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2018-2023 Strategic Plan

Co-Chairs' Letter

On behalf of Washington Episcopal School, we are pleased to present our 2018-2023 Strategic Plan. We believe this plan will further solidify WES’s position as a top-tier Nursery to Grade 8 school in the DC metro area.

In the plan’s development, our goal was to be inclusive, aspirational, analytical, curious, reflective, and child-centered. We benchmarked our strengths as an academic and Episcopal institution and looked for areas in need of buttressing. We scanned the education sector for innovative practices and advancements that would enhance our children’s experience as well as to catalog and address obstacles that WES is likely to face. Overall, our plan reaffirms our commitment to help every WES student to develop his or her fullest potential in life and career.

This plan provides a clear understanding of where we are now, where we are going, and how we will get there. We are confident that the following goals and strategies will effectively guide and enrich our school while providing the needed flexibility to respond to the inevitable challenges and opportunities that emerge in the next five years.

We are appreciative of the many individuals who thoughtfully contributed to this plan, and a call for the continued engagement, communication, and feedback from all stakeholders and community members needed to make this plan a success.

Through this collaborative effort, we look forward to seeing many of the plan’s fruit coming to bear—fruit that will surely further enhance and establish WES as an education leader amongst our peers.

Sincerely,

Danny Vogelman
Head of School & Strategic Planning Co-Chair

Stacie DeRamus
Strategic Planning Committee Co-Chair

"It was a Saturday and my daughter in sixth-grade, who started at WES this year, remarked, 'I wish it was Monday, so I could go to school!' That's how much she loves being at WES."

— Brian Cooper, WES Parent

The 2018-2023 Strategic Plan

Washington Episcopal School (WES) inspires academic and personal excellence within a joyful learning environment. With a fresh and informed approach that blends tradition with innovation, our vibrant and close-knit community balances the pursuit of academic rigor with character building to develop students who are kind, confident, and prepared.

At WES, we are preparing our students for life. Our Nursery through Grade 8 model allows us to concentrate our resources in the early stages of our students’ development. This creates a strong foundation on which to build the rest of their lives. Moreover, our friendly atmosphere and robust relationships among the students, faculty, staff, parents, and alumni make all feel welcome.WES is in a position of strength, prosperity, and growth. The following plan is anchored by our Episcopal values, reflects our commitment to diversity, is a product of engagement with our community, and focuses our efforts in order to empower learning, elevate each child’s potential, and enrich our environment. As we realize our goals, we will ensure that our students continue to stride confidently into the world, delight in it, and contribute to it.

The Strategic Plan is organized into three themes: Empower, Elevate, and Enrich.

Empower

WES is committed to Empower students with the knowledge and skills to be successful. We provide a dynamic learning environment, grounded in current research and best practices that balances tradition and innovation.

Goal I
Provide an extraordinary, balanced, and connected student learning experience.

Strategies
1. Expand experiential learning opportunities for all students to apply classroom teaching to real-world experiences.
2. Further integrate opportunities for connections within and between disciplines and across grade levels.
3. Ensure that the scope and sequence in all disciplines is evaluated and revised through an articulated and systematic curriculum review cycle.

Goal II
Provide students with a faculty and staff of transformative educators.

Strategies
1. Cultivate and celebrate excellence in the faculty and staff through an articulated recognition and leadership program with competitive compensation and benefits.
2. Expand the annual professional development plan to foster a culture and environment that encourages experimentation and innovation in classroom teaching and learning approaches.
3. Strengthen the faculty and staff orientation and mentoring programs.

Goal III
Deliver optimal student support systems.

Strategies
1. Reaffirm that instructional practices, master schedule, and instructional technology align with our expectations of high academic achievement.
2. Ensure that differentiation of instruction is effective and consistent.
3. Enhance the provision of academic support.

Elevate

WES is committed to Elevate each student’s potential by providing opportunities to develop character and global mindedness so that students are aware of, connected to, and respectful of the diversity of local and global communities. We expose students to a variety of ideas and perspectives fostering the individual growth of each student and celebrating the diversity of our community.

Goal I
Foster the health and growth of the whole child.

Strategies
1. Reaffirm that the Social Emotional Learning curriculum is responsive, aligned with our Virtues Curriculum, and supports our culture of kindness.
2. Expand and integrate the service-learning program.
3. Invest in Social Emotional Learning support.

Goal II
Deliver an educational program that fosters the growth of global citizens.

Strategies
1. Enhance the curriculum to include opportunities to develop global mindedness.
2. Cultivate and increase relationships for students between schools and organizations nationally and internationally.
3. Expand cultural learning and provide opportunities for all students to benefit from the knowledge and experience gained through study trips.

Goal III
Celebrate and cultivate diversity and cultural proficiency.

Strategies
1. Expand programs and activities that celebrate diversity within and around WES.
2. Engage faculty in the regular evaluation of curriculum to ensure it includes diverse perspectives.
3. Engage students, families, and faculty/staff in ongoing dialogue that increases cultural competency and awareness.

Enrich

WES is committed to Enrich the learning environment to ensure that the school’s facilities, infrastructure, and fiscal foundation sustain our current programs and support our strategic initiatives. We provide students diverse educational settings, opportunities, and tools to engage in a rapidly changing world.

Goal I
Provide a flexible and responsive learning environment.

Strategies
1. Enhance physical spaces throughout the WES campus
to maximize the learning experience of all students.
2. Maintain and continuously assess that the Master Facilities Plan meets the needs of current and future students.

Goal II
Sustain our secure and welcoming campus while leveraging our location.

Strategies
1. Maximize our proximity to the Washington, DC, area for
enhanced local experiential learning opportunities.
2. Promote the benefits of our campus and location.
3. Maintain and continuously affirm the safety and security of the WES campus.

Goal III
Ensure the long-term financial strength of the school.

Strategies
1. Enhance fiscal planning procedures to ensure future
financial health.
2. Communicate and promote the value of the WES experience.
3. Strengthen the philanthropic support and profile of the school.

The Process and Approach

In the winter of 2017, WES began the planning process for its next strategic plan. The Board of Trustees created a Strategic Planning Committee and outlined the committee’s responsibilities to include guiding the planning process, acting in an advisory capacity in the strategic plan’s development, and creating and submitting the final draft to the Board of Trustees for approval.

The Strategic Planning Committee consisted of 17 individuals who represented a wide range of backgrounds, expertise, and WES tenures. The committee also engaged an experienced consultant who had deep knowledge of independent schools and the strategic planning process. The committee provided analysis and research and acted as a thought partner to better define the intentional and dynamic direction of the school.

The Strategic Planning Committee finalized the plan and submitted it to the WES Board of Trustees for approval. The Board approved the 2018-2023 Strategic Plan in June 2018. The plan is now with the head of school, administration, faculty, and staff for implementation. The WES administration will regularly provide status and progress reports to the WES community throughout the five years of the plan’s implementation.

The WES community served a critical role in this process. Through surveys, focus groups, and other activities, the committee sought input and feedback from students, parents, alumni, faculty, staff, administrators, and other key stakeholders. These individuals emphasized the core assets that make WES so special and highlighted the areas that offered the most potential for the school’s and students’ future growth and development.

The Committees & Your Support

Thank you.

We greatly appreciate the students, families, and community members who contributed their time and talent to shape and inform this strategic plan.

Special thanks goes to the Strategic Planning Committee members:

  • Danny Vogelman (Co-Chair)
  • Katie Hopper
  • Stacie DeRamus (Co-Chair)
  • Ivonne Chand O’Neal
  • Mark Ball
  • Patrick Pané
  • Natalya Bah
  • Amanda Phillips
  • Brook Carroll, Ph.D.
  • Katie Rothwell
  • Nate Dennison
  • Ron Valenzia
  • Flavia Facio
  • Andy White
  • Claire Henderson
  • Nancy Wright

To implement the Strategic Plan, the following committees have been created:

  • Admission and Marketing
  • Facilities
  • Safety and Security
  • Curriculum and Instruction
  • Finance
  • Support Services
  • Diversity Equity and Justice
  • Personnel
  • Technology

We are grateful for your suggestions and offers to contribute expertise or resources to the process.

View A PDF of the Plan

Click on the image below to view the PDF of the plan.

Progress

We encourage you to visit this page regularly to learn of WES’s progress in implementing this strategic plan. Updates will be made on a quarterly basis.

2019

AIMS ACCREDITATION

  • Self-Study. WES has nearly completed the Association of Independent Maryland & DC Schools (AIMS) re-accreditation self-study. The self-study is comprised of 24 different areas and covers a range of important topics including WES’s curriculum, school climate, and sustainability. This final self-study will be submitted to AIMS at the end of this month. In November an AIMS accreditation team of outside peer educators will be at WES for a three-day comprehensive visit. The self-study informs the accreditation team’s review and assessment of WES during this visit.

INSTRUCTION

  • Diversity, Equity, and Inclusion Program and Curriculum. WES has engaged Dr. Omékongo Dibinga this year to further develop our overall program to reflect the wide range of voices, perspectives, and experiences of the students and families in our community and the world. Dr. Dibinga’s work will include curriculum reviews, ongoing diversity education, leadership work with students, and parental engagement.
  • Math Curriculum. This past school year the Math Committee completed a comprehensive review of WES’s math program. To guide this process, the committee took the following steps:
    • Engaged in professional development and researched best practices in math instruction and curriculum
    • Wrote a core beliefs and practices statement outlining the mathematics program overarching objectives
    • Evaluated a variety of curricula and resources that potentially align to and support these beliefs and instructional practices

      This summer and into the fall, our math teachers will unpack standards, develop the pacing of units, and identify resources to best support the learning objectives. In the fall, grade-level teams will pilot selected programs in order to make informed decisions as to which program and resources best support the curriculum’s core beliefs and practices. Our goal is to fully launch our new math program in the 2020-2021 school year.

  • Social-Emotional Learning Curriculum (SEL). WES counselors and division directors completed a full review of the purpose, alignment, content, and processes related to WES’s social-emotional learning curriculum. After this review, WES updated the instructional practices, resources, and content in this area. This summer, our counselors refined the curriculum based on last year’s implementation and have identified training priorities for faculty and staff which will occur throughout the coming school year.
  • Student Support Services. With the guidance of Dr. Jane Snider of Heads-Up Consultants and founder of The Summit School, the Student Support Committee examined the existing supports and structures as well as the roles and responsibilities of those involved in student support at WES. The committee also reviewed WES’s admission process, faculty proficiency, professional development, and staffing in this area. Over the summer, the committee will evaluate the recommendations provided by Dr. Snider and develop plans to deliver the optimal support systems to our current and future students.
  • Personnel Compensation and Benefits. WES created a Personnel Committee to review and recommend improvements for faculty compensation and benefits, teacher leadership structures, and opportunities for recognition. The committee examined area schools and surveyed current faculty and staff to create more competitive compensation structures and further develop our leadership opportunities. This work will continue into the 2019-2020 school year.

FACILITIES

  • Master Lease Space Feasibility Study and Plan. The Facilities Committee collaborated with Waldon Architects to complete a feasibility study of the master lease space which runs along the backside of our school. The first project of this study is the creation of a new STEM space. This space will accommodate STEM classes, labs, special projects, and guest speakers and will be built in the existing footprint of our building—the space behind the Auxiliary Gymnasium. It will accommodate the multipurpose needs of an innovative learning environment with numerous outlets and windows, water access, technologies, and video screens that can support and inspire a variety of STEM-related work. The STEM space will open in the winter of 2020.
  • Facilities Maintenance Plan. WES has developed a comprehensive facilities maintenance plan which schedules facilities upgrades through 2030. This plan covers a range of actions related to WES’s roofs, HVACs, windows, furniture, and more. Implementation of this plan has commenced and includes replacing the roof and HVAC systems supporting Building A and the roof supporting Building B.

MARKETING AND COMMUNICATIONS

  • Transition Name Change to Pre-Kindergarten. To effectively communicate and promote the WES experience to prospective families, we are changing the name of Transition to Pre-Kindergarten. Nearly a quarter of prospective families find WES through an online search. Families looking for a program for four-year-olds most frequently search for Pre-K or Pre-Kindergarten, not Transition. In order to rank higher on Google and to attract more of these families, WES will now call this grade Pre-Kindergarten. The shortened version of this name will be Pre-K. Periodically, WES will use the initials NPK which will refer to Nursery, Pre-Kindergarten, and Kindergarten.
  • New Website and Viewbook. The Offices of Admission and Development this summer are developing a new website and viewbook to reflect the updates in WES’s curriculum and program. Our goal launch date for this work is early September. Please note, the WES Parent Portal will remain the central location for all current WES families’ calendars and resources.
2018
  • Hosted Caroline Blackwell, NAIS Vice President for Equity and Justice, to facilitate training for all faculty and staff on interrupting bias in the classroom
  • Initiated the revision of the academic and social-emotional support models
  • Employed math consultant, Dr. Sandy Atkins, to facilitate three days of math lab sites, discussions, and training
  • Scheduled literacy consultant, Mollie Cura, to visit the Elementary and Middle School grades for two days to work with teachers on deepening their understanding of best practices in reading and writing instruction
  • Finalized plans for replacing all HVAC units on Building A during winter 2018
  • Initiated conversations with three architectural firms around the master lease space
  • Hired and began to integrate new counselor and learning specialist roles
  • Developed new and more comprehensive Social Emotional Learning Curriculum that addressed the following topics and themes: Kindness and Empathy; Conflict Resolution; Anti-Bullying; Privacy; Healthy Friendships; Diversity and Justice; Self-Esteem; Self-Advocacy; and Understanding and Managing Emotions.
  • Developed new Middle School Advisory Curriculum
  • Commenced Math Curriculum Review work
  • Met with Howard University School of Education to initiate partnership which would lead to WES hosting Howard student teachers
  • Commissioned Diversity Direction Consulting to work with the Administrative Team on Unconscious Bias in the Hiring Process
  • Renovated the main playground

Portrait of a WES Graduate

Kind

WES graduates have a moral and ethical compass. They exhibit compassion and respect.

Confident

WES graduates know themselves as learners, are self-advocates, and are comfortable in their own skin. They take risks and exhibit grit, leadership, and citizenship.

Prepared

WES graduates are balanced, have strong academic skills, and can think critically and creatively. They are global and responsible citizens who positively engage with their community.

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Address: 5600 Little Falls Parkway Bethesda, MD 20816 | Phone: 301-652-7878