a smart future 2018: wt’s strategic priorities
TRANSCRIPT
555 Morewood Avenue Pittsburgh, PA 15213 412.578.7500 www.winchesterthurston.org
Year 1 Progress Report
September 2016
A Smart Future 2018:
WT’s Strategic Priorities
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 1
A Smart Future 2018 – Year 1 Progress Report
With a deep and shared
commitment to Winchester
Thurston students, our
faculty, administration, and
Board are developing,
implementing, and
supporting initiatives that
sustain WT not only as the
smart place to learn and to
teach, but also as the place
that enthusiastically
embraces our founder’s
mandate to “think also of the comfort and the rights of others.”
Through strategic efforts in four domains, we will stimulate an
environment where smart meets heart. This document provides a progress
report from 2015-2016, the first academic year of our 3-year plan.
The four domains are:
1. Programmatic Innovation
2. Financial Vitality
3. Competitive and Sustainable Facilities
4. Generative Planning
Domain 1:
Programmatic
Innovation
Domain 2:
Financial
Vitality
Domain 4:
Generative
Planning
Domain 3:
Compettive &
Sustainable
Facilities
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 2
Domain 1, Goal 1: Distinguished by a broad spectrum of teaching
practices that engage students and enhance learning, WT will
continue its growth by expanding faculty use of innovative and
varied practices and by becoming a national leader in developing,
assessing, and sharing teaching practices that meet the needs of the 21st
century learner. Areas of emphasis include City as Our CampusSM
and eLearning.
Strategy 2015-2016 Activities Year 1 Progress
(June 30, 2016)
Draft an educational
framework that outlines
WT's approach to
teaching; a competency-
based curriculum;
assessment strategies that
assure learning is
documented and
measured effectively; and
professional
development.
Focus year faculty (those who are in a year of intensive
reflection and self-evaluation) will set goals and collect
data to inform and enhance their teaching practices.
We will finalize a competency-based curriculum and
assessment strategies.
In order to provide resources to help other schools
replicate WT's approaches, we will document the
professional development process and examples of
teaching strategies in City as Our Campus,
eLearning/STEM activities.
To create and share a model of competency-based
curriculum and assessment activities, we will begin in
the Middle School, where faculty will work with
Department Chairs to develop competencies for each
subject area.
We will develop new forms of assessment to measure
learning in project-based, community-based, and other
21st century activities.
Increase local and
national recognition of
WT’s approach
We will survey faculty and staff to identify programs
and approaches that provide promising topics for
conferences and publications, then identify conferences
and publications, providing support for proposals and
articles.
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Domain 1: Program-
matic
Innovation
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 3
Year 1 Measures of Success and Accomplishment
Number of returning focus year faculty who met their goals to
enhance teaching practices and/or implement assessment strategies
based on data collection.
100%
Completion of document outlining curriculum and assessment
strategies.
Portions were created in a set of
disciplines
Completion of document that includes examples of teaching
strategies in City as Our Campus, eLearning/STEM activities.
Portions were created from
various initiatives
Number of faculty and staff who present at local and national
conferences, and/or publish in local and national publications.
A survey is planned for 2016-17
to gather data.
Number of departments completing the creation of a competency-
based curriculum. 75%
of Middle School departments
Number of divisions prepared to implement assessment strategies
based on competency-based curriculum. 25% (1 of 4)
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 4
Computer Science in Second Grade
Second graders studied programming concepts and
wrote code using the app PlayCodeMonkey. As a
culmination, Dr. Fay introduced a lesson in which
students applied and extended the concepts they
learned to move a robot around the classroom. The
students were given new commands and had to order
them in a sequence to move the robot to specific spots
and pick up an object. In teams, they analyzed the
steps needed, and tested their code by having members
of the group execute the commands. When they
identified bugs, they fixed their programs. The
children even created new procedures: They taught the
robot to dance by sequencing Step, Turn, and Jump
commands and wave by sequencing Arm Up and
Hand Left and Right. While creating Dance and
Wave, students discovered the idea of a Loop
command so that they could make the robot repeat
the sequence many times.
Seventh Grade Students as Science Teachers
Seventh graders studied electricity, specifically Ohm's
Law, which relates current, voltage, and
resistance. Building on what they had learned in
Lower School, they constructed circuits, then added
resistors to them. Throughout the year, their teacher,
Ms. Hannan, had posted video clips on her web page
to reinforce concepts; when she had difficulty locating
suitable clips about Ohm's Law, she challenged the
students to create their own. In groups using iMovie,
students had to clearly explain the variables, how they
work together, and solve a problem. “The students
really took off with this assignment in their own
creative ways,” recalls Hannan. “We spent a class
watching all of the videos. The student feedback was
great and they commented that they really felt like
they understood the concepts better when they were
asked to teach them. They had a lot of fun too!”
WT Teaching Rubric
Developed in 2014, this rubric is
used by faculty to set goals,
design curricula, and enhance
teaching practice to ensure
student learning and faculty
growth are at the core of a
Winchester Thurston education.
New teaching demands a learning
environment in which the
teacher:
• Responds to the fact that
students no longer merely
consume information, by
requiring them to construct
meaning and create content for
a real world audience.
• Designs lessons recognizing that
problem solving itself is a
curriculum as well as a process.
This requires students to
acquire and apply knowledge,
to employ self-directed learning
strategies, and to collaborate
with a team.
• Incorporates physical
movement to promote and
stimulate greater creativity,
communication, learning, and
cognitive retention.
• Integrates online resources
routinely and technology tools
comprehensively to support
curricular goals, recognizing the
new learner is fully immersed in
a virtual experience.
• Challenges students to use skills
and knowledge to develop new
ideas, design new solutions, and
create new products in
response to the needs of their
local and global communities.
This brings meaning to the
issues in question and
motivates students to produce
work that is valid and of high
quality.
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 5
Computer Science Innovations Mentorship Program
Computer Science Innovations is a Level 3 Computer Science course taught by Mr. Nassar in
Upper School. Students bring a product to fruition by the year's end. They carefully research their
project, determining the best programming language and the best hardware to use. In 2015-2016,
students chose such topics as building an autonomous terrarium that will keep a plant alive with
no human intervention, creating a puzzle arcade game that teaches young children collaboration
skills, and developing an artificial intelligence that will write its own jazz melodies over standards'
chords. Through City as Our Campus, each student worked with a professional mentor. They met
with their mentor at the beginning of the year to discuss their project idea and receive valuable
feedback about how to move forward, as well as learn of potential pitfalls to avoid. Mentors
included founders of GreenSinner, a local terrarium company, members of the Entertainment
Technology Center at CMU, and CMU professor Roger Dannenburg, creator of free and
popularly used Audacity music software. Students were not only able to make better progress on
their projects with mentoring support, but also were able to see firsthand how their efforts in class
could lead to a successful career in a field in which they are interested. All students met with their
mentor midway through the year, so that they could show their progress to these professionals.
This midyear meeting encouraged students to stay focused throughout the process. Moreover, each
mentor was present at the end-of-year STEM Symposium to see the students' final work.
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 6
Domain 1, Goal 2: WT will create enrollment demand by
developing and offering innovative, dynamic summer academic
programs that enrich and advance students at all ages, and
introduce prospective students and parents to the full WT
experience.
Strategy 2015-2016 Activities Year 1 Progress
(June 30, 2016)
Develop a plan for
summer academic
enrichment and
advancement for students
PK through Grade 12.
Explore immediate themes of interest and demand.
Outline goals for several programs to be featured in
summer 2016. Launch and evaluate 2016 programs.
Work with Department Chairs and faculty to promote
new summer academic programs at WT.
Create team of faculty
and program partners to
define goals and
guidelines for tracking
student progress;
articulate program
outcomes (e.g.,
certificates, credit,
badges).
Identify prospective team members and partners, and
develop ideas for programming.
Increase profile and
recognition of summer
academic programs.
Elevate exposure so that
members of the greater
community look to WT
to help achieve academic
advancement for students
of all ages.
Identify academic events, conferences, competitions.
Research organizations that may be able to connect us to
students interested in summer academic advancement,
enrichment, and challenge.
Research connections with international schools; develop
strategy for summer 2017 to attract overseas students for a
2-, 3-, or 4-week intensive.
Explore how “smart meets heart” brand can tie into
marketing strategy for summer academic programs.
Complete
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Domain 1: Program-
matic
Innovation
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 7
Year 1 Measures of Success and Accomplishment
Number of summer academic courses
offered 2
(increase from 1 in 2014-2015)
Number of Grade 6-12 project-based, skill
building STEAM programs 9
(increase from 1 in 2014-2015)
Number of students enrolled in new
programs 50
(increase from 12 in 2014-2015)
Number of academic departments
engaged in defining new programs 7
(increase from 3 in 2014-2015)
Number of WT faculty engaged in
defining new programs and partnerships 4
(increase from 0 in 2014-2015)
Number of new partnerships created for
summer programs 1
(increase from 0 in 2014-2015)
Summer Academic Programs, 2016
• PreCalculus
• Speech
• Sharpen Your Skills Algebra
• Animal Behavior
• Make Your Mark Engineering Camp
• Urban Art
• Coding for Girls
• Clay Intensive
• WT MD
• CampE
• Video Game Design
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 8
Domain 1, Goal 3: WT will seek to foster a culture of well-being
by exploring, developing and enhancing a program that
promotes moral life, student wellness, and equity and inclusion.
Strategy 2015-2016 Activities Year 1 Progress
(June 30, 2016)
Investigate the
development of a
mindfulness curriculum
Investigate and evaluate various resources on mindfulness.
Invite all faculty to consider the Mindful Schools course,
framing the context and explaining our overall interest in
pursuing this as a school community. Hold a professional
development workshop in mindfulness.
Join Making Caring
Common and develop
programs as a result
Attend Harvard’s Making Caring Common conference.
Conduct Making Caring Common Climate Survey; use
results to identify issues specific to WT. Based on survey
results and conference, develop and /or enhance
curricula for WT.
Develop and implement
programs to promote
health and wellness
Ninth Grade Seminar: Develop seminar on Suicide
Prevention, Healthy Relationships, and Conflict
Resolution/Communication, to begin in 2016-2017.
Evaluate the Freedom from Chemical Dependency
program we have been offering and develop ideas for a
more comprehensive and expansive program.
Contract with Sam Bushman for educational sessions on
sexuality in 2016-2017 with eighth graders, eleventh
graders, and parents.
Promote cross-cultural
understanding
Draft and disseminate statement on Equity & Inclusion
to guide our strategic plans and actions.
Create a new position: Director of Equity & Inclusion.
Bring “Think also of the
comfort and the rights
of others” to life as our
guiding principle for
interaction, and for
developing students with
strong character.
Set goals and develop strategies and tactics for the 2016-
2017 school year.
Complete
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Domain 1: Program-
matic
Innovation
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 9
Equity and Inclusion Statement
As a means to fulfill our credo, “Think also of the comfort and the rights of others,” Winchester
Thurston will be an inclusive community and will pursue the social and pedagogical benefits that
diversity brings. We will place the highest value on enabling students to understand their own cultural
identity and those of others. It is our moral imperative to be courageous and intentional in promoting
understanding, addressing bias, identifying and honoring qualities of justice, respecting multiple
perspectives and contributions, and valuing the dignity of all.
Adopted by the Board of Trustees, 2015-2016
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 10
Domain 1, Goal 4: WT will utilize the natural environment of the
North Hills Campus to enrich the learning experience for students and
differentiate the program; the school will also further the educational
collaboration between the City and North Hills Campus Lower
Schools to broaden the educational and social opportunities for
the students on each campus.
Strategy 2015-2016 Activities Year 1 Progress
(June 30, 2016)
Develop the North Hills
Campus Outdoor
Classroom ethos to
enrich the learning
experience for students.
Create PK-5 Outdoor Classroom curriculum that aligns
learning objectives across grades and disciplines, and
provides at least one outdoor learning experience per
trimester, per grade level.
Provide time for all Lower School faculty to increase
collaborations in depth and breadth.
Connect "Think Also" and the core values to the Outdoor
Classroom, enhancing active engagement and applying
WT values to the unique assets of the North Hills
Campus.
Foster professional development related to outdoor
learning for North Hills Campus faculty.
To enhance both the
Outdoor Classroom and
City As Our Campus
experiences at the North
Hills Campus, increase
the number and depth
of the partnerships with
outside organizations
and establish the campus
as a thought leader in
the community.
Partner with City As Our Campus to co-develop
community-based partnerships.
Offer community events and support the work of campus
thought leaders to establish the North Hills Campus as an
educational leader and innovator, increasing brand and
awareness.
Explore feasibility and return on investment for
partnership with local schools.
Create Outdoor Classroom Learning Coordinator
position to champion development and integration of the
Outdoor Classroom curriculum and support faculty
implementation.
Complete
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Domain 1: Program-
matic
Innovation
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 11
Differentiate the
program in the
marketplace, partnering
with Admission to
positively impact the
enrollment of the North
Hills Campus.
Present the North Hills Campus and City Campus Lower
School as one program offering two different
environments; highlight collaboration to positively impact
enrollment at both campuses.
Create specific marketing materials for North Hills
Campus awareness building, recruitment, and retention.
Promote the unique benefits Lower School students at
both campuses receive, e.g. Computer Science, Outdoor
Classrooms, City as Our Campus.
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A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 12
Fifth Grade Aquatic Habitats Pond Improvement
Project
The fifth grade aquatic habitats pond improvement project
sprang from science teacher Heather Capezzuti’s many years
of studying the pond at the North Hills Campus. “The pond
has gone through many changes. In the 25 years that I have
known WT, it has been dredged twice. As a result of these
observations, I decided to write a unit for my fifth grade class
called Aquatic Habitats. It is based on the essential question,
‘Is the pond a healthy aquatic habitat?’”
In this course, students initially take a walk around the pond
looking for evidence to support their ideas. “We make
observations that we categorize as poor, fair, or good, and
talk about what it means to be a healthy habitat. We learn
about watersheds and how the runoff that drains into our
pond can affect the water chemistry. We also conduct simple
water quality tests such as pH, dissolved oxygen, nitrate,
temperature, and turbidity. We discuss how biotic and
abiotic factors in and around our pond interact with each
other and how small changes can affect this delicate balance. We look at aquatic food chains and food
webs, and search for indicator species, like macroinvertebrates, insects whose presence tells us about the
water quality.”
With all of this information, students then try to analyze and interpret results to make meaningful and
accurate conclusions. Adam Nye, Director of City as Our Campus, connected Capezzuti with AquaticEdge
in the fall. These consultants met with the students during a Lunch and Learn session to review and
discuss the variety of factors that affect pond health.
The students then went down to the pond during science class to collect water samples. The samples were
labeled and sent to a Penn State lab for analysis. After discussing and interpreting the results, students
decided to test for sodium and chloride to see if the high levels of total dissolved solids might come from
the winter salt application in the parking lot. They used the canoe to collect additional water samples.
“We also used digital meters to test for pH and total dissolved solids on sight.” Later in the year, students
took additional samples and discussed native, non-native, and invasive plant species to learn which native
species are best for controlling nonpoint source pollution (like the parking lot runoff) and which ones are
best to plant on-sight given the test results. “Our students are gaining real-world experience by helping to
solve real-world problems,” says Capezzuti.
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 13
Year 1 Measures of Success and Accomplishment
Number of outdoor learning experiences
offered at the North Hills Campus as a
result of the new curriculum
At least 1 per trimester at each grade level
Number of cross-campus collaborations
implemented between the two Lower
Schools
61 (increased from 27 in 2014-2015)
Number of professional development
trainings attended related to the Outdoor
Classroom
6
Number of community partnerships
created with City as Our Campus 11
Number of community engagement events
held 5
(increase from 2 in 2014-2015)
Number of prospective school partners
identified 4
Number of joint Admission events held
across the two campuses 11
(increase over 0 in 2014-2015)
Number of marketing pieces created for the
North Hills Campus specifically 9
(increase over 1 in 2014-2015)
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 14
Domain 2, Goal 1: WT will evaluate the impact of increasing
international student enrollment; we will assess the needs of
international students and develop a plan to best serve these
needs.
Strategy 2015-2016 Activities Year 1 Progress
(June 30, 2016)
Develop a support network for
international students and WT faculty
to improve the experience of both
students and teachers and to become a
more attractive school to prospective
international students.
Establish a Dean of International Students
position to support student activities and
serve as a liaison to international parents.
Establish a Middle School Advisor for the
increasing number of international students
in this division.
Hire an English as a Second Language
(ESL) instructor to work with students and
faculty.
Develop an International Student and
Parent Satisfaction Survey to be
implemented each summer.
Explore housing options for international
students.
Enhance WT's brand and reputation in
China to attract the most qualified
students
Expand outreach to placement agencies.
Research a visit to China in the fall of 2017
to meet with parents and alumnae/i and to
recruit students.
Evaluate the connection between TOEFL
score and academic performance to
determine the best indicator of academic
success at WT.
Change the Chinese name of the school to
be more reflective of school culture.
Ensure the enrollment of international
students has a positive impact on WT's
culture and community.
Gather feedback from the WT community
(faculty, parents, etc.) about ways that
international students may be impacting
our community, and to ensure a positive
experience for all.
Complete
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Financial
Vitality
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 15
Year 1 Measures of Success and Accomplishment
Number of faculty dedicated to international
students 2.6
(increase from 0 in 2014-2105)
Change in number of applications from
international students
-8 (from 25 in 2014-2015
to 17 in 2015-2016)
Strength of applicants, measured by change
in average TOEFL scores of 9th grade
applicants
+10 points (over 2014-2015 average TOEFL score)
Selectivity, measured by change in
percentage of international applicants
accepted
-1% (from 39% accepted for 15-16 to 38%
accepted for 16-17;
acceptance rate for 14-15 was 50%) Change in average GPA of international
students No change
(average international 9th grade GPA
was 3.75 in 2014-2015 and 2015-2016)
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 16
Domain 2, Goal 2: WT will re-evaluate and redefine the brand,
positioning the school as an educational thought leader and
authentically promoting it to attract and retain students, growing
our enrollment and fundraising.
Strategy 2015-2016 Activities Year 1 Progress
(June 30, 2016)
Differentiate WT by
connecting the brand to
tangible value elements.
Survey young alumnae/i on their WT experience; use the
data to generate differentiation messages that demonstrate
the value of a WT education.
Develop messaging platform for “Where smart meets
heart;” use it to guide communication and outreach to
admission and advancement constituents. Roll out
platform to faculty, staff, and other appropriate
community members (Parents Association president,
relevant Board committee members) and orient them in
its use.
Align what we have learned about our audience from
branding research into a comprehensive media strategy.
Inspire prospective
families to learn about
WT (to call; to visit; to
apply; to enroll).
Research differences between internally focused and
externally focused websites.
Develop and launch new web site and Admission
materials.
Realize regional and
national recognition by
positioning key
academic leaders as
thought leaders and
resources in the
education industry.
Develop media pitches, generate content highlighting
programmatic offerings: City as Our Campus; eLearning;
Outdoor Learning; Early Childhood education.
Identify opportunities for thought leadership. Coach and
encourage employees to share their expertise through
speaking engagements, editorial writing, and media
interviews.
Learn from what we do. Create and systematically disseminate event evaluations,
and use the results for future planning and
enhancements.
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Financial
Vitality
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 17
WT: where smart meets heart.
• Our academics are rigorous; students
achieve and succeed at the highest
levels.
• Our strong foundational academics
are paired with a dynamic, nationally
recognized approach to project-based
learning, City as Our Campussm;
students are prepared to thrive in the
real world.
• Our teaching is innovative; we’re
leading the way in academic learning.
• There is no “one” WT student; we
encourage students to be who they
are – smart, artistic, athletic,
community-driven – all at the highest
level.
• The only thing more powerful than
what students learn is why they
learn it; students’ academic,
intellectual, and extracurricular
pursuits are grounded in civic
responsibility and engagement.
• WT’s credo is as vibrant today as it
was when it was penned more than a
century ago: Think also of the
comfort and the rights of others.
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 18
Domain 3, Goal 1: WT will establish a master plan that
prioritizes short- and long-term programmatic and
enrollment needs, and that can be implemented
incrementally resulting in facilities that maximize our
current footprint(s), match the quality of our educational
program, appeal to prospective families, and reduce our
carbon footprint.
Strategy 2015-2016 Activities Year 1 Progress
(June 30, 2016)
WT will research Master
Planning firms with the
desire to engage an
expert in this field to
assist WT.
Research potential master planning firms and engage a
firm to work with WT.
WT will engage a
Master Planning firm to
create a master plan for
the school.
Engage the WT community to determine the
programmatic, enrollment and operational needs of the
school.
Fully support the master planning firm as it works with
the WT community.
Work with the sustainability steering committee to
identify opportunities for green design and building as
part of the master planning process, as well as
opportunities to deploy recommendations from the
energy audit.
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Competi-tive &
Sustain-
able
Facilities
A Smart Future 2018: WT’s Strategic Priorities
2015-2016 Progress Report
Page | 19
Domain 4, Goal 1: To ensure an ongoing commitment
to innovation and sustainability, WT will monitor and
analyze trends, study and explore the feasibility of
long-term strategies, and recommend educational,
programmatic, and fiscal initiatives for future strategic
plans.
Strategy 2015-2016 Activities Year 1 Progress
(June 30, 2016)
Develop a framework and
process for long-term
innovation planning.
Establish a Generative Thinking Task Force of the Board
to determine how we will accomplish this work.
Appoint the Associate Head for Strategic and External
Affairs to conduct research and guide efforts to develop
programmatic and business model innovation for WT.
Study innovation processes and structures in schools and
other organizations.
Articulate purpose as well as specific desired outcomes
and measures.
Identify and analyze key economic, societal, educational,
and technological trends.
Study innovative models.
Generate a set of prospective strategies to test and study.
Complete
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Domain 4: Generative
Planning