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The Head of School and IB’s Standards and Practices 5 December 2014 FLIBS Quarterly Meeting Ralph M Cline, PhD Executive Director 1.

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Presentation on theme: "The Head of School and IB’s Standards and Practices 5 December 2014 FLIBS Quarterly Meeting Ralph M Cline, PhD Executive Director 1."— Presentation transcript:

1 The Head of School and IB’s Standards and Practices 5 December 2014 FLIBS Quarterly Meeting Ralph M Cline, PhD Executive Director 1

2 “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 “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

3 DP requirements MYP requirements PYP requirements Standards Practices Structure of the IB Standards and Practices These might be thought of as groupings of standards These might be thought of as standards themselves These are the sine qua non. Without these, no authorization. 3

4 4 Steps of the Programme evaluation process Gathering [specific] evidence Deciding on the [extant] levels of implementation of each practice [low to high, four degrees] Meeting the standards: school decides, writes plan to continue the ones met and meet the ones unmet Submission of self-study and supporting documents The evaluation visit: verifies the school’s submission Issuance of the evaluation report Response to the Matters to be Addressed Visiting team submits report to the IB rather than to the school School does NOT receive a précis of the visit at this time The evaluation report comes to the school a good while later from the IB Commendations Recommendations Matters to be Addressed IB will supply a deadline for each MTBA School’s response will include evidence IB’s response (in Rules for IB ____ Programme) will be based upon this response.

5 Gathering evidence practice Deciding on the levels of implemen- tation of each practice standards Decision on meeting the standards Submission of the self- study and documents The evaluation visit The evaluation report Response to MTBA Expected to be done by the faculty (including non-IB faculty if appropriate) IB’s Programme evaluation process Every MYP and PYP; phasing in for DPs. 5

6 6 IB’s Seven Standards A: Philosophy B: Leadership and Structure (Standards B1 and B2) C: Curriculum (Standards C1-C4)

7 THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS Standard A: Philosophy The school’s educational beliefs and values reflect the IB philosophy Mission statement Governing body All aspects of the Learner Profile across the school community P, M Action Open communication Language learning (mother tongue) P Participation in the IB World Community Support of access M, D 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 7

8 8 other people, with their differences, can also be right 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]

9 THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS 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? 9

10 THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS 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 10

11 11 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 Required professional development (Standard B2)

12 THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS 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 planning”? 12

13 13 For more information, read the Programme standards and practices Standard C1: Collaborative Planning. 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.

14 THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS 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 or state requirements?) 14

15 THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS 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 and learning? 15

16 THE FLORIDA ASSOCIATION OF IB WORLD SCHOOLS Standard C4: Assessment Assessment at the school reflects IB assessment philosophy. Aligns with programme requirement P, M, D Communicated with community Range of strategies and tools Provides students feedback Progress is recorded in ways aligned with IB assessment philosophy P Assessment data used to affect teaching and learning P “Students participate in and reflect on the assessment of their work” Consolidation of learning via Extended essay Personal project Exhibition 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? 16

17 17 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 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? 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 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? Burning Issues

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19 Steps of the programme evaluation process 19

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