Standards and Practices Powerpoint

Report
The Head of School and IB’s
Standards and Practices
5 December 2014
FLIBS Quarterly Meeting
Ralph M Cline, PhD
Executive Director
1
“The IB is aware that for each school the implementation of an IB
programme
• is a journey and
• that the school will meet these standards and practices to
varying degrees along the way.
However, the IB expects that the school must make a commitment
towards meeting all the standards, practices and programme
requirements.
The Programme standards and practices is the foundational
document for schools and the IB to ensure quality and fidelity in the
implementation of its programmes.”
From the IB’s Standards and Practices document
2
Structure of the IB Standards and Practices
These are the sine
qua non. Without
these, no
authorization.
Standards
These might be
thought of as
groupings of
standards
Practices
These might be
thought of as
standards
themselves
DP
requirements
MYP
requirements
PYP
requirements
3
Steps
Gathering [specific] evidence
of the
Programme
Deciding on the [extant] levels of implementation of
evaluation
each
practice
[low to high, four degrees]
• Visiting team submits report to
process
• IB will supply
a deadline
for each
•
•
the IB rather than to the school
MTBA
Meeting
the standards: school decides,
plan
to a
• Schoolwrites
does NOT
receive
School’s response
will include
précis
of the
visit at this time
evidence continue the ones met and meet the
ones
unmet
• The evaluation report comes to
IB’s response (in Rules for IB ____
the school
a good while later
Programme)
will be based of
upon
Submission
self-study and supporting
documents
from the IB
this response.
The evaluation visit: verifies the school’s submission
Issuance of the evaluation report
• Commendations
• Recommendations
• Matters to be Addressed
Response to the Matters to be Addressed
4
IB’s Programme evaluation process
Gathering
evidence
Deciding
on the
levels of
implementation of
each
practice
Decision
on meeting
the
standards
Expected to be done by the
faculty (including non-IB
faculty if appropriate)
Submission
of the selfstudy and
documents
The
evaluation
visit
The
evaluation
report
Response
to MTBA
Every MYP and
PYP; phasing in
for DPs.
5
IB’s Seven A: Philosophy
Standards
B: Leadership and Structure
(Standards B1 and B2)
C: Curriculum
(Standards C1-C4)
6
Standard A: Philosophy
The school’s educational beliefs and values reflect the IB philosophy
• Mission statement
 What if the entire school
• Governing body
is not enrolled in an IB
• All aspects of the Learner Profile across the school community
program?
P, M
 Where do I find the IB
• Action
philosophy?
• Open communication
 What about the aspects
• Language learning (mother tongue) P
of the IB philosophy not
• Participation in the IB World Community
directly related to the
• Support of access M, D
Florida Standards?
 What if some of my
constituents object to the
IB philosophy
THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS
7
The International Baccalaureate aims to develop inquiring,
knowledgeable and caring young people who help to create a
better and more peaceful world through intercultural
understanding and respect.
To this end the organization works with schools, governments
and international organizations to develop challenging
programmes of international education and rigorous
assessment.
These programmes encourage students across the world to
become active, compassionate and lifelong learners who
understand that other people, with their differences, can
also be right.“
[italics mine]
8
Standard B1: Leadership and structure
The school’s leadership and administrative structures ensure the implementation
of the IB programme(s).
•
•
•
•
•
•
•
Informing the governing body
Implementation of IB Programme is a part of leadership structure P
Principal and IB Coordinator demonstrate pedagogical leadership M
IBC with release time, support, resources
Policies and procedures that support the programme P, M, D
Continuity and ongoing development of the programme
All stakeholders involved in programme evaluation
 How do I involve non-IB groups that are,
frankly, not interested in the IB? Perhaps
even a little hostile?
 How do I involve the governing body in
programme evaluation?
 How do I plan for changes in leadership?
THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS
9
Standard B2: Resources and support
The school’s resources and support structures ensure the implementation of the
IB programme(s).
•
•
•
•
•
•
•
•
•
Governing body allocates funding D
Staff is trained and qualified P, M, D
Collaborative planning
Labs, computers, etc. D
Media center D
Access to information on global issues
Special needs students provided for
Counseling D
Timetable allows for IB curriculum P, M, D
•
•
•
•
Use of community
MYP personal project
PYP exhibition
DP extended essay
 How do I convince the governing body of the ROI of
an IB programme?
 The usual IB programme issues: class size,
expensive resources, additional teacher training
 ToK over two years in the DP
THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS
10
Required professional development (Standard B2)
Over
the
period
under
review
Head of school (or designee) if appointed during the period
under review
Diploma Programme teachers, theory of knowledge (TOK)
teachers, creativity, action, service (CAS) coordinator and
Diploma Programme coordinator if appointed during the period
under review
At least one Diploma Programme subject teacher per
subject/TOK/CAS coordinator must participate in a relevant IB
workshop if the subject or course has been reviewed during the
period under review and a new guide has been published.
IB expects the school to provide further opportunities for staff
to attend IB-recognized professional development activities as
evidence of its ongoing commitment
11
Standard C1: Collaborative planning
Collaborative planning and reflection supports the implementation of the IB
programme(s).
Nine practices under this standard refer to the results of “collaborative planning
and reflection”
• Programme requirements P, M, D
• CP&R take place “regularly and
systematically”
• Address vertical and horizontal P
• All teachers have overview P
• Expectations are agreed
• Differentiated learning and
teaching
• Discusses student assessment
• All teachers responsible for
language learning
• Address Learner Profile
 Would they really shut us down if we don’t
have collaborative planning?
 What does the IB mean by “collaborative
THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS
planning”?
12
What
constitutes
collaborative
planning in
the PYP?
All teachers who teach PYP students are
required to participate in structured
collaborative planning and reflection.
Each planning team ideally consists of all
teachers teaching students within any
particular grade/year level
Vertical planning will also need to take
place to revise and strengthen the
articulation within the programme of
inquiry.
For more information, read the Programme standards and
practices Standard C1: Collaborative Planning.
13
Standard C2: Written curriculum
The school’s written curriculum reflects IB philosophy.
• Align with the programme
requirements P, M, D
• Available to all?
• Builds on previous learning?
• Knowledge, skills concepts and
attitudes P, M
• Meaningful student input
• Relevant experiences P
• Awareness of global issues
• Reflection on “human
commonality, diversity and
multiple perspectives”
• Keeps up with developments
in IB P
• Fosters IB Learner Profile
attributes
 Is any group in your community looking for
aspects of the IB to dislike?
 What documents are available to the whole
community regarding the IB?
 Does the curriculum for IB courses clearly refer to
IB requirements? (Or, say, specifically to district
THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS
or state requirements?)
14
Standard C3: Teaching and learning
Teaching and learning reflects IB philosophy.
• Aligns with programme requirements
P, M, D
• Engages students as inquirers P
• Builds upon what students know and
can do P
• Promotes academic honesty
• Supports student responsibility
• Addresses “human commonality,
diversity and multiple perspectives”
• Addresses language learning needs
• Range and variety of teaching
strategies
• Differentiates instruction P
• Range of resources including
technology
• Teaching causes action
• Teaching causes reflection
• Fosters respectful
environment P
• Develop IB Learner Profile
attributes
 Are IB teaching and learning just like, say, AP teaching and
learning? Honors course teaching and learning? (If so, why
an IB programme?)
 Is there anything sinister or un-American about IB teaching
THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS
and learning?
15
Standard C4: Assessment
Assessment at the school reflects IB assessment philosophy.
• Aligns with programme requirement P, • “Students participate in and reflect on
M, D
the assessment of their work”
• Communicated with community
• Consolidation of learning via
• Range of strategies and tools
• Extended essay
• Provides students feedback
• Personal project
• Progress is recorded in ways aligned
• Exhibition
with IB assessment philosophy P
• Assessment data used to affect
teaching and learning P
 IB assessment emphasizes
 Various modalities
 Various assessors
 Student input
 Student reflection and modification of assessment based
upon this reflection
FLORIDApolicy?
ASSOCIATION OF IB WORLD SCHOOLS
 Does my school even have anTHE
assessment
16
 What if the entire school is not enrolled in an IB program?
 Where do I find the IB philosophy?
 What about the aspects of the IB philosophy not directly related to the Florida
Standards?
 What if some of my constituents object to the IB philosophy
 How do I convince the governing body of the ROI of an IB programme?
 The usual IB issues: class size, expensive resources, additional teacher training
 How do I involve non-IB groups that are, frankly, not interested in the IB?
Perhaps even a little hostile?
 How do I involve the governing body in programme evaluation?
Burning
 How do I plan for changes in leadership?
Issues
 Are IB teaching and learning just like, say, AP teaching and learning? Honors
course teaching and learning? (If so, why an IB programme?)
 Is there anything sinister or un-American about IB teaching and learning?
 Is any group in your community looking for aspects of the IB to dislike?
 What documents are available to the whole community regarding the IB?
 Does the curriculum for IB courses clearly refer to IB requirements? (Or, say,
specifically to district or state requirements?)
 IB assessment emphasizes various modalities, various assessors, student input,
student reflection and modification of assessment based upon this reflection
 Does my school even have an assessment policy?
17
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