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

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


Moving Beyond the ‘Five Fs’

FashionFashion

Festivals

Fieldtrips

FlagsFood


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


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


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


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.


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.


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


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).


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).


What’s new?


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.


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.


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.


Hybrid Protocols Under the 8th Edition


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.


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


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.


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.


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.


Reflections/ Questions?


Special thanks to Dr Gerry Percy and Margaret

Alvarez


Day 2 The CIS Accreditation Overview 8th edition

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Transcript of Day 2 The CIS Accreditation Overview 8th edition