HomeMy WebLinkAboutMYP Evaluation Presentation to BOT 1-2011MYP Evaluation Update
December 2010
MYP Evaluation and the WA
Strategic Plan
5.0 Westlake Academy’s IB curricula and assessment
methods are a product of continuous review
5.2 Develop methods to review the curriculum and
create alignment with TEKS and between the
Primary Years, Middle Years and the Diploma
program
5.2.1 Identify subject or activity specific programs to
be reviewed annually, each spring or fall, for
continuous improvement and internal evaluations
MYP Authorization to Evaluation
Authorization gained in August 2007
Evaluation for MYP is every four (4) years
(PYP is every 3 years/DP every 5 years)
Purpose of MYP Evaluation
Evaluate the implementation of the
program
Assist WA in developing and maintaining
dynamic programs that reflect the
philosophy and the program standards and
practices of the IBO (Self-study document)
MYP Evaluation is not………..
A re -authorization of the school
Seeking to appraise or assess individual
teachers or students
What ‘form’ does the evaluation take?
A self -study, guided by a questionnaire that
involves the whole school in its own
assessment of its delivery of the program.
The responses to the self-study are the
outcomes of discussions and of reflections
on the evidence gathered in the process.
The MYP self-study precedes the program
evaluation visit.
The Questionnaire
Introduction – general information
Section A: Philosophy (1/10)
Section B: Organization (1/10)
Section C: Curriculum (Feb. Meeting)
Section D: Students (Feb. Meeting)
Appendices-Schedules/Staff Training
Summary of Main Conclusions
Specified Documentation
Section A: Philosophy-Strengths
(Staff, Parents & BOT)
Commitment to the principles defined in
the IBO Mission statement and the WA
Mission.
Continuous improvement reflected by the
Strategic Plan and MYP goals and action
plans for 2011-2012.
Promotion of student inquiry and critical
thinking skills.
Section A: Philosophy-Plans/Proposals
for Improvement (Cont.)
Coordination of the written curriculum and to
develop unit planners within and across subject
groups. Oct. 2010/ongoing-Principal and MYP
Coord.
Strengthen and develop fundamental concepts
(Holistic learning, intercultural awareness &,
communication). Dec. 2010/ongoing-Principal, MYP
Coordinator and Teachers
Section A: Philosophy-Plans/Proposals
for Improvement (cont.)
Implement and begin to develop opportunities to
celebrate and foster the understanding of cultures
within the school. Dec. 2010/ongoing-Prin. and MYP
Coord.
Provide and develop resources that provide access to
different cultures, perspectives and languages. Dec.
2010/ongoing-Prin. and MYP Coord. Jan.2011/MYP
Coord. & teachers
Section A: Philosophy-Plans/Proposals
for Improvement (Cont.)
Investigate the possibility of providing for the
acquisition of each students ‘mother’ tongue. Jan.
2011/ongoing-Prin. & MYP Coord.
Continue to develop the school’s host language.
Oct. 2010/ongoing-MYP Coord. Spanish teachers
Section B: Organization-Strengths
(Staff, Parents & BOT)
The Board of Trustees is explicitly
supportive of the philosophy of the
program.
Professional development is on-going and
supports the MYP programme.
Fund 100
School based funding
Section B: Organization-Strengths
(Cont.)
There is a consistent channel of
communication for all stakeholders through
the Westlake Communiqué.
MYP principal and programme coordinator
demonstrate pedagogical leadership.
The MYP principal, programme coordinator,
teaching staff and non-teaching staff are
committed as a community of learners and
uphold the school’s Mission statement.
Section B: Organization-Strengths
(Cont.)
The eight subject area courses are structured
according to the IB required time designation.
There is commitment and ongoing review of the
Strategic Plan.
The The Blacksmith program in Grade 7 and 8.
Quarterly MYP assemblies take place to share units
of work through an Areas of Interaction.
Section B: Organization-Plans and
Proposals for Improvement
Continue to develop a system for monitoring the
MYP program:
The proposals for improvement from the 2011 MYP
Self-study will be placed in the executive summary
of the MYP principal’s Performance Plan that is an
internal monitoring device. Yearly-MYP Principal
and MYP Coordinator
Collaborative subject based and interdisciplinary
planning meetings on a bi-monthly basis to monitor
the MYP Unit Planners and written curriculum.
Dec.2010/ongoing-MYP Coordinator and MYP
Teachers
Section B: Organization-Plans and
Proposals for Improvement (Cont.)
Implementation of ways to reflect on how students
have demonstrated the attributes of the IB Learner
Profile.Jan 2011/ongoing-Principal and teachers
Students reporting on the attributes of the IB
Learner Profile (Maximum of 2) each semester.
January 2011/ongoing-Students
Teacher reflections after the completion of an MYP
unit planner. January 2011/ongoing -MYP Teachers
Section B: Organization-Plans and
Proposals for Improvement (Cont.)
Introduce a Self-reflection process for the appraisal of the Middle Years Program Co-ordinator based on job description. December 2010/Ongoing-MYP Principal
Investigate ways to use the existing schedule for collaborative planning time and create further opportunities for collaborative planning for the next
academic year’s schedule. Dec. 2010/ongoing-MYP
coord.
Use technology for student research and reference material as an avenue to promote the full services of the Librarian and to offset the insufficient space of the
current library and resources for MYP. December
2010/Ongoing-MYP Principal and Primary Librarian
Section B: Organization-Plans and
Proposals for Improvement (Cont.)
Review the school’s Language Policy to reflect the
importance a student’s mother tongue and the host
country’s language. December 2010/Ongoing-MYP
Coord.
Make further use of and add to the Groups folder
whereby teachers who leave the school
permanently will be accountable for the update
and location of the written curriculum and submit
all coursework that has been completed. November
2010/Ongoing-MYP Coord.
Section C: Curriculum & Section
D: Students as Part 2 of Updates
The Outcomes of the visit
The central purpose of the program evaluation
process and the subsequent report is for the
evaluation team to:
Identify the strengths and the areas for improvement in
the school’s implementation of the program and to
define what actions might be necessary.
Obtain a clear overview of how the school’s
implementation of the program compares with the
standards and practices of the IBO.
The Outcomes of the visit (cont.)
Evaluative, and not attempt to prescribe—unless it is
necessary to do so because the school’s program does
not meet the required standards and practices. The
report will not be speculative.
Base the report on the school’s self-study, the evidence
provided and the observations of the team members.
Assist management decisions within the school and to
improve the implementation of the program.
The Outcomes of the visit (cont.)
Identify commendations, recommendations and matters
to be addressed where appropriate.
Communicate clearly, and be consistent with the
statements and judgments contained within the main
body of the report.
Completed Self-study
The school principal is responsible for completing the
final “Summary of main conclusions” at the end of the
questionnaire.
If there is a director/head of school in addition to the
school principal, they must add their summary
comments at the end of the self-study questionnaire.