and in future it will be reviewed annually as a standard practice. Part of this planning regime is to complete a series of scenario testing to determine and manage any potential risk. This will be further developed this school year as we review the plan from a country risk profile.

Another financial challenge for future years will be not only to ensure that suf ficient funds are available to continue the redevelopment of both campuses, but also that funds are available for appropriate ongoing mainte-nance. Further to this, monies will be accessible this year and next to begin our long-term facilities mainte-nance plan, an environmental impact study and a review of future technology needs.

AISJ will sustain a long term financial plan.

AISJ will remain highly competitive in the teacher job market, to at tract and retain faculty.

GOAL5

Teaching and Learning Spending

R 12,000,000.00

Rand % of Total Expenses

R 10,000,000.00

R 8,000,000.00

R 6,000,000.00

R 4,000,000.00

R 2,000,000.00

R

3.0%

2.5%

2.0%

1.5%

1.0%

0.5%

0.0%2010-11 2011-12 2012-13 2013-14

Instructional Resource Spending

May 2011 May 2012 May 2013 May 2014

% of Total ExpendituresInstructional Resources

6%

5%

4%

3%

2%

1%

0%

8,200,0008,000,0007,800,0007,600,0007,400,0007,200,0007,000,0006,800,0006,600,0006,400,000


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Work has already commenced on review of all mainte-nance and occupational safety through an internal audit. In future this audit will be institutionalized as an annual operational task. Part of this work will also see the development of a long-term maintenance plan. It is intended that this work will be completed by May 2014.

The accompanying graph shows that as of the 2012-13 school year, 86.2% of our community believed that our facilities are well-maintained, a 19% increase from last year and a 30% increase from two years ago.

AISJ facilities will be well maintained.

Progress on the redevelopment of both campuses is on track in accordance with the school’s master plans for both campuses. Over 60 milliton Rand will have been invested into Phase 3 work for both campuses when the new double gymnasium sports facility is completed in April this year. A further 10 million Rand has been invest-ed in capital works projects to improve service infra-structure on both campuses.

The accompanying graph shows that as of the 2012-13 Climate Survey, 80% of the respondents are comforta-ble that the school is making satisfactory progress in the redevelopment of its facilities. We are happy to report that we have reached our projected goal that 80% of the community will strongly agree or agree that the school is making satisfactory progress in the rede-velopment of its facilities by May 2014.

AISJ will continue to review and implement the current facility master plans for both campuses.

“To provide the facilities that enable us to deliver a rich and balanced learning program appropriate tothe education of international students.” GOAL6

100%90%80%70%60%50%40%30%20%10%

0%May 2011

% of Respondents Who are Comfortable with the Progress in Redevelopment of

the School Facilities

May 2012 May 2013 May 2014 Target

100%90%80%70%60%50%40%30%20%10%0%

May 2011

% of Respondents Who Believe That the Grounds and Facilities are Well-

Maintained, Safe and Inviting

May 2012 May 2013 May 2014 Target


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Student Population

INTERESTING FACTS

1000800

14001200

600400200

0

2010

-201

120

11-2

012

2012

-201

320

13-2

014

2014

-201

5Ta

rget

Total Student Enrollment Growth

Student Demographics 2013-14

American 29%South Africa 6%Indian 6%British 6%Dutch 5%South Korean 5%Swedish 4%French 3%Italian 3%Canadian 3%Brazilian 2%Spanish 2%Australian 2%German 1%Japanese1%Pakistani 1%

New students in 2013/14 – 28.90%New families to the school 199 – 22.80%

The graph indicates the most populated nationalities. AISJ is represented by 88 nationalities at this time.


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Staf f

Instructional staf f (including administrators, teachers and teaching partners) 164 to 178 = 8.5% increase

% of Home LanguagesAll AISJ Students

English

French

Spanish

Korean

Dutch

Swedish

Hindi

German

Portuguese

Afrikaans

Italian

Polish

English

0 50 100 150 200

Instructional Staff Growth

2013-14

2012-13

2011-12

2010-11

2009-10

Staf fing numbers changes operational and instructional year to year

Percent of faculty turnover (including administrators, teachers and teaching partners) in 2012-13 was 18.9% Percent of new faculty hired (including administrators, teachers and teaching partners) in 2013-14 was 25.3%


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Nationalities Represented by Teachers and Administrators

American-66British-11French-2New Zealand-3Venezuelan-1

Australian-10Canadian-10Irish-4South African-57Welsh-1

Austrian-1Columbian-1Italian-1Spanish-2

Belgian-1Dutch-3Mexican-1Tanzanian-1

0 20 60 100 14040 80 120 160 180

Operational Staff Growth

2013-14

2012-13

2011-12

2010-11

2009-10

Operational staf f 149 to 166 = 11.4% increase


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UNITED STATES

Ball State UniversityBoston UniversityBrigham Young UniversityBryn Mawr CollegeCalifornia College of the Arts (San Francisco)Centenary CollegeDartmouth CollegeEmerson CollegeFlagler CollegeFlorida State University 2Fordham UniversityIndiana University at BloomingtonLIU PostLoyola University ChicagoMichigan State UniversityMorehouse CollegeNortheastern University 4Princeton UniversityRensselaer Polytechnic InstituteSavannah College of Art and DesignSkidmore CollegeSouthern Virginia University

Texas Tech UniversityThe University of Tampa 3University of ArkansasUniversity of California at BerkeleyUniversity of CincinnatiUniversity of Colorado at BoulderUniversity of Illinois at Urbana-ChampaignUniversity of KentuckyUniversity of MiamiUniversity of Michigan 2University of North FloridaUniversity of Northern ColoradoUniversity of OregonUniversity of Southern CaliforniaUniversity of the PacificUniversity of VirginiaVirginia Commonwealth UniversityWebber International UniversityWellesley CollegeWheaton College ILWillamette UniversityWorcester Polytechnic Institute

Universities and Colleges chosen by graduating seniors from 2010-2013:Unless otherwise indicated, enrollment is one.

COLLEGEACCEPTANCES

UNITED STATES


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CANADAConcordia University - MontrealMcGill UniversityQueen's UniversitySt. Francis Xavier UniversityUniversity of British Columbia 3University of Toronto 2University of Winnipeg

UNITED KINGDOM Brighton and Sussex Medical SchoolCoventry UniversityEuropean Business School, LondonHeriot-Watt UniversityOxford Brookes UniversityThe Robert Gordon UniversityUniversity College LondonUniversity of BirminghamUniversity of EdinburghUniversity of ExeterUniversity of Manchester 2University of Manchester Institute of Science & TechnologyUniversity of SouthamptonUniversity of Warwick

NETHERLANDS Delf t University of TechnologyErasmus Universiteit RotterdamHogeschool van Amsterdam, University of Applied SciencesUniversiteit MaastrichtWebster University, The Netherlands

SOUTH AFRICAUniversity of Cape TownMonash South Africa 2IE University

SPAINIE UniversityMarbella Design Academy Costa Del Sol

INDIAUniversity of Delhi

ISRAELInterdisciplinary Center (IDC) Herzliya

COLLEGEACCEPTANCESOTHER COUNTRIES


Documents

Annual Report