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The following document describes AISM Primary School Self-study process leading to the Evaluation
visit, agented for May 3-5, 2017.
The process is also being documented through a diversity of media and will be accessible via a Weebly
page that will be available at the time of the Evaluation Team visit.
The principal and the PYP Coordinator met to start the process and define criteria to form the working
teams, the schedule for the work sessions and visit, the descriptors for levels of implementation and
access to resources.
The PYP Coordinator reviewed the prior evaluation process to inform the current staff and prepared a
presentation for whole Primary School staff, organized the teacher shared drive to accommodate all
saved evidence and documents to complete the process, with folders and sub-folders named according
to each standard, practice and requirement, and distributed copies of the PYP Standards and Practices
to all staff.
THE TIMELINE
1
Review levels of implementation and decide on
strategies for self-study teams
Gather evidence for each standard in teams
20th September 2016 Gather evidence for each standard in teams Teams
Complete sections of self-study document PYP C
according to levels of implementation
27th September 2016 Prepare Surveys PYP C
Primary School parents Principal
Primary School students Director of
Teaching and
Learning
3rd October 2016 Gather evidence for each standard in teams Teams
and complete sections of self-study document PYP C
17th October 2016 Start and collect responses from students survey All grade
Primary School students teachers
24th October 20016 Send and collect responses from parents survey PYP C
Primary School parents
25th October 2016 Finalize sections of self-study document Teams
according to levels of implementation PYP C
11th November 2016 Share teams findings with two other teams and Teams
review their standard section PYP C
Send back to original teams to reassess
15th November 2016 Review evidence and data gathered based on Teams
other teams feedback PYP C
Review students and parents feedback from
surveys
Contribute to corresponding sections of Action
Plan
December 2016 Finalize Action Plan PYP C and
Principal
January 2017 Upload required documents PYP C Deadline 1st February
2017
March 2017 Prepare schedule for Evaluation visit team PYP C and
Leadership Team
April 2017 Prepare documentation for Evaluation visit PYP C
team
May 2017 Receive Evaluation visit team PYP C and
Principal
All stakeholders
involved in the
process
May 2017 Adjust action plan with recommendations from PYP C and
Evaluation visit team Principal
Send action plan
June 2017 Celebrate achievements All stakeholders
involved in the
process
THE SCHEDULE
The schedule for the meetings was planned for and embedded in the regular school times and outlined
in the semester overview produced by the Principal. Five Tuesdays rotation times were the main
meeting times to work in teams and three professional development days were used to accommodate
more extensive work.
2
The schedule for the school visit will follow the guidelines and template.
THE TEAMS
Criteria to form teams: The staff was first able to choose the focus they would prefer to inquire into,
based on the Standards and Practices and were then redistributed to create balanced teams. All
members of the staff were grouped taking into consideration grade level, subject area, role, years at
AISM, and PYP experience. As the beginning of the current school year, teams had to be restructured
due to leaving staff and to include new staff. Two new teachers were assigned as leaders due to their
prior experience in the process.
Criteria to select leaders: The Primary School Principal opened the leading positions to those willing to
assume a leadership role in the process, justified with proven skills.
The teams:
3
EXPECTATIONS AND GUI DELINES FOR STAFF
The teams worked collaboratively to gather evidence, complete the self-study questionnaire and
contribute to the action plan. They stared by consulting the previous Evaluation documents and
evidence folders in the shared drive
Guidelines sent to leaders via email and teams informed of the agenda. The leaders were responsible for
organizing their work and space, according to these guidelines.
4
Standard C1: Collaborative Standard B2: Resources Standard B1: Leadership
planning and support and structure
Standard C3: Teaching and Standard C2: Written Standard C1: Collaborative
learning curriculum planning
Process:
Find the self-study section of the questionnaire in the shared folder for the other
standard you are reviewing (e.g.: PYP Evaluation Self-study questionnaire StandardC3)
Review how the other team has graded the implementation of each practice.
Cross reference with the evidence gathered by that team.
Use the template called FeedbackForOtherTeamsSelfStudy attached to this email to give
your feedback.
Save as and rename with the standard you are reviewing. Save it here: S:\Staff\Primary
School\PYP Evaluation\FeedbackForOtherTeams
The PYP Coordinator created surveys for students and parents to include the different perspective of all
stakeholders. A group of students and parents, who demonstrate a variety of knowledge about the PYP
and background will be invited to meet the Evaluation team.
Content and structure for the students surveys were decided by the Primary Leadership Team and
implemented by each homeroom teacher. The survey was broken down into four weeks to allow for
easy integration on classrooms daily schedules. Because of the age range of the students, language was
simplified and strategies were diverse to suit their needs and provide meaningful evidence that
5
contributed to the process. The responses were analyzed by each teacher using the rubric created for
the levels of implementation and the results were included in the assessment of the different sections of
the questionnaire.
6
4. November Standard C4: Assessment
7-9
What does assessment look
like in your classroom/at
school?
Do you have time for
reflection on your learning?
How do you reflect on your
progress?
For the parents survey, statements were created by the PYP Coordinator, approved by the Principal and
formatted into an only survey with the support of the Teaching and Learning Director. An introductory
email was sent to explain the structure and timeline for parents contributions. During four weeks, the
Coordinator sent the emails with the links and the parent responded to each section. The responses
were analyzed by the PYP Coordinator using the rubric created for the levels of implementation and the
results were included in the assessment of the different sections of the questionnaire.
Standard A: Philosophy
The school promotes and develops international mindedness and the learner profile
traits with students.
The school promotes understanding and commitment to the PYP.
The school promotes open communication based on understanding and respect.
Section 1 The school places importance on language learning, including mother tongue, host
October 24-28 country language and other languages.
The school implements the PYP as an inclusive programme for all students.
Standard B: Organization
1. The Primary School principal and PYP coordinator demonstrate pedagogical leadership
aligned with the PYP.
2. The school develops and implements policies and procedures that support the PYP.
3. The school provides qualified staff to implement the PYP.
4. The physical and virtual learning environments, facilities, resources and specialized
equipment support the implementation of the PYP.
Section 2 5. The school ensures access to information on global issues and diverse perspectives.
6. The school provides support for its students with learning and/or special educational
Oct. 31-2 Nov. 4 needs.
7. The school has a system in place to guide and counsel students through the programme.
8. The school utilizes resources and expertise of the community to enhance learning in the
PYP.
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Standard C2: Written Curriculum and Standard C3: Teaching and Learning
1. The PYP curriculum is available to the school community.
2. The PYP curriculum provides opportunities for student learning that is significant,
relevant, engaging and challenging.
3. Teaching and learning engages students as inquirers and thinkers.
4. Teaching and learning supports students to become actively responsible for their own
learning.
Section 3 5. Teaching and learning differentiates instruction to meet students learning needs and
styles.
November 7-9 6. Teaching and learning engages students in reflecting on how, what and why they are
learning.
7. Teaching and learning empowers students to take self-initiated action as a result of the
learning.
SOURCE OF INFORMATIO N
Communication was enhanced between key members of the school as a result of the Self-study. The
teams gathered evidence from a variety of sources: The Programme of Inquiry, the planners, the
curriculum maps, brochures, the schools website, students portfolios, emails, daily bulletin, the
schools newsletter The Link, the online calendar of events, meeting minutes, essential agreements,
school policies, photographs, and videos.