Day 2 The CIS Accreditation Overview 8th edition
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Transcript of Day 2 The CIS Accreditation Overview 8th edition
Th 8th Editi A O iThe 8th Edition – An OverviewIBO Asia Pacific Conference
Melbourne, March 2011
Council of International Schools | Setting the Standards for International Education
Council of International Schools | Setting the Standards for International Education
RATIONALEThe Evaluation and Accreditation Process
The Evaluation Process and the actions it generates provide an opportunity to improve the quality of education offered at the school …………
f f …….. and the Award of Accreditation recognises the quality of the evaluated school.
Council of International Schools | Setting the Standards for International Education 3
I t ti li Internationalism Mission-drivenVision-led
Student LearningAnd
Well- beingg
Council of International Schools | Setting the Standards for International Education
Moving Beyond the ‘Five Fs’
FashionFashion
Festivals
Fieldtrips
FlagsFood
Council of International Schools | Setting the Standards for International Education 5
Flags
Food Fashion Festivals
Performing
Flags
The Field Trips
LanguageVisual Arts
ArtsCultural Iceberg
p
BeliefsValuesPerceptions
Notions of:Assumptions
Rules
Expectations
Notions of:
• Beauty• Self
d
Factors viewed from
multiple Norms Thought
ProcessesLearning Styles Time-
S
• Modesty• Courtesy• Aging• Friendship
multiple perspectives
that help embed global Styles
Orientation Status
Gender RolesSpace-Orientation
Non-Verbal
Friendship• Cleanlinesscitizenship
Council of International Schools | Setting the Standards for International Education
OrientationCommunication
THE ACCREDITATION CYCLE
Preliminary
2nd Self Study in Year 8
Visit SelfStudy
PreparatoryVisit
2nd Self Study in Year 82nd Team Visit in Year 10
TeamVisit
5 YearVisit &
Continuous School Improvement through
Visit
1st Report: 5 Year
Visit &Report
p gActions to address
Recommendations at all Stages
24 Months After Team
Visit
Report onProcess &Planning
Council of International Schools | Setting the Standards for International Education 7
Areas and their Relationship in the 8th Edition
GovernanceGovernanceGovernance& LeadershipGovernance
& Leadership
OperationalSystems
Faculty& Support
Staff
Faculty& Support
Staff
OperationalSystems School
GuidingStatements
Access to School Culture Access to School Culture
and
Teaching & Learning
& Partnershipsfor Learning
Teaching & Learning
& Partnershipsfor Learning
Council of International Schools | Setting the Standards for International Education 8
TOPICS IN 8th EDITION SECTIONS
SECTION A - SCHOOL GUIDING STATEMENTS
Vision, Mission and Objectives (VMO)., j ( )Publication, acceptance monitoring and review.Effect of VMO on decision-making and real school life.Commitment to internationalism/inter culturalismCommitment to internationalism/inter-culturalism.Student admissions match with VMO.
Council of International Schools | Setting the Standards for International Education
SECTION B –TEACHING & LEARNING (T/L)
T/L alignment with Guiding Statements
Global citizenship in the T/L programmeGlobal citizenship in the T/L programme.Challenging and adapted to different learning styles.Skills for lifelong learning skills, students active in learning.Comprehensive documentation underlying T/L.Comprehensive documentation underlying T/L.Vertical and horizontal articulation.Use of local context and the community’s cultural diversity.Professional development of staff to improve student learning.p p gVaried and appropriate teaching methods.Resources to support T/L (people, texts, equipment, IT, library/media).Assessment of learning, using results in a formative way for revision of programme. Analysis and reporting of individual student performance and school-wide achievement.
Council of International Schools | Setting the Standards for International Education
SECTION C - GOVERNANCE & LEADERSHIP
Governing Body membership and role.Relationship between Gov. Body and Head of School.Head as the responsible school leader.Effective delegation through a leadership structure.Clearly written and applied policies and practices.Educational and financial plans.
SECTION D - FACULTY & SUPPORT STAFF
Includes teaching and support personnel.Number, qualifications, competence and good character of all personnel.Working within school’s VMO, ethical and professional approach to
ibili iresponsibilities.Contractual issues including salary system.Clear policies and guidelines for personnel; staff morale.Appraisal system linked to professional development programme
Council of International Schools | Setting the Standards for International Education
Appraisal system linked to professional development programme.
SECTION E – ACCESS TO TEACHING & LEARNING
Special Needs students and support (learning differences, GAT)Specialised language support (English and/or Other Language(s) of Instruction, Home Language)Home Language).Counselling/guidance (academic, personal, career and tertiary education advice)Health care on campus and beyondHealth care on campus and beyond.
SECTION F – SCHOOL CULTURE & PARTNERSHIPS FOR LEARNING
School climate (supportive of T/L, mutual respect, behaviour expectations).Effective flow of information within school and between school and families.
f Use of external partners in the community to enhance learning. Complementary programmes and activities.Boarding services (where appropriate).
Council of International Schools | Setting the Standards for International Education
SECTION G – OPERATIONAL SYSTEMSSECTION G OPERATIONAL SYSTEMS
Management of school finances.Grounds, buildings, furnishing, equipment.Health and safety.Auxiliary services (food, security, transport, cleaning, external trips, staffing of these services).
Council of International Schools | Setting the Standards for International Education
What’s new?
Council of International Schools | Setting the Standards for International Education 14
Changes in General
A re-designed Opinion Survey for parents, staff, students, and Governing Body (optional for ex students) Simplified from the 7th Edition Body (optional for ex-students). Simplified from the 7 Edition,
translations online, less expensive.
The use of Reporting Booklets by both the School and Visiting Team.
A substantial emphasis on reflection which includes written reflections A substantial emphasis on reflection which includes written reflections by the Head, Board and a small representative group and individual
presentations at the Preliminary / Preparatory Visit stage.
New ratings of Indicators and numerical ratings of Standards.
Council of International Schools | Setting the Standards for International Education 15
SSC Ratingon scaleSTANDARD A1
gon scale1 to 4
The school is guided by clear and broadly accepted statements of vision for students,mission and educational objectives (or the equivalent using the school’s chosen Write here:The school is guided by clear and broadly accepted statements of vision for students, mission, and educational objectives (or the equivalent using the school’s chosen nomenclature and format).Write here:
3
Indicators for Standard A1 Rating(Please mark)
WA PA NA
A1a The school’s Guiding Statements establish clear expectations for student learning and guidelines for the well-being of the whole school community.
X
Council of International Schools | Setting the Standards for International EducationA1b Monitoring procedures exist which show that the school’s Guiding Statements enjoy a high degree of support from the governing body, school leadership, staff, parents and students as demonstrated by their actions.
SSC Step (ii)The committee should then rate the school’s alignment with the St d d i thi i l 1 t 4Standard, using this progressive scale 1 to 4.
‘Does Not Meet The Standard’ ‘Meets the Standard’
Rating 1 Rating 2 Rating 3 Rating 4
There is currently evidence of very little or no alignment with
There is currently evidence of partial but insufficient alignment
There is evidence of generally good alignment with this
There is evidence of excellent and effective alignment or no alignment with
this Standard.insufficient alignment with this Standard. Considerable work still needs to be done to come into alignment.
alignment with this Standard. There is still some room for further development, and the school intends to address this.
effective alignment with this Standard. The school has embedded systems in place to ensure that alignment will be sustained.
Council of International Schools | Setting the Standards for International Education
Team Composition - Changes
If possible, smaller teams as the template reduces writing load and there is no need to write a report for each vertical and there is no need to write a report for each vertical subject area.
A specialist (e.g. a school business manager) whenever possible for Section G - Operational Systems and other
i t appropriate areas.
No secretary: the school supplies a ‘helper’ for auxiliary No secretary: the school supplies a helper for auxiliary matters.
Council of International Schools | Setting the Standards for International Education 18
Hybrid Protocols Under the 8th Edition
Council of International Schools | Setting the Standards for International Education 19
Council of International Schools | Setting the Standards for International Education
The 8* Protocol
Used only with all-through IB programme schools
Can only be used in conjunction with schools undergoing IBO evaluations, not initial authorisations.
Can be used at the Team Visit stage or Five Year Visit stage.
A comprehensive set of internal communication protocols Chair A comprehensive set of internal communication protocols, Chair guidelines, and schedules have been developed.
CIS and the IBAP office will offer this protocol to all CIS and all-CIS and the IBAP office will offer this protocol to all CIS and allthrough IB programme schools in the region - other regions are cooperating.
Council of International Schools | Setting the Standards for International Education 21
Report Structure for Team Visits
Title and Contents Pages.Introduction written by Chair.yPreamble written by Chair. Visiting Team comments on Part One
A G idi S A Guiding Statements X IB Standards and Practices CIS ratings grid for each programmeC Leadership and Governance D Faculty and Support StaffD Faculty and Support StaffE Access to LearningF School Culture and Partnerships for LearningG Operational Systems
Part Three ReportList of Team’s Major Commendations and RecommendationsConcluding Statement written by the Chair
Council of International Schools | Setting the Standards for International Education 22
Concluding Statement written by the Chair. List of team members (not assignments).
How the Team is Formed
Members consist of CIS (and other accrediting agency if involved) and IBO nominees.
All members are trained for this work with the exception of the IBO Group Leaders who may not have been CIS trained but will have been given an orientation to the collaborative process.given an orientation to the collaborative process.
There is the normal number of team members for a CIS (or CIS/Other) visit plus one PYP Group Leader plus one MYP Group Leader plus one DP G L dGroup Leader.
The whole team works as one coherent team, the IB people stay 3 days (TV) and the IB Co Chair the whole time(TV) and the IB Co Chair the whole time
One IBO representative serves as the IBO Co Chair of the team and assists the Team Chair.
Council of International Schools | Setting the Standards for International Education 23
Visiting Team members for Section X
One member per programme (often IB staff), nominated by the IB, One member per programme (often IB staff), nominated by the IB, who leads the section (PYP, MYP etc) and works only on the curriculum report. This is the group leader.
One member with experience of the IB programme and accreditation who works primarily on the curriculum report(s) but gives input into other sections - jointly nominated by the IB and CIS
One member who works on the curriculum as well as other committees and may have writing responsibility for another section - jointly nominated by the IB and CIS - jointly nominated by the IB and CIS.
Council of International Schools | Setting the Standards for International Education 24
Advantages of the 8th Edition - A Summary
Reduced number of Standards and IndicatorsUse of Reporting Templates means less narrative writingp g p g
Shorter, cheaper, user friendlyData driven
Strong Platform for School Improvement PlanningGreater emphasis on the link between the Guiding
S d Pl iStatements and Planning.
Council of International Schools | Setting the Standards for International Education 25
Reflections/ Questions?
Council of International Schools | Setting the Standards for International Education 26
Special thanks to Dr Gerry Percy and Margaret
Alvarez
Council of International Schools | Setting the Standards for International Education 27