Ashish_Trivedi_Programme_Authorization_Evaluation-MYP

Programme Authorization

and Evaluation – MYP

Ashish Trivedi – MYP School Services Regional Manager

Presentation Overview

• Programme Standards and Practices• Authorization• Authorization

• Evaluation• Changes in requirements in the light of Next Chapter

• Interest groups

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 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.

Programme Standards and Practicesand Practices

Standards Practices

A: Philosophy 9

B1: Organization: Leadership and structure 7

B2: Organization: Resources and support 12

C1: Curriculum – Collaborative planning 9

C2: Curriculum - Written curriculum 11

C3: Curriculum - Teaching and learning 16

C4: Curriculum - Assessment 9

Total practices 73

School AuthorizationSchool Authorization

Authorization – a process to support

schools in:

• making the decision to become an IB World School

• understanding the nature and requirements of the IB programme

• defining their readiness to implement the programme

• planning to sustain the programme in the long term.

Overview of Authorization Process


• Philosophical alignment

• Starter pack

• Head or designee attends an appropriate workshop

• Resource implications – financial, material and human

• Benefits to the school and its community

• Analysis of Requirements for Authorization

• Decision whether or not to implement the programme

Authorization requirements

School entity Structure of the Programme

Programme ImplementationProgramme Implementation


• Complete Application for Candidacy by

April 1st or October 1st


• Regional office notifies school the

outcome of the candidacy application:

• September 1st for Applications

submitted on or before April 1st

• March 1st for Applications submitted

on or before October 1st

• Successful schools get assigned an IB

Consultant


• Consultation process begins:

• 20 hours of remote consultation

each year for two years

• One two-day consultation visit

• Trial implementation for no less than one

Academic Year.

• Timely Professional Development

Mandatory Professional Development

at the time of Authorization

• The head of school or designee must attend

an IB category 1 workshop before

submission of Application for Candidacy

• At least one teacher per subject group and

the MYP coordinator must attend IB

category 1 workshops related to their

subject areas/responsibilities.subject areas/responsibilities.

• Additionally, an on-site general MYP

workshop aimed at all MYP teachers must

be organized through the relevant IB office.

It is expected that the professional development

has taken place before the verification visit.


• Submission of Application for

Authorization


• Visit to the school to verify

School’s preparedness to

become an IB World School

• Report from the Regional Office

with :

• Commendations,

• Recommendations and/or

• Matters to be Addressed


• Based on the report and

documents submitted by the

regional office, Director General

makes a decision on

Authorization:

• Authorization granted

• Continuation of candidacy

• Refusal of Authorization

School EvaluationSchool Evaluation

Programme Evaluation Process:

• Ensures IB World Schools maintain the programme standards and practices

• Allows IB to work closely with schools in their ongoingdevelopment of the programmes

• Time for formal reflection for schools involving all stakeholders within the school community

• Time to celebrate successes and identify areas for furtherdevelopment

Overview of Evaluation Process

Programme Evaluation Process


Ongoing Action Plan

from Candidacy and

Authorization

phases?

Action Plan

A: Philosophy

• The school’s educational beliefs and values reflect IB philosophy.

Objective Actions Date to be achieved

Person/group responsible for achieving this

objective

Budgetary implications

Evidence of achievement

or of progress towards

achievement of the objective

objective


Who?


Timeline?

Consider the Self-

study process takes

at least 12 months


Monitoring of

Assessment

(If the school does

not request IB

validated grades)


Level descriptors for rating the

quality of implementation of

practices

Ensure all involved have a Ensure all involved have a

shared understanding of the

process and descriptors


Means to collect

feedback from

stake holders


Resource implications –

meeting time, financial,

administrative support


Self Study


Evaluation Evaluation

Visit


IB Report

to

the

SchoolSchool

Commendations

Recommendations

Matters to be

Addressed

Mandatory Professional Development

at the time of Evaluation

• The head of school (or designee), if

appointed during the period under

review, must participate in an

appropriate IB workshop.

• At least one teacher per revised

subject group (since authorization or subject group (since authorization or

previous evaluation) must participate

in an IB workshop designed for that

purpose.

• At all times, at least one teacher per

subject group must have been trained

in an IB category 1 or 2 workshop.

Changes in Authorization and

Evaluation Requirements Evaluation Requirements in the interim

What will be the status of my

candidacy to become an MYP school?

• Schools currently applying for authorization must follow the

requirements indicated in the 2012 transition document.

• In November 2013 a new guide to transition will be published

indicating the timeline for new requirements for authorization and

evaluation from September 2014. evaluation from September 2014.

• A calendar of milestones for schools, which also includes the

updating of professional development, has been published on the

OCC and will be regularly updated

• From February 2014, candidate schools will be able to apply for

authorization using the revised Application process.

What will happen to my school’s five-

year evaluation due next year?

• Schools currently starting or going through programme evaluation must

use the current documentation alongside the 2012 transition document

• Schools starting the programme evaluation process from March 2014 will

be guided in accordance with the transition document to be published

later this year.later this year.

Unit Planning Process

(Key Concepts, Related Concepts, Global Contexts)

What Remains

• The development of the unit planning process remains useful and necessary for schools as the

What Changes

• The new guides will start including elements of the new process.remains useful and

necessary for schools as the proposed new process mirrors it closely with contexts to be broadened and more support provided in determining concepts.

new process.

Read this in conjunction with the transition document available on the OCC

Areas of Interaction

Now

• Community & Service

• Approaches to

Next Chapter

• Learning through Action

• Approaches to

What remains:

The current use of the areas of interaction

as contexts could lead smoothly into the

new situation and will remain a

requirement.

ATL will retain its role in the unit planning

process and it remains a requirement to

develop student learning expectations for

ATL. • Approaches to

Learning

• Human Ingenuity Environments Health and Social Education

• Approaches to Learning (throughout the 3 programmes)

• Global Contexts

What changes:

The requirement for developing student

learning expectations for the areas of

interaction other than ATL will be on hold

in the interim period.

Pending the changes, schools will not be

asked to develop or submit horizontal

planning documents for ATL.


Community and Service : Defining

Involvement in Service

What Remains

• Schools will still need to ensure:

• The curriculum defines expectations for involvement in

What Changes

• Nothing changes in the interim

expectations for involvement in service in each year of the programme.

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


Assessment Criteria(All subjects and Personal Projects to move to 4 criteria with

same number of achievement levels)

What Remains

• The assessment criteria will be revised, but it will remain a requirement for the school to use the current

What Changes

• No changes for the interim period.

school to use the current criteria from the guides.


Interim Objectives and Criteria(Proposal to mandate the interim objectives and criteria)

What Remains

• Teachers should be aware that the final objectives and criteria are intended for use only in the final year(s).

• Schools recommended to use the IB

What Changes

• Interim objectives and modified criteria are being developed by the IB for each subject group so that schools would not be required to develop their own.• Schools recommended to use the IB

published interim objectives

• Development of interim criteria is not required but recommended.

• Schools that have already developed interim criteria are recommended to continue using those.

develop their own.


Flexibility of Subject Group Choice(schools may choose to offer fewer than the total 8 subject

groups in MYP years 4-5)

What Remains

• In the transition period schools will be expected to offer the eight subject groups in MYP years 4-5.

• Schools can still apply for

What Changes

• No changes for the interim period.

• Schools can still apply for curriculum flexibility during the transition period, except for Language B.


Ashish_Trivedi_Programme_Authorization_Evaluation-MYP

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