hkis question 4

HKIS World Café: Summary Report

Appendix D

Question 4: As our school moves into the future, what do you believe will be our greatest challenges and opportunities?

1

Compilation of all recorded comments:

RESPONSES FOR CHALLENGES

• HKIS sticking to “all America” philosophy of learning has changed

• Open attitude to change • Not as cutting edge as used to be – challenged

by Asia • Redefine our competition outside local US public

school system • Cutting edge of technology • Our kids in an expat bubble – how do we

integrate them into local HK culture • World changing – global opportunities • Falling behind from 40 year history • Being competitive with other international

students (ie from mainland, etc) who are bilingual in Mandarin and Cantonese

• Ensuring that students have full fluency in Chinese

• Students may appear not as competitive as IB students -‐ they are more prepared with the IB program

• Physical space for all campuses especially LP and UP

• Changing of a mindset of what a school should look like and what the vision for education of our children should be

• Change of a school away from a single physical learning space ie. Moving to more flexible learning outside of school

• Consistency amongst teachers within the same year

• Teaching our students how to manage their schoolwork and media culture

• Greater focus on academics is needed with both students and teachers

• LP construction (traffic, noise, complaints) • Multilingual, global kids • open minds • west meets east • integration into HK community • Size too big and is increasing – 4 divisions, 4

different parent objectives (ie. LP = nurturing, non-‐competitive; HS=competitive)

• Academics not strong • Chinese program • Lutheran accreditation • Transparency (better PR and communication) • School priority? Academic / Lutheran school

• Competition form other international schools and top local schools

• Demand of stronger Chinese language program • Demand for stringer academic program • Keeping good teachers from the growth of

international schools in China • Teaching proper grammar (English) • Spelling • Broader world view (ie. Time spent too much on

American “view” / experiences) • Social skills amidst technological environment • Integrated campuses more for shared learning • Learning basic “life” skills – tough when we

have helpers • Learn to be more multi-‐disciplinary to integrate

everything • Challenge to be a truly international school; top

tiered school among new competitions e.g. Harrow, CIS

• Instituting a strong Chinese program without losing the integrity of the rest of the curriculum

• Redevelopment of LP – trying to keep the entire student body happy without affecting the students in a negative way (ie. Mandatory bussing unfair, after school programs)

• Retaining more HS students body instead of the students going elsewhere abroad to boarding schools

• Need more exposure to different Asian culture (as school is based in Asia) such as traditional Asian values (ie. Respect to elders)

• Lack of simplified Chinese books for all levels – should encourage simplified Chinese book clubs too

• Cultural representatives in the faculty • Chinese curriculum is weak, for example,

simplified Chinese and traditional Chinese are taught in the same classroom

• The curriculum is only focused on placing the children to US education

• Lack of school time • School doesn’t emphasize or offer much non-‐

science • Academic performance is not up to high

standard • Lack of school spirit, especially in the HS. No

team work or support among students • Math solutions / problem solving • Facility is not enough • Need for more space • Mandarin program – need continuity


Appendix D


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• Math – too many steps in problem solving methodology; more efficient problem solving

• Arts/Music – too few teachers; not enough continuity

• Open attitude to change – parents, teachers, administration

• Need more open communication among parents/teachers/admin

• Creative on how to use resources • Moving towards trans-‐disciplinary skills and

away from too much content • Consistency with teaching quality • Maintaining consistency in core curriculum • Maintaining competitive standard relative to

other HK international schools and US private schools

• Educating parents to paradigm shift in learning and teaching methods

• How do we get off one stream of content and more towards new approach?

• We should not be looking at US public school only as our competition/benchmark

• Our kids will not be as competitive as the kids receiving IB education (is our curriculum as rigorous and comprehensive?)

• School needs to not be complacent because there is a waiting list – is the waiting list because HKIS are doing a great job or because of the economic opportunities (jobs) in HK?

• HKIS kids are in an expat bubble • How do we give them roots? Where do they

belong to? • We are not being honest about our competition

– both in the US and internationally • Leadership • Retaining quality teachers • Attracting Christian teachers • Keeping school’s Christian foundation • Identity crisis – organic growth – business • Retaining high, level quality teachers providing

incentives for teachers to stay • Having quality service learning project activities • Changing the political nature of the Chinese

government (space) – pressure from the government

• Do more with less (prioritize) • Finding a balance with technology • Technology great – having one to one but

challenges on educating these kids to know how to use it

• Building/structures

• Community on board with changes • Technology balance for kids – make sure there’s

time for other skills/interactions • Self development for kids in a social media

based society • Keeping up with growing enrolment • Keeping class size low (or even lower than 22) • Keeping the quality of the student up –

enrolment/placement issues • Being selective enough with admissions • Space – use of space reflects our philosophy

about what is wellness, what's important • Wellness (too much screen time) • University education is getting competitive –

how will we stay competitive curriculum-‐wise? • Will HKIS be able to retain, recruit high-‐quality

teachers as cost of living in HK rises? • Maintaining our reputation • LP rebuild • Air pollution • Planning restrictions / politics of expanding,

remodeling buildings • Possible fluctuation of economic here and in the

world • Air quality • Preparing our students for jobs that presently

don’t exist • Keeping high quality teachers that represent a

wide range of ages, cultures and family composites

• Increasing housing costs making housing an issue for teachers

• Traffic associated with the schools – cars – buses

• Maintaining appropriate and reasonable use of technology in the schools

• Mission statement is not used enough to drive what we do

• Maintaining quality of teaching in Chinese Studies

• Career Structure is extremely time and energy consuming – it is interrupting the quality of teaching – needs re-‐examination, too much tied to it with not enough return

• Corrective action is unclear and inconsistent • Micromanagement without adequate solution

driven supervision and problem solving • Competition from other international schools in

HK • Ability to attract high quality teachers –

attractive compensation package AND housing and benefits


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• High tuition – providing high quality education • Security of kids • Transition between divisions • Best use of 1-‐1 laptop program • Air quality • Parent involvement in higher grades and for

new parents • Career structure scheme • Keeping sense of community • Morale • Meeting needs of all students/teachers • Balance between what parents want and what

teachers know is best practice when they conflict

• Tensions • Curriculum models – true integration for benefit

of kids – vertical alignment • Utilizing specialist support • Having 4 very large schools • Communication among schools • Cohesion amongst/within staff from different

campuses • Build in more recess time into the UP curriculum • Keep holistic child focused LP agenda with high

level academic goals • Moving/transition to new LP campus • Technology • Keeping students centered and balanced • Sense of community with two campuses and

four buildings makes it hard • Connect to rest of HK – we are so

geographically isolated • Balance curriculum – too busy • Everyday math – too structured and not enough

time to investigate/explore • Students not being aware of their advantages

(relative to disadvantaged in their community & the world) – which are developmentally appropriate

• Monitoring techno-‐use (loss of social interaction and inappropriate use of technology)

• Staying aware and educating students to the various meanings of “success”

• Space (adequate physical space) • Time (rush, rush, rush – not enough time for

play) • Staying, keeping open-‐minded about

curriculum, human need for space, the need for students and faculty to have time to process and integrate

• LP building

• Implementing more recess in LP/UP • Diverse interest of the parents – how to meet

their demands • Tailor parental education courses to meet the

diverse parental population (for e.g. Korean families want to be involved but fear that their English is not up to par)

• Technology • Taking away the social interaction • Losing control because so much of the child’s

work is dependent of being online • Keeping the holistic development of the child

should continue into UP • Big school – lack of communication across

grade levels • Integrating specialist work with classroom work • Career Structure • amount of work required of teachers, emphasis

moves away from students during CS year • attracting and retaining seasoned teachers,

limiting demographics of faculty by nature of program

• how are we valuing loyalty and longevity to the school?

• Time – too much to do so we can’t do it all well • How idealistic an we be with our school’s values

when the realism of our society is counter to some of those values? How do we translate that into actions?

• Values of our clientele – how do these align with and support our school’s spoken values? (especially a challenge in the HS – like bullying, cheating, etc)

• Pressure put on students (from varying perspectives) makes it difficult for children to hold to values and learn integrity

• Not being wasteful when we have so much • Space (and environment) in Hong Kong – affects

school buildings and availability of reasonable housing for faculty – costly to keep and retain quality teachers especially with families

• Teacher retention • ERBs – how does HKIS measure academically to

other private schools • Becoming environment minded as a school /

also individually with students etc • Facility re-‐development – how to be “smart”

about it • How do you maintain focus/quality/cohesion

with constant attrition • Holiday calendar – difficult to stay focused • Parent support


Appendix D


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• Technology – perhaps too early to expose to so much technology

• Use technology appropriately • Plagiarism • Addiction to technology • Distraction • Eye strain • Retaining high quality teacher package • Homogeneous student body ie. Economically,

western educated parents, expect high academic standards

• Use opportunities that we have with parents etc to make sure students are able to compete in the world – ie. Get into top schools

• Providing authentic service learning • The mission statement can be interpreted is

difficult • Less is more – teaching is only ½ the job • Manage growth while maintaining cohesion • Pro-‐active, thoughtful approach to teaching

kids how to manage technology • Fostering a sense of community • How can you create more cohesion among the

schools? • Way to change classrooms/mix it up? • Should be adaptable for needs of future • New math program – everyday math circular,

have more fun – don’t try to do all components • FTE for HS • Chinese language / culture – age appropriate /

developmentally appropriate • Speaking and listening more • Characters tough • Competition among international schools • Maintaining high quality • Maintain / hire high quality teachers • More parent education in LP • Maintain communication support and create

more • Space and facilities • Fully support children with differentiating

learning needs • Fully support teachers to meet all needs • Maintain healthy balance and reasonable pace

with all the demands • PD for each division that is relevant • Giving teachers time to master any program

changes, instructional strategies, etc • Technology – finding appropriate uses for the

grade levels or not using them

• Uncertain future (Chinese govt.) will we be able to operate status quo

• Maintaining faculty – high quality teachers • Bringing community on board with physical

structures changes • Maintaining the human touch in the face of

technology • Local government – relationship • Facilities • Being nimble in the way kids are education • Validity of information and knowledge • Integrity / creativity • Honor code • Pressure to make grades • Open spaces • Focus on AP versus IB • Kids starting AP so early? • Kids so bombarded by technology • Technology driving school vs the other way • Definition of “cheating” • Collaboration vs cheating • Efficient and appropriate use of technology –

need for balance • Stress • Excessive homework – needs to be reduced • Limits to extra-‐curriculum participation • Eliminate admin driven PD • “One school” – two campuses • physical plant • sports facilities • transparency of decisions and costs • integrity of staff and students • How do you define success – only the best

colleges? Highest AP scores? • Define cheating – is it American style or

Chinese? Values? Not addressed • Lack of social skills due to increased technology

usage • Rapid changes in teaching pedagogy from guide

to facilitator • Relied focus on tech needs to be managed or

students can use technology to do amazing things

• Balancing technology innovation and technology restrictions

• Help parents, students and teachers see themselves as part of creating a whole child (everyone, not just the school, is responsible for raising a child)

• Pressure management with upper level testing/admissions


Appendix D


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• Balance of college preparation VS development passions

• Career Structure of teachers • Retain/hiring academic excellence • China – tap into resources • To retain western/American style education • To retain western/American balanced

culture/style education • Retain SLRs • Reach kids potential • Find balance – technology vs Humanity…. Don’t

push technology, too fast paced – go slowly • Personhood – decent, compassionate, authentic

human beings • Teach content within process – communicate

results. Preoblem solve transferable skills • Transient – need planning to combat • GPA stress hinders – exploration / risk taking • Academically stressful culture – prohibits

passion • APs – put limits and keep them • Excessive APs are admired • Structure of curriculum isn’t flexible enough • Career Structure for teachers distracts them

from teaching due to the excessive paperwork. The examination are disruptive to classes (students feel that it’s “creepy”)

• Dropping the craziness around getting into Harvard

• Continuing to globally competitive • How do we assess the quality and priorities of

MS? • Unifying the 4 divisions • Defining the school’s role in China • International families vs local families • Maintaining balance in the face of technology –

deciding which technology is good technology • Being nimble enough to respond to changing

technology, blending learning, collaborative learning

• Keeping up with the changing world • How we have enough time • Filtering and managing time and data • Public and private identities, awareness of what

should be private • Reduce stress by finding fun and relaxation • Balancing technology with social development

in children • Instilling integrity in our kids • Transparency around disciplinary issues • Lightening the load of the back packs

• Instilling moral integrity consistently from young through middle, through high school

• Learning – cultural and school • Don’t want people to not be motivated • Focusing on what you like – working towards a

passion • Retaining faculty • Faculty from different

backgrounds/countries/faith • Retaining good teachers and getting rid of not

as good teachers • Character development alongside continued

academic success • Taking parent/student feedback into account

when evaluating faculty • Encouraging parent/student feedback • Morality, integrity, especially with technology • Balancing human contact / interaction with

technology • Dishonesty because of stress and pressure • Technology taking over our lines • Evaluating and managing information • Boundaries – with technology, education,

personal connectedness • Too much piled on kids, they can’t absorb it all • Stress for all partners in the school – parents,

kids, teachers, admin • Moving away from grades • Finding balance • Retaining teachers • Placing kids in colleges • Managing career structure process • Don’t always make the best use of resources –

get involved in initiatives because we can • Challenges of maintaining integrity – east vs

west; “too big to fail” – get ahead of all east mentality

• Move away form grades • Find the balance • Find time for what is of value • Taking/cutting of things • Retaining teachers • Placing students in US colleges • Chinese language • AP program – teaching for a test – can move to

OB, allow flexibility for teachers • Changing HKIS mindset – shifting focus away

from grades to education • Transitions – between grades, courses, etc.

integrating new people


Appendix D


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• Technology – keeping up with generations of technology – addressing student computer use/focus/balance/filtering information – impeding on social skills (EQ)

• Curriculum • Doing something new because we have the

resources when we could be more flexible • Sustainability, environment, pollution • Career Structure and retaining/recruiting

faculty managing change • Balancing technology with human interaction –

1:1 laptop interaction; interpersonal skills ergonomic implications

• Physical constraints of school and physical layout; therefore difficult to expand constraints scheduling and access

• Too much specializing in athletics at an early age not good physically or mentally

• School spirit; weekend socials, BBQs on field • Cost of living • Connecting back to the skills • Worlds expectations • Community expectations – e.g. getting into IVY

League schools) • Can manage those expectations -‐ educators can

define what learning is without catering to community expectations e.g. limit AP courses taken in sophomore level

• Educating parent community, expectations • Breaking away form existing expectations to

have students follow their passions • Technology – balancing to reduce sociability /

interpersonal skills • Technology • Make learning authentic • Assessment • Problem solving • Getting a good AP score • Focusing on mission & SLRs in reality and

actually following them • How to create a uniqueness and innovators

when expected to fulfill the expectations of community for academic route

• Students over commit to clubs, activities, sports and academics wins in the end – not always what students are passionate to do in their lives

• Finding time to what is value – move away from the testing culture

• Slowing down – taking time. Recognizing that reflection and thought takes time and does not need testing

• Chartwells food

• More options with food • Grade lunches • More sleep – later buses • Less tests • Adolescents face a wide and chronic health

problem – sleep deprivation – teens average less than 7 hours sleep – impairs ability to be alert, give attention, problem solve, deal with stress and retain information

• Consumption • Resources and space • Money • Energy consumption • Basics – maintain • Understanding the process – strong foundation • Time management • New students – bonding • Technology gap – pencil/paper vs computer • Balance • English is necessary • Food – improvement needed, more information

about health • Sustainability • Life skills – how to appreciate service given • Creativity integrated • Prioritize – embedding subjects • Using environment to the advantage • Improve Mandarin – how do we integrate it

more? • Can we still attract teachers because of the cost

of living in HK? • Can we keep up with the cost of technology? • Find balance between technology and other

learning models • More 1-‐1 teacher/student interactions • More world perspectives – looking at issues • Do we spend too much time on content instead

of process? • Balance between sufficient foundational skills

so we can get out of the box • Teacher grammar in LP and UP • UP needs to do a better job preparing kids so

they have a better foundation – grammar, writing, math

• A sense to the students at this school that they should have a sense of self-‐entitlement; good sense of reality in today’s society. A lot of these kids come from privileged background

• To meet the different requests and needs of the community


Appendix D


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• The school needs to make decisions of what to pursue and what not to pursue

• It’s a challenge to stay true to the basic educational tenets and keep a balance without being overwhelmed with technology

• To maintain a certain harmony within the community (multi-‐cultural) from various backgrounds

• A good understanding of the local culture and the needs of the parent community

• Instructional strategies, technology • “how do we get it all in?” • Financial resources • Bloated bureaucracy • Changing family dynamics – absent parents • Incorporating cultural difference • Physical spaces • Stressed out kids • Pollution/environment • Unification of curriculum expectations across

divisions • Need to strengthen expectations of student

behavior • National identity – (HK, US, China) • “5 schools not 1?” • lack of alignment – what would that look like? • Multiple communication across divisions • Size of school • Community involvement • Integration of programs • Isolation of HK kids and “the neighborhood” • “kid to kid” time • Between tech savvy and over reliance on • Integrating understanding China • Courses that lead to new job readiness • Meeting individual student needs tailoring for

differentiation • Balance music/art/academics/personal life • Reality of world economic situation • Getting to know HK better – diversity in the

community – variety of communities • Sense of entitlement among our students • Environment -‐ use of resources, carbon

footprint • Student stress – health and wellness; academic

pressure from peers and parents • Better food • Does school culture reflect our values? • Sustainability • Paper use

• Balancing 21st century skills and traditional skills (like writing argumentative essays)

• Being able to articulate what makes HKIS different

• Regulate the new computers and technology, easy to get distracted by YouTube, Facebook

• Remember the importance of human interaction vs overuse of technology e.g. iPhone

• Continue to produce well rounded students who not only get As but who have strong values and can think out of the box

• Evaluating critically new educational opportunities that contribute to holistic learning but does not become “watered down”

• Reliance on self vs technology e.g. researching on the computer and other sources for collecting information

• Students loose their mother tongue skills • HKIS is not just a ticket to academic

achievement, it is a holistic experience (diffuse the obsession focus on getting As)

• Appreciation not just the A student but also the athlete or musician or artist

• Balancing a student’s time (management) • Transient students – fitting in the curriculum • Maintaining core beliefs yet open to new ones • Reinventing the cafeteria – terrible food and

expensive • Focusing more on human contact rather than

using computers all the time • Some people feel they cannot connect with their

culture • Understanding • The environment, our global footprint, pollution • Getting the community involved in service –

more support on the pursuits of students • Wanting a healthy balance between healthy

academics and post-‐secondary expectations with the demands of being a teenager and realistic expectations

• Continued use or overuse of technology – using it for a purpose, but not to live

• Making sure to develop other important social skills, not just technology

• Expanding sports programs – offering space • Financial implications that career structure may

have on school e.g. teacher retention • Resources/space • Keeping curriculum international • Keeping school relevant in local community


Appendix D


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• Bridging transitional gap between local kids and culture to the more western academic and social mindset

• Foster mother longue more – classes, co-‐ordination

• Students may struggle to maintain their own cultural background

• Language proficiency – mandarin, how do we get students to a much higher level

• Technology is a distraction, losing ability to make social contact

• Keeping social intelligence intact • Kids are pressured / no time to ponder • Keeping family unit intact due to excessive

travel • National identity (American curriculum) and

China’s influence • Requirement to offer specific curricular choices

as dictated by government • Changing nature of families • Virtual school vs HKIS physical plant • Separated families because of jobs • Cost of housing • Cost to support international staff • Creating school experience to create a balanced

life for child • The challenge of family wealth potentially

isolating students and making the less empathetic

• Technology – is it a crutch? Still need to relate humanly

• Location in the world – students have limited view of HK

• Giving students an overall view of HK culture, not just that from a specific socio-‐economic segment

• Understand the new ways kids talk e.g. meme’s and use them in class

• Time management issues caused by the huge volume of content available on internet

• Helping kids who learn differently • Managing lots of activities – resulting from

parent pressure but also competition kids feel from their peers

• Developing inter-‐personal skills in a heavily computerized world

• Integrating into local community better • Staying relevant internationally without IB

program • Keep best quality teachers • Keep best quality students (not losing them to

boarding schools)

• Canadian, CIS, ISF Academy are getting a lot of positive attention (we need to improve and maintain a strong reputation as best school in HK)

• B or international curriculum – we have an American style education but are we enriching form other systems? Are we so specialized that only future option for higher education is America? Can they integrate into other systems in Europe, Asia, etc?

• Lack of alignment between campuses is a big problem

• Teaching to different styles • Open air, noisy class format • Losing time traveling between classes (too

much downtime) • Lack of alignment is problematic – no

consistency in curriculum and values • To maintain an international student body

given the fact that there are a lot of mainland Chinese families coming to HK

• Managing technology for students (not being a distraction for students). There is no monitoring in class

• Students being able to develop interpersonal skills and have social interaction with each other and not let technology dominate

• Need to expand but whether /not able to find quality teachers

• Better writing foundation as a communication skill

• Kids losing handwriting skills • Sustainability • Balance technology – role technology plays in

classroom – need to “unwire” for some classes • Rethink amount of homework – causing stress,

not balanced • Look at start times for school • Schoolwide co-‐operation on certain activities –

environmental • Balance overall (academic, arts, music,

personal, technology, health/wellness) • Technology – necessary, but kids are losing their

life because everything is in it • Maintaining social relationships – face to face

contact • Sleep – more effective learning, but late start

means later finish • Homework policy • Balancing all activities = sports, music,

homework, social life • Stress


Appendix D


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• Powerschool leads to more stress, depression • Access to technology adds stress • Cultural definition of good/success • Scholarships to encourage harder work and

goals • Do not follow up on experiences of interim • Transferring the learning • Losing out to other international schools in the

region • Technology not taking over (communication,

work process, learning basics, no eye contact/human interaction)

• Size of school (multiple communities/campuses, different emphasis, separate communications)

• Retain faculty vis-‐à-‐vis cost of living in HK (competitive package, housing allowance, time demands of stuff)

• Advancement of technology – distraction • Sleep – too much pressure and schedule

“nurture shock” absorbing while sleeping • China is future – mandarin focus • Thinking as 1 school, not 4 • Smoother transitions – better flow • Schoolwide conformity • Newsletter spam – over communicating • Align communication • Managing computer time, while being given a

computer in Grade 5 • Free time = computer time • LP redevelopment • Why LP/UP separate? • MS – HS grading system • Too competitive • Powerschool • How to address students who wish to go to non-‐

US university e.g. IB last two years • Chinese – how to cater to serious MSL students

for those who want it and balance with those that are transitory

• How to maintain high standards but willing to take a risk and perhaps be wrong

• Identity as an American school for expats versus a global school with an American curriculum

• More choices – competition. How to manage competition? How to manage student expectations / stress?

• How to get students to be more experientially proficient? How to get students out of the HKIS entitled bubble?

• Best practice for teaching of Chinese – especially made to struggle. No student should be made to feel inferior in Chinese

• Teach more about Asia/China in particular • Competition from other schools (faculty quality) • Repulse Bay campus (building the new site) • Having separate schools • Technology – too much distraction – reliance on

Wikipedia • The Facebook generation and how to engage

them • Technology fine-‐tuning the use of technology,

effective? • Look out for the future, plan and educate

accordingly • Retaining exceptional staff (identifying them)

especially when so many good opportunities elsewhere

• How retain teachers trained here • High turnover, especially among the expat

population • How to meet everyone’s expectations when the

community is so diverse • Define who we are • Cater to different levels of Chinese ability • Ensure more consistency in the Chinese

curriculum, even among/between the different divisions

• Need third category between MSL, MNN – middle ground

• How do we capitalize on the potential of the school and its HK location, political and economic freedom?

• Tuition being so high, may deter potentially strong students, less expat benefits and/or salaries not increasing as fast as tuition hikes

• Extraneous, additional costs for sports/activities/trips – too high/too competitive to join “the school” team e.g. swimming

• Quality teachers – retain, recruit, grow • How to prepare the students for entering the

work place 10+ years from now • Understanding of China. Having an

appreciation and understanding of all areas of China (world history and China history)

• Ensure we identify the best teachers with assistance from students and parents and retain them at the school. Ensure we don’t loose any more great teachers

• Structured input for poor performing teachers from parents and students


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• MS grading system is to “fluffy” and students need to be graded correctly

• Clear differentiation in the grading system • Balance ICT in the curriculum to reduce the

chance of “IT addiction” • Limited exposure to broad base of society • Bubble – how to adapt to new reality • Character challenge • Giving students opportunity to grow through

diversity • Growth through adversity when growing up in

expat bubble • Find ways to connect to local community • Technology – don’t want human interaction to

decrease; so important to be able to communicate with others, get ideas across

• Students constantly attached to computers • IT cannot replace good teaching – IT should be

used to enhance • Chinese learning program • “We are preparing kids for careers that do not

exist.” • Governance – it is not clear what roles the

owners of the school are playing • LCMS – school needs to be clearer about

governance • Clarify the relationship between LCMS and

governance; clearly transparent from LCMS side • If another strong American school opens in HK,

can this school compete? • Because of costs, how can you maintain a

diverse student body, ethnic and socio-‐economic

• Maintain “Americanness” of curriculum • Governance • Costs and sustainability • Meeting demand of school space • Chinese -‐ Need more than 4 streams • Differentiated learning • Grading system ineffective and does not

prepare kids for future classic/traditional grading system

• Quality teachers • Change middle school grading system – vague,

unhelpful, confusing, frustrating • Chinese MNN and MSL – in-‐between needed • Focus on Chinese program – keeping

consistency from LP – UP – MS – HS • Stop changing the teaching curriculum year to

year • Better selection of Chinese teachers

• Keeping/recruiting experienced (not just years – but relevant) teachers/educators

• Melting pot • Transient • Catch up time • Re-‐doing/re-‐thinking curriculum • Re-‐invent cafeteria food • Moderating technology • Balance in tech use • Some things will have to go, sense of loss • Less is more • Language – English eliminates mother tongue • Balance of things • Isolated location • Resources • Tuition fees • Very vague courses • Energy consumption • Maintain integrity – students/parents control

competition • Working to achieve a goal as a whole school

rather than dividing into smaller groups and not being able to make as much of a difference

• Everyday Math is a joke! Do something now and 5th graders need to be able to spell and punctuate

• Mental health • Balance 21st century skills with college

expectations (AP system) • Compact the sense of doom. Give hope,

empower them to take action and risks • Teach kids time management • Find the balance between traditional learning

and technology and advancement • Parent expectations – brick wall • Bolster writing program/classes in all grade

levels • Keep world religion focus • Integrate 4 campuses • Competition with IB schools • Stress build up from late afterschool activities

and homework • Integration of exercising in school. Example:

school in Chicago where problem students go to PE first as a jumpstart to the day and exercise during classes. Study shows it improves scores.

• Technology • Sleep • Learning for a grade • Learning for learning • Are we “losing” out to other schools?


Appendix D


11

• Cultural definition of “good” accosts technology adds stress

• Take away Everyday Math and replace with something better for our transient students

• Please allow R1 to participate in more extra curricular activities. As an R1 parent, it’s off putting to be told you cannot take all these neat classes.

• Attracting the best teachers • High cost of living • HS -‐ kids move out and more locals come in

which changes the student dynamics • Diversity in the student/parent body • Different academic goals and character

building expectations of the student and parents because the school is so big

• Varied interest in terms of majors' in Universities

• Competition from other International schools • Alumni networks • Growth -‐ maintaining personal touch -‐ scale of

school -‐ limit to number of students given geographic location

• Is it too big, getting too big? • Constructing a curriculum that prepares

students for an uncertain future, for jobs that don't yet exist

• Balancing technology with human capabilities • Parents putting more responsibility on the

school and expecting the school to follow their direction/input

• Teaching life skills to students looked after by helpers, students coddled

• Teaching resilience when kids are coddled, protected from failure

• Sense of purpose, instilling it in privileged students

• Continuity of Mandarin program, strengthening Mandarin

• Lack of consistency between teachers due to scale, and due to practice and personality. Consistency between 9 grade level teachers at once, especially regarding homework -‐ the purpose and usefulness of homework in particular.

• Focus move on religions values rather than on doctrine.

• Emphasize ethics and morals • Staying relevant vs. faculty (at cutting edge)

technology • Reputation

• Teaching subjects with more practical life skills to produce more 'able' children with a holistic approach. Teach subjects as 'real life' problems to be solved e.g. teach 'Java Script'. Design a website for a company from budgeting to production

• As an international school, can give students a more global view/perspective/opportunities

• Leverage diversity • Be strong in Chinese/Mandarin (being

geographically next to China), take advantage of proximity

• Leverage diversity • Be strong in Chinese/Mandarin (being

geographically next to China), take advantage of proximity

• Need to unify the Chinese text books from Grade 1 to Grade 12

• Add more resources to hire more Chinese teachers

• Isn’t AP still very relevant • What do the universities demand? • Can we be all things to all students? • Do we loose anything by not having IB? • Technology • Remote teachers • Subway • Grades • Regulation • Time management

RESPONSES FOR OPPORTUNITES

• Strengthen the Chinese program • Quality of teachers • Cultural learning opportunities – can give

students more opportunities to engage in Asian contexts (get out of American culture bubble)

• Academically – need to aim higher and be less satisfied with mediocre results (focus more on top university entry)

• Using parents as school resource – career guidance, internship opportunities, professional advice

• Hiring professionals to work with school (PR, World Café)

• Ability to connect our students to experiences in field or relevant experiences globally

• Integrating into education, skills that are relevant to post academic life

• Ability to think if school differently


Appendix D


12

• Availability of multi-‐cultural environment for children to learn diversity

• Resources • Quality of teachers • Facilities • Network with universities • Alumni • Mentoring • Networking / parents and students • High relative net worth of HKIS families

(offsetting challenges in being “spoiled”) • Everyday Math allows flexibility for different

types of learners • Get more simplified Chinese books and develop

a simplified Chinese book clubs • More balanced international outlook • The world is changing – the kids should have

opportunity to emphasize on simplified Chinese. The Chinese curriculum should be re-‐vamped with proper curriculum.

• Professional development days can be out of school hours

• To strengthen kids creativity and balance and offer more non-‐science subjects

• Find more internationally meaningful exam and prepare the children for solid academic performance

• Teach kids life skills to handle conflicts. Teachers should be teaching children how to deal with conflict and resilience

• For math, encourage different ways to solve problems and support the children for efficient way for problem solving

• Technology resonance can be leveraged – should be more creative and be efficient with efficient with existing facility

• Enhance school’s Chinese curriculum to be more competitive with other international schools

• Better PR for school to communicate the school’s academic excellence and commitment to Chinese program

• Take opportunity to have the proposed sports complex in Tai Tam come to fruition

• Integrate Chinese culture with rest of curriculum / homeroom

• Develop curriculum that integrates all SLRs into all subjects more systematically. Eg. Science – human body, in Chinese learn parts of body in Chinese

• Chinese appears to be a totally separate program. Huge opportunity given we live in HK (Chinese history, poetry, geography)

• HKIS located in Asia, great diversity, culture, history exposure, language

• Leverage HKIS alumni/parents to share careers/experiences with students – successful business owners, performing arts, unusual careers career paths

• Assimilating more with local community – develop partnerships with charities or other schools – student ambassadors to local schools ie. Shenzhen students visit HKIS

• Integrate with other international schools in HK and neighboring countries e.g. doing projects with Tokyo schools

• The demand of good quality education in HK and therefore allows the school to select higher quality students

• HKIS brand is very strong and college placement is still one of the best, so HKIS can select better students

• Create a term-‐long student exchange program • More information and communication about

how parents can use their many skills in helping school (e.g. PR managers can join committees / be used as sounding board; input into school curriculum and other aspects of the school)

• Better preparation for transition between school divisions

• Development of new LP and UP facilities • Creating a consistent and continuous learning

culture throughout the school • Motivate our students and teachers to want to

learn outside as well as inside the school • Incorporate consistent guiding principles for

teachers within same year • Teaching students to be self-‐motivated to

prioritize activities (e.g. learning and homework over social media/video games), especially with computer usage

• Our kids will get the global view better • Exposed to different shades of light in Asia • Give our kids “roots” • We could learn from other cultures –

academically and socially • Well positioned to take advantage of

international community coming from different perspectives

• Best practices from each perspective to create best curriculum i.e. IB critical thinking

• We can learn how learning is done in different parts of the world – that will be a truly international educational experience

• Our kids will get the global world better


Appendix D


13

• Kids will be better balanced individuals because they see the different shades of life in Asia

• Exposure to world religions • Train faculty – PD in religions • Accurately communicate what the school does

and believes to parent community • Technology • Reflection on the use now that we’ve had 1:1 • Using it as one of many tools (not the only tool)

to develop a protocol for kids using tech • build 1 campus • take care of faculty (health, life, physical,

mental well-‐being) • Slow down the pace at HKIS for faculty, parents

and students • Slow down • Model a balanced approach to life • Educated technology usage – valid and reliable • New buildings to reinvent ourselves physically • Use local and community resources (speakers,

universities) • More mentoring students (with students) • More interaction with students among divisions • On-‐line curriculum • More parent education in LP – need to better

understand American curriculum – have to justify recess

• More parent education about reasonable expectations

• Strong community support • Re-‐development of lower primary • PD • Potential to help our students to know more

about China (culture, language, country) • Possibility of setting up school in China • Let the technology more access to learning – it

is a fantastic tool • Incorporate values into learning • Opportunity to address – the current world –

become more globally minded • The school/college you get into isn’t everything

lots of ways to be fulfilled – happy • Outreach to HK – gives more opportunity for

empathy • Professional development to teach world

religions not just Christianity • Teacher retention • Geography / China, India • More opportunity for language learning skills

and cultural skills

• Leveraging technology – getting the most out of it

• Parent support • More transparency from school • Technology – it is the way the world is going –

teach better “etiquette” & responsibility • Parent resources • Cultural diversity • Career Structure – individuals reflect, grow,

review and improve practice • Focus school ambition on few, most important

goals, by taking things off our plates – we can focus on values

• Purpose built LP building / re-‐development • Access to best resources, best PD opportunities,

best parent training sessions etc • Document and embed instruction and support

for higher level skills and growth (integrity, values, etc)

• LP re-‐development especially gives chance to use space to support values – children’s physical activity, etc

• Very strong financial foundation – stability • A Board and school administrators willing and

eager to evaluate and improve school practices • LP building – developmentally appropriate

building for our early childhood philosophy • Parent education to explain curriculum at the

beginnings of the year • Back to school night is too heavy and keeps it

light in the beginning to introduce the routines. Then to bring them back a couple of months later to talk curriculum

• We can be very globally minded with our resources

• Collaborate across grade levels • Internal opportunities ie travel – global

awareness – awareness of diversity • To develop new schools (as the need to re-‐build

arises) that accommodate light and space to meet their play and creative needs

• To connect LP and UP physically (yet keeps autonomy of both)

• To set up HKIS satellite campuses in other locations (outside HK)

• More connection with HK community e.g. internships

• Develop a wonderful, fabulous new LP campus • Re-‐designing the UP campus • Technology • Allows teachers a little more flexibility/time in

curriculum/day for students to develop interests


Appendix D


14

and time to pause/reflect (a little bit of elbow room) Feels like we have more to teach than time to do it. We have the opportunity to fix/modify this.

• Admissions department need to share with new families the school philosophy (especially LP philosophy)

• Global mindedness in students • Fostering sense of stewardship • Cause change – locally, globally • IT growth – 21st century learning – put on

school / kids ahead of others • Develop strong sense of self in students to

connect • Develop cohesion amongst/within school

campuses – one campus! • Strong community support – diverse parent

body • The new building will have state of art facilities • More diverse PAG (term limits) • Re-‐development and re-‐visioning LP /early

childhood – facility for 21st century • Develop bubble technology – “LP shield” • Apply for creativity, process / inquiry learning • Develop our own teacher incentive recruitment

and retention program that is 1st class – competitive, not just “good enough”

• Allows us to be more purpose-‐driven. Keeps the school “on its toes” for providing quality school education

• More school housing • Staying current with the many uses of

technology – global awareness • Align what we do with the mission statement –

talk with students and parents overtly and regularly to make the connections. Use it to be a goal-‐driven community

• Job for new Chinese Studies Director – maintaining the quality of teaching Chinese

• Space – embed our tech into purposeful holistic wellness

• LP rebuild – quality education center for Greater China and Asia

• Chance to maintain our reputation • Learning technology skills • Service oriented • Building and structures and creating a space

that fits us • Tech for students with special needs • Alumni – will be great assets to our schools in

supporting us

• An opportunity for teachers to explore, be creative (more room for professional judgment)

• Using technology as a proper tool • Encourage passions while adhering to rigid

curriculum • How do we move to a model that is not there

yet? • Be a great student and well rounded • Offer alternate courses • Educate parents, change perspective of

expectations • What is really happening with college process • Prepare kids for life not for college acceptance • Find who they are • All groups need to learn and support the

learning without it being only considering college application and how to take the pressure off

• Release Jr. English from AP – free up course selection from AP titles

• Reflect on the way we teach -‐ How we adapt to teaching

• Give students more opportunities to show what they know and express their way of learning

• Encourage more passions – continue life-‐long learning opportunities

• Need to embrace the challenges as opportunities

• Sustainability, environment, pollution – tap into resources in HKIS, beyond HK community

• Career Structure and retaining/recruiting faculty managing change – maintaining momentum and adapting

• Be a school that people want to aspire to attend or recruit from or hire from – reputation and student life “HKIS brand recognized”

• Facilities • Connect with local community • Independent fitness, team sports conflicts of

scheduling, various levels of athletic abilities • Chinese language • Location • Exposure to culture • We are a world wide community • We can use worldwide resources and

knowledge • We are well versed in using global community • Technology helping to build communities and

reach out to others • Type A parents (& their kids) – they can really

accomplish things


Appendix D


15

• Lots of talent in the community and willingness to share

• Location is great – worldwide center • Career Structure • Become a leader in education circles (reputation

is high among colleagues) • Become the leading innovator in sustainability

for education – environmental education and furthering environmental sustainability

• More parent feedback in teacher evaluation, objective from their viewpoint

• More refined and organized service system • HS check and balance system for service clubs

to see who the committed members are • Good teachers that are passionate • Continuity in service clubs and activities • Taps into and utilize our networks – public

community • Access to hands-‐on experience • Develop a co-‐op program • Continuing to be globally competitive • Review curriculum with an eye to global

citizenship • Developing the site next to the field • Money is not an issue • Emphasis on ethics and moral education from a

young age • Add to curriculum by using technology to work

with students around the world • Emphasis the passion of life-‐long learning –

they see how quickly things change so realize the need to always learn

• Sustainability • Planning – 3-‐5year plans • Service learning promotes leadership • Arts for everyone • China – tap into resources/learning • Cross border exchange • Internships • Career structure for teachers • World-‐wide community • Lots of resources to share with the community • ICT might help us share and communicate with

people all over the world • Be on the cutting edge of the type of education

we want to see in the future • Make it cool that “F” is the new “A” so that

students see failure as a path to growth and development of passions

• Technology • Long distance learning

• Implementation of mediation program – mindfulness

• Flexible schedule • Online learning • Network across divisions • Single K-‐12 campus • Cross age collaboration • Faculty – expansion • Incredible resources • Sitting in the middle of Asia • Changing the classroom • Online classes • Teachers facilitate learning • Experience base • Project base learning • Inter-‐disciplinary • Change the learning • More focus on ethics • Global issues • Multi-‐age learning • Getting faculty from different backgrounds,

faith, countries • Continue to learn – be exposed to multiple

cultures – to make a difference • More interaction among parents and kids

(social/outside school) • Sports opportunities outside competitive teams • Open-‐minded, dream big, “what is success? –

deal with what you do know, find greater calling

• “process of learning” is transferable • can we open another school in the New

territories? • Integrating remote learning – technology, ICT

into curriculum • Hire ICT in-‐depth faculty • IB? • Proximity to China, use mandarin • Service learning – effort for students to benefit

from exposure • Integration with local HK community, cultural

opportunities • Cultivate relationships with other Lutheran

schools in HK – build partnerships • Leaders in growth process of education in

integration with China and use of mandarin • Technology base – open to new learning

situations; maybe not always in the classroom (e.g. online learning) – allows for different types of learners

• Parent community – take advantage of parents


Appendix D


16

• Identify our strengths and invest/supporting in developing the areas

• Move to A-‐F grading system in MS/HS to provide clear feedback

• Recruit/teach teachers to fully integrate ICT and leverage the opportunity technology provides

• Teaching “ICT-‐Q” – the IT equivalent of EQ and IQ

• Strengthen Chinese language program to be more competitive

• Differentiated learning, smaller class sizes, cater to the different levels

• Help kids gain more confidence in their language, not more demoralized as they move up

• Use of IT, reduce student’s “obsession” with it, make more of a positive, educational experience

• Making learning Chinese more fun • Location of the school, situated to be a world

player, and in the Chinese program • Opportunities to maximize the sports facilities

without too much additional changes that are very costly (e.g. field, pools)

• The alumni body -‐ harness the power and support

• Diversity of students and parents • Location of Hong Kong – a center of get

together • Go for general principles and skill-‐sets • Competition, opportunities for growth,

improvement • Develop inquiry • Impact as an educational growth center for

other schools • Develop Chinese curriculum to meet various

levels • Develop a curriculum that all students get a

strong Asian knowledge base • Develop more local service opportunities within

Hong Kong • Develop professional faculty educational and

student educational relationship cross cultural growth opportunities with local educational staff/faculties

• More differentiated teaching, maybe ½ together

• What we could and what we are • Emphasize fundamental values – honesty

respect, cultural, compassion • Take the time to praise our kids • Size of school – age appropriate focus

• Connections with admissions for colleges and track accordingly

• Advancement of technology – 1:1 PCs faster for research

• Introduction of new technology to be competitive (smartboards, eco-‐friendly environment, 1:1 PCs, etc)

• Learning a 2nd language • Helping kids become technologically competent • Use technology wisely • Career Structure opportunities for growth • Project based • Varied opportunities • Bring out in students who can contribute

because of financial restrictions • Diversity • Interim – valuable experience • AP classes – rethink who gets in • Summer programming – future fields of interest • Improve collaboration/teamwork – rethink

classes • Improve overall values /respect/good manners

for students • Honesty/integrity • Using technology to gain independence • Using technology to enhance learning • Constant flow of incoming and exciting students

as they bring in new ideas • Teachers are approachable and open to interact

with students • Spirituality dimension (keep up prayers in MS

&HS, world religions – cultural sensitivity and commonalities)

• Better to go deep in fewer subjects and not skim everything

• Align campuses curriculum / spiritual-‐wise • To teach depth not just multi-‐tasking • Memes – could be used to reinforce teaching

and to connect with students better • Teach to differentiate learning styles to soak up

abilities of white child. Stronger commitment to differentiation in classroom instruction

• To focus on other traits other than just academic achievement

• To better highlight achievements beyond academics in a whole child manner. This is a natural outgrowth of whole child education

• Celebrate the children in different ways • Partner with China in some ways • Stop classrooms looking like jail cells


Appendix D


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• Being in an international setting and having the ability to develop a world view

• Balancing technology with traditional skills and character qualities

• National identity – reflect and redefine • Families separated by things like employment • An opportunity to marry the best of virtual

schooling with the best of HKIS’s physically present program

• Use spirituality discussions as part of process of molding the whole person

• HKIS can be a voice in greater HK community by sharing what we learn about how we do what we do after we measure the impact

• Become even more culturally diverse as globalization increases

• Develop a stronger awareness of the local culture / language – host country studies

• Great opportunities for e-‐learning • Put more lessons online so students can go back

and access it • Supporting students better who may have

emotionally sensitive family situations • Build community through service • Look to expand diversity – student population

and exchange programs • Tap more into the fact that we are such a

central hub for internships, travel, global awareness, service, thinking outside the box with community awareness

• Local exchanges • Transient students – fresh ideas, new people,

ties and talents • Taking more advantage of the culture of Hong

Kong • Understanding China • Recognize achievement in students beyond the

academics • Create art/music/literature • Being in Hong Kong – get out into it • Talents in community – parents are an

untapped resource – interims • School exchanges – integrate with community • Manage self-‐finances, travel time and

independence • Address issues of environment • Interdisciplinary education • We aren’t constrained by a particular education

framework (IB) • To be cutting edge – impact Hong Kong

education “liberal studies”, more exchanges with local schools

• Improve mandarin – how do we integrate it more?

• Our location – Asia is strong – how can we use it as an opportunity?

• Use what’s doing well in the school to create civic leaders

• Advancement in technology, the 1:1 laptop • Figure our a way to use technology but not

overuse or use as a crutch (effective use) • Create case studies that can be used to improve

the entire HK community, not just HKIS • Our location is a plus in terms of learning.

Mandarin good but also a challenge because Cantonese is the language of HK

• Opportunity with clubs for students to become leaders at an early age

• Financial resources • Fundraising • Alumni base • Improve communications • Improve writing skills • Students monitoring their own behavior • Brighten up the HS aesthetically • Incorporating cultural differences • Unification of curriculum across divisions • Career structure • Sporting opportunities • Scholarships for local kids – developing socio-‐

economic diversity • Promoting a balanced life for our students • More service in MS • Service related to climate change,

environmental issues • A chance to adapt to this ever changing world • To stay true to the basic educational tenets

regardless of technology changes • For the students to learn and understand Hong

Kong and China, we’re right here; and China being a future power

• Being global / diverse / mixed • People which we can learn from • Developing countries are now the focus • Travel opportunities • Expat community has become more diverse

(Europeans and mainland Chinese) • Expats stay longer, so the school can plan long-‐

term projects for students • HKIS still a strong brand • HKIS graduate will come back to HK or Asia • How to keep our values/roots in

social/tech/material change


Appendix D


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• Educate our children to be the best "for" the world, not "in" the world

• To develop each child's potential • Be leaders on education to explain why school

does x, y, z • School to have a voice and be the leader,

maybe push back on parents when necessary • Take advantage of being in HK, incorporate

with local community, integration with Hong Kong and its many opportunities

• To take advantage of West/East connection in Hong Kong, leverage best of both systems

• Integrate Chinese program/the rest of the curriculum, integrating art/music/PE into aspects of Chinese culture

• Leverage alumni network, especially senior students now going off

• Leverage parent resources i.e. giving talks about success/failure/careers/life

• Kids learn, informal meet ups • Take on an international recognized curriculum

e.g. IB in order to address balance and depth of subjects

• Take more advantage of proximity to China -‐ travel, student exchange

• Adopt the 'Flip Classroom' approach • Keeping up with technology • Using it intentionally • Impact the changing education system in China • Considering adding IB to grade 11 & 12 • Offers after school Chinese tuition at school

paid by parents • Why is IB becoming popular? • Technology as a tool to educate • Transient – fresh ideas • Cultural diversity • More tolerance • Flexibility • Mother tongue • Technology: 1:1, use for life skills • Training ground for local schools (liberal

studies) • Tapping into the parent community • MS service • Environmental service clubs • Reusable energy • Involve parents in exposing students to real

world work experiences • China • Satellite campus idea – partner with organic

farm in China to teach where food comes from,

intercultural competency public health and sustainability all in an immersion experience on China/Mandarin (think like the Mountain School in Vermont, USA).

• Can we have an edible landscape? for real. There is probably several acres of space to grow food. Instead of flowers, grow tomatoes, beans, peas, squash. Use them in the food service or donate them to a food bank.

• New students/teachers • Nutrition/student input for cafeteria food • Language • Aspirations – clubs – student leadership

opportunities • Broaden out students most country studies

hkis question 4

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