S2 PYP programme evalautauion and self study process

Programme Evaluation and Self Study Process Mignon Weckert and Kathy Derrick Scotch College Australia American School Bombay India

Aim of the process • For the IB to ensure that the standards and practices of the programme are maintained. • Provides schools with the opportunity to reflect honestly on achievements in order to enhance implementation of the programme and provide renewed momentum.

ACTION

REFLECTION

Changes in evaluation processes • Guide and self-study questionnaire merged in one document • Guide and self-study questionnaire per programme • Emphasis on ongoing development through the school’s action plan • Frequency: every five years ( except the PYP first cycle: 4 years after authorization) • More detailed explanation of self-study process • More focused questions under each standard • Specific PD requirements to complete during the period

Planning the self study • Consider that the self study will take place over at least 12 months involving: members of the governing body, administrators, teaching and non-teaching staff, students and parents. It involves looking at all aspects of school life that are affected by the programme. • Identify who will be responsible for organizing the process.

Normally, the IB programme coordinator fulfils this role in close collaboration with the pedagogical leadership team.

They will need the time and resources necessary to organize and coordinate the activities that the process entails. • Define descriptors for levels of implementation of practices.

Planning the self study • Determine the means by which feedback of stakeholders will be gathered (for example, surveys, face-to-face meetings). Define objectives and contents. • Reserve significant formal meeting time to carry out this process. Meetings need to be carefully organized, allowing time for reflection, discussion and collating of evidence, if applicable. • Ensure there is a clear and consistent understanding the Programme standards and practices

• Identify and analyse school evidence to justify levels of implementation and to verify conclusions • Ensure reflection on the gathered evidence in order to decide whether a standard shows satisfactory development or needs significant attention • Finalize the self-study questionnaire and action plan for submission.

• Verify the collection of supporting documents.

• The office will provide schools with details on how to submit the self study and supporting documents electronically. • A visit will take place to verify the school’s assessment in order to ensure the standards and practices are maintained and furthered.

ACTION PLAN • The school is expected to incorporate the results of the self study into the action plan. This plan is submitted as part of the supporting documentation.

• After evaluation the school incorporates the recommendations from the evaluation report into the action plan.

• It will help the school to define its objectives and monitor its progress towards achieving these. It will also assist in ensuring a culture of ongoing reflection and improvement in the school.

Steps of the programme evaluation process • PLANNING THE SELF STUDY 1. Identify groups responsible for various sections 2. Define schedule to achieve the evaluation objectives 3. Define descriptors for degrees of implementation of practices 4. Identify means by which the information will be gathered.

5. Identify time and other resources needed

Steps of the programme evaluation process • SELF STUDY PROCESS 1. Implement actions to gather information 2. Gather supporting documents 3. Complete self-study questionnaire 4. Submit self-study questionnaire and supporting documents to the office 5. Prepare for the visit.

Steps of the programme evaluation process • EVALUATION VISIT TO THE SCHOOL • IB REPORT TO THE SCHOOL • May contain: commendations, recommendations or matters to be addressed.

SCHOOLS SHARING PRACTICE • ASB INDIA • SCOTCH COLLEGE AUSTRALIA QUESTIONS FROM THE GROUP

Navigating the process

Key Factors Divide Labour

Foster Leadership

Involve Key Players

Engage Parents

Key Factors Developing shared understandings: clarifying descriptors

Always Frequently Sometimes Rarely

What was important?

Appreciation of progress

Growth

United direction

Shared Goals

Staff Collaboration

Review Language B

Celebrate collaborative support model

Key Outcomes Broaden Resources

Extend PYP modelling with Teacher Librarian