Congratulations to the SIS Community for Maintaining Accreditation Status

  • COVID-19
  • Elementary
  • Former Student's Association
  • High School
  • Kindergarten
  • Life in Setagaya
  • Middle School
  • Parent's Association (SPA)
  • Teachers
Congratulations to the SIS Community for Maintaining Accreditation Status
Colette Rogers (Head of School ) & Michael Swindells (Accreditation Coordinator)

Seisen International School has maintained its accreditation status with the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC).

The award of CIS accreditation recognises your school’s commitment to student well-being and high-quality learning and teaching as well as to global citizenship and intercultural learning.

We would sincerely like to acknowledge the efforts of the faculty and staff. In addition, we would also like to thank the members of the parent community who participated in the virtual visit with the evaluation team. We appreciate their support and their authentic engagement in the process.

It is indeed a moment of great accomplishment for our school community, as we continue to build upon the legacy of the Handmaids of the Sacred Heart of Jesus in providing a values-based, high-quality international education for our students. 

Please see below for commendations given by the visiting evaluation team and highlights from the team evaluation report. These strengths should be celebrated by the school community.

Seisen CIS
neasc-Seisen International School in Tokyo

DOMAIN A | Purpose and direction

A1 The senior leadership team’s efforts in ensuring the guiding statements are understood by all constituent groups which provides a clear insight into the school’s purpose and direction.
A2 The kindergarten and elementary school faculty for developing age appropriate artifacts of the definition of learning and learning principles in order to make them accessible for their students.
A3 The DEIJ steering committee for highlighting global citizenship as a fundamental element in their work to ensure intercultural learning happens both inside and beyond the classroom.
A4 (Major) The senior leadership team in its ongoing commitment to support and nurture community well-being which provides a safe environment for all constituents

It was evident in conversations with parents there was an appreciation for the values that were instilled in their children through the framework of the guiding statements. One parent, in particular, highlighted the school’s effectiveness in transforming Catholic values into their child’s daily approaches to life.

DOMAIN B | Governance, ownership, and leadership

B3 The board and leadership for clearly communicating the school's educational plans and their links with the guiding statements to all members of the school community.
B4 The board for establishing and maintaining a board structure that provides the school with clear direction, support, and continuity. 
B5 The leadership for creating the position of global mindedness and intercultural competencies coordinator in order to support the development of intercultural competencies and the school's cultural context of all staff

In discussions with the board it was noted that the board fully supports the head of school and her leadership team. They see the head of school as the responsible leader of the school who has oversight of all school operations.  

DOMAIN C | The curriculum

C1 

KG/ES The kindergarten and elementary school teachers for rewording the learning principles into child-accessible language so students are able to reflect on what high-quality learning means at SIS.

(Major) The senior leadership team for collaboratively devising and implementing the learner principles, which enable all students to be engaged and successful in their learning.

C2 

KG/ES The senior leadership team for creating the position of global mindedness and intercultural competencies coordinator in order to support their students in becoming global citizens.

The kindergarten principal and teachers for planning for individualised learning so that all students may access and be challenged by the curriculum.

C4  KG/ES The PYP coordinator, MYP coordinator, and DP coordinator for meeting regularly to articulate the programmes in order to align the curricular journey of the students.
C5  KG/ES(Major) The senior leadership team for creating an environment of trust and openness so that teachers feel empowered and supported in order for curricular innovation and exploration to occur.
C6  KG/ES The kindergarten and elementary school faculty for their commitment toward developing leadership and instilling the importance of service in their students in order to promote active and engaged global citizens.
C1  MS/HS The senior leadership team for collaboratively devising and implementing the learning principles, which enable all students to be engaged and successful in their learning.
C2  MS/HS The senior leadership team for employing an additional counsellor, timetabling office hours, and the advisory programme to better meet the academic and well-being needs of the students.
C5  MS/HS The senior leadership team for supporting and encouraging teachers to be innovative and creative in their teaching practices, for the benefit of student learning and progress.
C6  MS/HS The faculty and students for their commitment to service learning to promote active and engaged global citizenship.

Lesson observations revealed excellent examples of intercultural learning right across the school, providing students with a wealth of opportunities to relate global contexts to local concerns.

DOMAIN D | Teaching and assessing for learning

D1 

KG/ES The kindergarten and elementary school teachers for providing learning opportunities which are varied and engaging so that students are active participants in the learning process.

The kindergarten and elementary school principals and PYP coordinator for providing a systematic approach to planning curriculum with increased complexity in order to meet the needs of all learners.

The senior leadership team and teaching staff for providing high-quality learning opportunities that engage and challenge students and promote progress.
D3  KG/ES The coordinator and kindergarten and elementary school teachers for explicitly planning global citizenship and intercultural learning experiences so that students are developing their intercultural learning on a regular basis.
D5  KG/ES The senior leadership team for adding an EAL teacher in kindergarten which has led to improved practices for teaching multilingual learners.
D6  KG/ES The kindergarten and elementary school principals for implementing Seesaw so that parents better understand what and how their children learn.
D7 

KG/ES The PYP coordinator for putting systems in place to regularly analyse assessment data to inform teaching which has led to improved student learning.

The SLT for the purchase of the Learning Analytics Collaborative (LAC) that will facilitate analysis of learning and stronger teaching practices.

D8 

KG/ES The kindergarten and elementary school principals and teachers for the creation of the learning principles in child friendly language so that all students can understand the guiding principles.

The kindergarten and elementary school principals and teachers for developing a transition plan for sharing information about students so that students’ learning progressions are documented and used by the next teacher.

D1  MS/HS The senior leadership team and teaching staff for providing high-quality learning opportunities that engage and challenge students, and promote progress.
D3 

MS/HS The senior leadership team for facilitating whole school professional development on intercultural competencies to raise the profile of this area in the school. 

The middle school and high school teachers for their work on developing intercultural learning in the school, and for providing intercultural learning experiences within the curriculum on a regular basis.

D4  MS/HS The learning support teacher for implementation of effective support to meet the needs and learning goals of all students.
D5  MS/HS The EAL teacher for implementing a pilot system for ensuring that language(s) development is an integrated part of the school programme, and enabling access to foreign languages for students identified as having EAL needs.
D7  MS/HS The senior leadership team for implementation of ManageBac and criterion referenced reporting which has continued to facilitate formative assessment practices for student progression.
D8 

MS/HS The middle school and high school teaching staff for facilitating a feedback-rich environment, where students feel well supported and confident to ask for help.

The senior leadership team for their work on investigating and setting up of the Learning Analytics Collaborative and Komodo portals, which will significantly develop the collection and analysis of academic and well-being student data to improve student learning and progress.

Parents were very appreciative of the global curriculum the IB offers, the leadership skills the school is instilling in their children, the emphasis in maintaining their mother tongue, and the exposure their children get to global issues.

DOMAIN E | Well-being

E1 The senior leadership team for purchasing and planning for implementation of Komodo which will provide systematic and longitudinal data about student well-being.
E2 The senior leadership team for adding a middle school counsellor position which has led to greater social-emotional support for students and staff.
E3 (Major) The senior leadership team for proactively conducting and acting upon frequent and systematic surveys to monitor the mental health and well-being of students and staff which has led to a school community that feels valued and safe.
E6 The senior leadership team for adding a full-time dedicated career counselling and higher education advisor which has led to greater access to and support for high school students in their future planning.

The mission statement, guiding principles, and learning principles drive many aspects of daily school life, and student voice and choice directly influence curricular and cocurricular learning. It was evident in both conversations with staff and review of the
evidence that effective student relationships are nurtured in numerous ways across the
grade levels.

Domain F - STAFFING

F1 The head of school for implementing a recruitment policy which facilitates inclusion, diversity, and equity to develop global citizenship.
F3 The administration assistants to the senior leadership team for designing a new performance development programme for support staff, which links to the school’s priorities and mission statements.
F5 (Major) The senior leadership team for fostering a professional, open, and trusting working environment that has a positive effect on staff well-being.

Students spoke very positively about their teachers and mentioned during interviews how they were appropriately challenged and always offered support when needed. Parents were complimentary about the abilities of the teaching staff, in particular how supportive they are with the rigour of the IB curriculum. The CIS Community Survey demonstrates that alumni also believe that teachers at Seisen have the required skills and experience to deliver high-quality learning.

DOMAIN G | Premises, facilities, technology systems, and auxiliary services

G4 The facilities support staff for their commitment and passion to meet the needs of staff and students at SIS.

All stakeholders spoke extremely highly of their ability in and knowledge of school evacuation and safety drills (95%+). Awareness, practice, and provisions are clearly embedded due to the reality of earthquakes. 

DOMAIN H | Community and home partnerships

H1 (Major) The senior leadership team and teachers for the extensive communication provided to the community during the COVID-19 pandemic, supporting transparency and immediacy of communication, building enhanced trust, and enabling students and parents to feel safe at school.
H2 The students for their intentionality and leadership in contributing to the support of others in the Tokyo and Japan regions, strengthening their global citizenship and intercultural understanding.

The school engages in local and national community support and has successfully contributed to building empathy through sister schools as part of the Handmaids of the Sacred Heart of Jesus organization. 

Highlights for the Team Evaluation Report

SIS is an established school which articulates its values and mission through a curriculum that is focused on knowledge, concepts, skills, and dispositions. It was evident in conversations with staff and throughout the documentation that SIS is dedicated to reflecting upon and improving their curriculum in order to support all of their learners.

  • Comments from parents, teachers and students defined SIS as positive and happy, supportive, and rigorous academically.
  • Descriptions by students, teachers, staff and parents of the school’s learning environment provide strong validation that the guiding statements of SIS are reflected in practice.
  • Students further highlighted that the culture in Seisen encouraged “a mindset where we will ask for help”. As such students clearly reflect and act upon feedback.
  • It was clear that everyone is treated with equal respect and that this is an important part of the culture of the school. 
  • SIS teachers know their students as individual learners and understand what their next learning targets need to be.

Curriculum innovation and exploration is embedded in the school culture by providing teachers autonomy, and creating an environment of trust and openness so that teachers feel empowered to share new ideas; while, the leadership regularly monitors classroom practices and provides constructive feedback. Through conversations with teachers, it was evident that this is valued as one of the strengths of the school environment and its leadership.

  • Student voice, choice, and agency were not only talked about by teachers but witnessed in classroom observations throughout the kindergarten and elementary school. In the kindergarten, the combination of Montessori and PYP has developed an environment where students are actively engaged independently and in small groups in tasks that are developmentally appropriate and with sufficient challenge. Students have individualised learning plans which are regularly monitored and modified in order to reflect the learning targets for each individual kindergarten student.
  • There is significant evidence from a range of key policies that there is a clear and fully articulated vision of high-quality learning, which is woven into school curricular, extracurricular activities, and staff professional development.
  • There is significant evidence that the school has developed a fully integrated definition of high-quality learning, which is articulated through policy documentation and the learning principles. Results from the CIS Community Survey were overwhelmingly positive regarding student learning, and this is supported in evidence from lesson observations, planning documentation, and conversations with students.
  • The learning support teachers and EAL teachers are highly valued by teachers and parents alike. Teachers frequently commented that they appreciate the support and guidance on how to meet individual learning differences and the workshops they give to staff on different strategies. Parents were equally appreciative of how their child's needs are addressed, communicated, and monitored by the school.
Certificate
Certificate


 

More Seisen News