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AISM SELF-STUDY PROCESS EVALUATION MAY 2017

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.

PLANNING THE SELF -STUDY

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

Date Action Who Notes


26th January 2016 Notification of date for Evaluation visit IB January-June 2017 or
September-December
2017
2nd February 2016 Negotiation on new date PYPC, Principal, The proposed date
Primary (5.06.2017 09.06.2017)
Leadership Team coincided with the last
week of school

IB Agreed date: 03.05. 2017


to 05.05.2017
February 2016 Form teams for different standard based on PYPC, Principal, Seven teams created
diversity (grade levels, roles, experience, Primary
strengths, time at school) Leadership Team
April 2016 Prepare guidelines and documentation (self- PYP C
study questionnaire, PYP Standards and
Practices) for teams
Inform staff of programme evaluation dates
and process
Teams meet to review programme evaluation Teams, PYP C
requirements, define levels of implementation
and decide on strategies for self-study teams
20th May 2016 Review prior evaluation report PYP C Timeline to be included in
Create a timeline for completion of programme Semester overview
evaluation
30th August 2016 New staff incorporated in teams PYP C Created a rubric with
Information on the process Teams levels of implementation

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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.

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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:

PYP Standards Team Grade/Role PYP Standards Team Grade/Role


Wilma G2 Pam ELC
Mike G3 Zoe ELC
Elizabeth G4 Paresh Kindergarten
Nheda Portuguese Lena G1
Standard C2:
Standard A: Kellyann G1 assistant Miguel G5
Written
Philosophy Ivone G3 assistant Sandra Portuguese
curriculum
Roxean G4 assistant Alvino PE
Ansely Library assistant Christina VA
Neli ELC assistant
Isabel G1 assistant
Raquel G1 Cynthia G1
Beverley G3 Adriaan G4
Brian G4 Wanita G5
Standard B1: Lus PE Standard C3: Snia Portuguese
Leadership and Joyce Miller Librarian Teaching and Cludia PA
structure Albertina ELC assistant learning Leila G5 assistant
Danielle G1 assistant Joyce Mhlope G1 assistant
Vanuza G2 assistant Marcelina Kindergarten assistant
Erika G3 assistant Dina Kindergarten assistant
Brooks ELC Jessica G3/Maths
Laura Kindergarten Judith G4
Taryn G2 Kim G5
Carmen G3 Michelle Literacy
Standard B2:
Guideon PE Standard C4: Chantelle VA/ESOL
Resources and
Katie ESOL Assessment Gabriela PA/ESOL
support
Amanda Kindergarten assistant Yolanda Kindergarten assistant
Yussuaif ICT assistant Djenings G2 assistant
Tnia Counsellor Vanessa G2 assistant
Kathy Learning Support
Raana Kindergarten
Danae G1
Nathaniel G2
Standard C1: Cathy G2
Collaborative Paula Portuguese
planning Margie PA
Dani ICT
Odete VA/PA assistant
Maimuna ELC assistant

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EXPECTATIONS AND GUI DELINES FOR STAFF

Expectations 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

Review Gather Complete self-


Contribute to
previous supporting study
ACtion Plan
Evaluation documentation questionnaire

Guidelines and meeting agendas:

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.

Guidelines for Leaders 1


In teams develop descriptors showing gradation from low to high level of implementation
Collect evidence to support each of the practises. Log on the Group documents: G:\Primary
School\Teachers\Teacher Work\PYP_Evaluation\PYP_Self_Study_2016
Grade the practice as a team using evidence
Score practice from 2 other groups using their evidence
Combine scores to come up with an overall score for each practice
Teachers should be on the look-out for evidence for all standards/practices send it to the team
leader
Team leader will manage the evidence folder with the standard title practice folders within

Guidelines for Leaders 2


PYP Self-study teams to review and feedback on two other standards

Team Review one Review two


Standard C3: Teaching and
Standard A: Philosophy Standard C4: Assessment
learning

Standard B1: Leadership


Standard A: Philosophy Standard C4: Assessment
and structure

Standard B2: Resources Standard B1: Leadership


Standard A: Philosophy
and support and structure

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Standard C1: Collaborative Standard B2: Resources Standard B1: Leadership
planning and support and structure

Standard C2: Written Standard C1: Collaborative Standard B2: Resources


curriculum planning and support

Standard C3: Teaching and Standard C2: Written Standard C1: Collaborative
learning curriculum planning

Standard C3: Teaching and Standard C2: Written


Standard C4: Assessment
learning curriculum

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

Guidelines for Leaders 3


Use the feedback from the other two teams to review your own section and contribute to the
action plan, which you will find here: S:\Staff\Primary School\PYP Evaluation\ActionPlanBySection

Guidelines for Leaders 4


Finalize the action plan to be reviewed by the PYP Coordinator and Principal

INVOLVING OTHER STAKEHOLDERS

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.

The student survey:

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

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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.

Guidelines for students surveys

Timeline Questions Possible strategies Data

1. October Standard A: Philosophy Save the responses through photos


17-21 of videos.
What do you know and
understand about the
Learner Profile? chalk talk
How is the Learner Profile Assess how the level of
part of your life? On the drawing/labelling understanding of students reflects
playground? At home?
the schools practice on the attached
Outside of school? visual
rubric, by highlighting the right level
Do you think language representation
learning is valued at school? for each standard.
How? (English, Portuguese, mind map
Mother tongue)
list
2. October Standard B: Organization Save all evidence in this folder:
24-28 think-pair-share
Does the school have S:\Staff\Primary School\PYP
enough resources/media to Evaluation\StudentsSurveys
sentence-phrase-
support your inquiry?
Does the Library have word
enough books to support
your research? headline
How do you use technology
looks-sounds-feels
in the different subject
areas? like
How do the fieldtrips and
guest speakers support your color-symbol-
inquiry? image

3. Oct. 31 - Standard C2-C3: Curriculum- red light-yellow


Nov. 4 Teaching and Learning light

Are the units of inquiry


significant, relevant,
engaging, and challenging?
Do you do inquiry in all
subject areas?
Does your learning connect
to your life?
Do the units give you
opportunities to take
action?

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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?

The parent survey:

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.

Structure of parents surveys

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.

Box for comments

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.

Box for comments

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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.

Box for comments

Standard C4: Assessment


1. The school communicates its assessment philosophy, policy and procedures to the
school community.
2. The school provides students with feedback to inform and improve their learning.
Section 4 3. The school provides opportunities for students to participate in, and reflect on, the
November 14-18 assessment of their work.

Box for comments

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.

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