Collaborative Planning and Reflection Supports the Implementation of the Middle Years

Standard C1: Collaborative planning Collaborative planning and reflection supports the implementation of the Middle Years Programme. 1. Complete the chart below with the results of the self-study process.

Practice Level of implementation

Low High

1. Collaborative planning and reflection addresses the requirements of the programme(s).

a. The school has an approach to curriculum planning that involves all Middle Years Programme teachers.

b. The school follows the Middle Years Programme planning process.

c. Collaborative planning and reflection facilitates interdisciplinary learning to strengthen cross- curricular skills and the deepening of disciplinary understanding.

2. Collaborative planning and reflection takes place regularly and systematically.

3. Collaborative planning and reflection addresses vertical and horizontal articulation.

4. Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences.

5. Collaborative planning and reflection is based on agreed expectations for student learning.

6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.

7. Collaborative planning and reflection is informed by assessment of student work and learning.

8. Collaborative planning and reflection recognizes that all teachers are responsible for language development of students.

9. Collaborative planning and reflection addresses the IB learner profile attributes.

1. Indicate the practice(s) that produced more diverse answers in the group. In one or two paragraphs, identify the differing views and how the consensus was reached.

Language A teacher support material: Example interim objectives 2. Conclusions on the standard

a. Complete the table. (Indicate with X.)

Standard C1: Collaborative planning Requires significant Shows satisfactory attention development

Collaborative planning and reflection supports the implementation of the Middle Years Programme.

b. Describe any major achievement(s) related to this standard during the period under review.

c. Describe the progress made with regard to any IB recommendations for this standard from the previous evaluation process or from authorization.

d. As a result of this self study, describe the current school practice(s) that has/have been identified as in need of further development or improvement.

Language A teacher support material: Example interim objectives Standard C2: Written curriculum The school’s written curriculum reflects IB philosophy. 1. Complete the chart below with the results of the self-study process.

Low High

1. The written curriculum is comprehensive and aligns with the requirements of the programme(s).

a. The curriculum fulfils the aims and objectives of X each subject group and, where applicable, the personal project.

b.The school uses the prescribed Middle Years Programme X objectives to develop and document interim subject- specific objectives.

c.The written curriculum includes the following: a subject- X specific vertical planning document; vertical planning for the student learning expectations of each area of interaction; horizontal planning for approaches to learning.

d. The units of work are documented on unit planners X and follow the Middle Years Programme unit planning process.

e. The curriculum develops the student learning X expectations for the areas of interaction within and across subjects to foster disciplinary and interdisciplinary relationships.

f.The curriculum defines expectations for involvement in X service in each year of the programme.

g. There is a system for the regular review of X individual units of work, vertical and horizontal subject documentation and documentation of the areas of interaction.

2. The written curriculum is available to the school community. X

3. The written curriculum builds on students’ previous learning X experiences.

4. The written curriculum identifies the knowledge, concepts, X skills and attitudes to be developed over time.

a. The school documents the curriculum in terms of subject X content, including conceptual understanding and skills that will allow students to reach the prescribed objectives.

5. The written curriculum allows for meaningful student action in X response to student’s own needs and the needs of others.

Language A teacher support material: Example interim objectives Practice Level of implementation

Low High

6. The written curriculum incorporates relevant experiences for X students.

7. The written curriculum promotes students’ awareness of X individual, local, national and world issues.

8. The written curriculum provides opportunities for reflection on X X human commonality, diversity and multiple perspectives.

9. The written curriculum is informed by current IB publications X and is reviewed regularly to incorporate developments in the programme(s).

10. The written curriculum integrates the policies developed by X the school to support the programme(s).

11. The written curriculum fosters development of the IB learner X X profile attributes.

There were several areas where all groups were in complete agreement. Questions 8.2, 9.3, 10.4, and 11.4a were 100 percent in agreement. All the others were diverse or an even 50/50 split. The teachers surveyed were confused about whether the question meant the SPS District curriculum in which the answer is yes or specifically the MYP curriculum. Also, there was some concern about what was meant by community. Many expressed an interest in an option for “I Don’t Know” because low and high implies they know something about the topic.

4. Conclusions on the standard

Standard C2: Written curriculum Requires significant Shows satisfactory attention development

The school’s written curriculum reflects IB X philosophy.

Teachers are using ManageBac as a tool for creating MYP units. MYP units are becoming more visible in classrooms around Central. Teachers are beginning to use ManageBac as a tool for creating and sharing Unit Plans. Central teachers are collaborating well and working together to reach common goals.

Language A teacher support material: Example interim objectives c. Describe the progress made with regard to any IB recommendations for this standard from the previous evaluation process or from authorization.

Creation unit plans per course although not all have four units per course. Some departments are more developed than others. Sharing of unit plans between Pipkin and Central MYP teachers.

Time to create and practice unit plans is very limited. Maybe next years when there is common planning time the ability to create unit plans.

Standard C3: Teaching and learning Teaching and learning reflects IB philosophy. 1. Complete the chart below with the results of the self-study process.

Low High

1. Teaching and learning aligns with the requirements of the programme(s).

a. Teaching and learning at the school addresses the X students’ learning expectations for each area of interaction.

b. Teaching and learning at the school uses the areas of X interaction as contexts.

c. Teaching and learning allows students to meet the X Middle Years Programme objectives in each subject group.

d. Teaching and learning creates opportunities for X X X involvement in service in every year of the programme and ensures its qualitative monitoring.

2. Teaching and learning engages students as inquirers and X thinkers.

3. Teaching and learning builds on what students know and X X can do.

4. Teaching and learning promotes the understanding and X practice of academic honesty.

5. Teaching and learning supports students to become X actively responsible for their own learning.

6. Teaching and learning addresses human commonality, X diversity and multiple perspectives.

Low High

7. Teaching and learning addresses the diversity of student X language needs, including those for students learning in a language(s) other than mother tongue.

8. Teaching and learning demonstrates that all teachers are X X responsible for language development of students.

9. Teaching and learning uses a range and variety of X X strategies.

10. Teaching and learning differentiates instruction to meet X students’ learning needs and styles.

11 Teaching and learning incorporates a range of resources, X including information technologies.

12. Teaching and learning develops student attitudes and skills X that allow for meaningful student action in response to students’ own needs and needs of others.

13. Teaching and learning engages students in reflecting on X how, what and why they are learning.

14. Teaching and learning fosters a stimulating learning X environment based on understanding and respect.

15. Teaching and learning encourages students to demonstrate X X their learning in a variety of ways.

16. Teaching and learning develops the IB learner profile X attributes.

Standard C3: Teaching and learning Requires significant Shows satisfactory attention development

Teaching and learning reflects IB X philosophy.

Language A teacher support material: Example interim objectives b. Describe any major achievement(s) related to this standard during the period under review.

We are producing students who think and inquire and use diversity to enhance learning everyday differentiating instruction to generalize lessons to real life situations.

More teachers are utilizing ManageBac to demonstrate use of MYP in their current lessons. In addition, more teachers are trained and have a better understanding of how to use MYP to guide the writing and implementation of MYP Unit Planners.

Teaching and Learning MYP Personal Projects system in place

New teachers were trained on site about the MYP at the beginning of the year

Professional development received about the Areas of Interaction. Teachers are working on alignment of Areas of Interaction with individual unit plans. # All MYP teachers have access to ManageBac, however, training on how to use the program is still in process. Majority of teacher do not use ManageBac for MYP. Unclear whether access is available for MYP students and parents.

Students more responsible for their own learning through presentation and requirements of class. There is some indication that Design Cycles are being implemented in courses.

Our department as a whole needs to focus on MYP unit planning and the transition to rubric grading- we were concerned especially with the "translation" of these grades into letter grades, use in GPAs, college applications and transcripts and how parents will respond to the new grading system. Will teachers be required to do TWO grades for every assessment? Will we ever have a grading system that is one coherent way to do both MYP and "regular" grades?

There no mapping horizontal/vertical using template.

Teaching and Learning More knowledge/awareness of what's going on in other subject area groups. School support for personal project to be implemented for ALL year five students. More feedback to students and from students. More specific language in directing/guiding students through the personal project. Understanding and using the language of the learner profile and area of interactions so that students and teachers can freely use it. Right now it's only on paper and the kids/teacher really don't understand it. Students need to hear and learn about areas of interaction from all teachers at all levels to insure understanding by the time they get to the personal project. Most students don't feel they are IB...students are still stuck in saying they are not IB.

The school is vague and lacks direction. Coordinators and administrators are as confused as the teachers. Teachers have little confidence that anything is getting accomplished by administration in regards to MYP. There are questions no

Language A teacher support material: Example interim objectives seems willing, or capable of answering. Teachers are disillusioned.

Standard C4: Assessment Assessment at the school reflects IB assessment philosophy. 1. Include a brief analysis of the results from moderation or monitoring of assessment within the period under review, and any action taken as a consequence.

2. Complete the chart below with the results of the self-study process.

Low High

1. Assessment at the school aligns with the requirements of the programme(s).

a. The school uses the prescribed assessment criteria X for each subject group in year 5 of the programme.

b. The school implements a coherent framework of X assessment criteria aligned with the school’s interim objectives.

c. Teachers standardize their understanding and X application of criteria before deciding on achievement levels.

d. The school provides students with task-specific X clarifications for assessment.

2. The school communicates its assessment philosophy, X X X policy and procedures to the school community.

3. The school uses a range of strategies and tools to assess X student learning.

4. The school provides students with feedback to inform and X improve their learning.

5. The school has systems for recording student progress X aligned with the assessment philosophy of the programme(s).

6. The school has systems for reporting student progress X aligned with the assessment philosophy of the programme(s).

Low High

7. The school analyses assessment data to inform teaching X and learning.

8. The school provides opportunities for students to X participate in, and reflect on, the assessment of their work.

9. The school has systems in place to ensure that all students X can demonstrate consolidation of their learning through the completion of the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay, depending on the programme(s) offered.

On most of the questions all departments were in agreement. Diverse answers were only indicated on questions 2.2. Overall, there is more consensus on assessment across the curriculum.

Standard C4: Assessment Requires Shows satisfactory significant attention development

Assessment at the school reflects IB assessment philosophy.

Solid use of alternative assessments, not just paper/pencils--books talks, PowerPoint presentations, movie maker, etc. Some departments have a high level of applying prior knowledge, promoting high standards, and assessing in multiple ways (traditional exams, projects, investigations, etc). In addition, some departments strive to have standardized/consistent assessment and grading practices with the same level of work in each course.

Assessment Using Design Cycle criterion to grade one project per class.

Language A teacher support material: Example interim objectives A standardized document is in place for the technology design cycle assessment

Assessments are standardized using the criteria and rubrics through the Handbook. There is a plan in place to offer explanation of project during freshman learning labs or English I classes in the spring prior to scheduling for sophomore year. Guidelines were provided students and teacher supervisors beginning the fall of 2011.

IB Assessment areas of interaction--need more integration with DBQ and EOC within departments that are common.

Some departments need to focus on MYP unit planning and the transition to rubric grading- we were concerned especially with the "translation" of these grades into letter grades, use in GPAs, college applications and transcripts and how parents will respond to the new grading system. Will teachers be required to do TWO grades for every assessment? Will we ever have a grading system that is one coherent way to do both MYP and "regular" grades?

Assessment: ManageBac is available but not widely utilized because it is in addition to the ESchool+ program. Teachers feel unsure about ManageBac and would appreciate more training.

The school is vague and lacks direction. Coordinators and administrators are as confused as the teachers. Teachers have little confidence that anything is getting accomplished by administration in regards to MYP. There are questions no seems willing, or capable of answering. Teachers are disillusioned.

Language A teacher support material: Example interim objectives