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Summation of the 5-Year Diploma Programme (DP) Evaluation for Westlake Academy (WA)
STANDARD PRACTICE FINDING MATTER TO BE ADDRESSED EVIDENCE IMMEDIATE ACTION PLAN
C1.1+1a+1b Collaborative planning and
reflection addresses the
requirements of the
programme(s).
a. Collaborative
planning and
reflection includes
the integration of
theory of knowledge
in each subject.
b. Collaborative
planning and
reflection explores
connections and
relations between
subjects and
reinforces
knowledge,
understanding and
skills shared by the
different disciplines.
Meetings scheduled are
planned collaboratively
within the same subject, but
not across subjects and the
core. The meeting schedule
does not mention specifically
TOK integration.
The school has indicated a
relatively low level of
implementation.
The school has indicated a
relatively low level of
implementation.
All DP teachers are involved
in collaborative planning and
reflection to meet the
requirements of the Diploma
Programme (DP)—this
involves the TOK teacher(s),
the CAS Coordinator, and the
DP Coordinator.
All DP teachers integrate TOK
in their planning.
A schedule of dedicated time
for teachers’ collaborative
planning, with clear
indication of frequency,
duration, attendees and
objectives of the allocated
time.
A description of the planning
process used to integrate
TOK into the other DP
courses.
Revise the current annual
professional development
schedule to reflect the
collaborative planning
agendas for the DP as a
whole and also for grades 11
and 12 horizontally.
The DP has already adopted
a plan for training subject
teachers in TOK though our
professional development
both on and off campus. In
addition, the DP has rolled
out a system to track TOK
moments across the
curriculum (ongoing).
C1.3 Collaborative planning and
reflection addresses vertical
and horizontal articulation.
The report indicated planning
and reflection for vertical
articulation, but not
horizontal.
The school’s action plan does
not indicate a plan to
increase horizontal planning.
Teachers plan and reflect in
horizontal and vertical teams
A schedule of dedicated time
for teachers to plan in
vertical teams that includes
frequency, duration,
attendees, and objectives of
the allocated time.
Revise the current annual
schedule of dedicated
vertical teaming to reflect
the departmental
collaborative planning
agendas across the
continuum of programs (PYP,
MYP, and DP).
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STANDARD PRACTICE COMMENDATION RECOMMENDATION 5 YEAR ACTION PLAN
A2 The governing body, administrative
and pedagogical leadership and staff
demonstrate understanding of the
IB philosophy.
The governing body is integrally
involved in the operation and
evaluation of the Diploma
Programme (DP) and the DP
coordinator reports to the
governing body on a monthly basis.
The school should develop
strategies to insure a common
understanding of the approaches to
teaching and learning by the
governing body, administrative and
pedagogical leadership and staff.
Continue to develop and implement
a system of professional
development focused on the
approaches to teaching and learning
for all WA stakeholders (ongoing).
A4 The school develops and promotes
international-mindedness and all
attributes of the IB learner profile
across the school community.
The school participates in an
International Mindedness
symposium with school in Latin
America, Europe, and Canada and
planned to host the event this
summer.
N/A Continue to expand the
International Mindedness
symposium locally, regionally, and
globally (ongoing).
A5 The school promotes responsible
action within and beyond the school
community.
The school has taken advantage of
its K-12 IB authorization status to
conduct ongoing CAS activities with
Primary Years Programme (PYP)
students.
N/A Continue to expand CAS activities
across the continuum of programs
(ongoing).
A8 The school participates in the IB
world community.
N/A The school should work to increase
collaboration with area DP schools
and create opportunities for faculty
to attend an IB Academy.
Further develop our relationships
with IB schools in the area and
abroad. Arrange for faculty to visit
other IB schools to share and
collaborate on best practices
(ongoing).
A9+9a+9b The school supports access for
students to the IB programme(s)
and philosophy.
a. The school provides for the
full Diploma Programme
and requires some its
student body to attempt
the full diploma and not
only individual diploma
courses.
b. The school promotes
access to the diploma and
diploma courses for all
students who can benefit
from the educational
experiences they provide.
All DP students in the school are
diploma candidates.
N/A Continue IB for all in the DP
(ongoing).
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c. The school has strategies in
place to encourage
students to attempt the full
diploma.
B1.1 The school has developed systems
to keep the governing body
informed about the ongoing
implementation and development
of the programme(s).
The DP coordinator meets monthly
with the governing body and the
governing body conducts regular
surveys of stakeholders regarding
the DP.
N/A N/A
B1.2 The school has developed a
governance and leadership
structure that supports the
implementation of the
programme(s).
The school is a K-12 IB continuum
school with all students
participating in IB.
N/A N/A
B1.5c The school develops and
implements an inclusion/special
education needs that is consistent
with IB expectations and with the
school’s admission policy.
The school’ special
education/special educational
needs policy uses the IB Learner
Profile as a guiding framework.
N/A N/A
B1.5e The school has developed and
implements an academic honesty
policy that is consistent with IB
expectations.
N/A The school should continue to work
to revises the academic honesty
policy so that it aligns with DP
philosophy.
Revise the academic honesty policy
before the start of the 2016-2017
school year.
B2.3.3+3a The school ensures that teachers
and administrators receive IB –
recognized professional
development.
a. The school complies with
the IB professional
development requirement
for the Diploma Years
Programme at
authorization and
evaluation.
The school has made great strides
during the time under review in
sending faculty to IB professional
development workshops.
Continue to train and retrain faculty
and staff as needed (ongoing).
B2.4 The school provides dedicated time
for teacher’s collaborative planning
and reflection.
N/A The school should increase
opportunities for collaboration
among DP teachers, particularly in
horizontal teams.
See C1.1+1a+1b.
B2.7 The school ensures access to
information on global issues and
diverse perspectives.
The pedagogical leadership team
has established an ongoing process
of revision of school resources
N/A N/A
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focused on access to information
on global issues and diverse
perspectives.
B2.9+9a The school has systems in place to
guide and counsel students through
the programmes(s).
a. The school provides guidance to
students on post-secondary
educational options/counselor.
N/A The school should continue its
efforts to appoint a new DP
counselor, if the at person has not
already been appointed.
DP college counselor was appointed
prior to the 2015-2016 school year.
B2.11 The school utilizes the resources
and expertise of the community to
enhance learning within the
programme(s).
The school has developed close
links with experts from the
community that contribute to the
implementation of the DP in the
areas of business, culture, history
and university research.
N/A N/A
B2.12 The school allocates resources to
implement the primary Years
Programme exhibition, the Middle
Year’s Programme personal project
and the Diploma Programme
extended essay for all students,
depending on the programme(s)
offered.
N/A The school should develop a
calendar timeline for the EE process.
The DP has already developed
internal assessment (IA), external
assessment (EA), CAS, and extended
essay (EE) calendars for the 2015-
2016 school year (ongoing).
C1.2 Collaborative planning and
reflection takes place regularly and
systematically.
N/A The school should work to ensure
that collaborative planning takes
place more regularly and
systematically.
See C1.1+1a+1b and C1.3.
C2.1+1a+1b+1c+1d The written curriculum is
comprehensive and aligns with the
requirements of the programme(s).
a. The curriculum fulfills the
aims and objectives of each
subject group and the core.
b. The curriculum facilitates
concurrency of learning.
c. The curriculum is balanced
so that students are
provided with a reasonable
choice of subjects.
d. The school develops its
own courses of study for
each subject on offer and
Because all IB students in grade 11
and 12 are DP students, the
curriculum is ideal to align to the
requirements of the DP and
facilitates concurrency of learning.
N/A N/A
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for the theory of
knowledge.
C2.10 The written curriculum integrates
the policies developed by the school
to support programme(s).
N/A The school should work to ensure
that the written curriculum
integrates the policies developed by
the school to support the DP.
Continue to integrate policies on
assessment, academic honesty, CAS,
extended essay, and Theory of
Knowledge across the DP curriculum
(ongoing).
C4.5 The school provides students with
feedback to inform and improve
their learning.
The school’s assessment policy
describes very thorough systems
for recording student progress
aligned with the assessment
philosophy of the DP.
N/A N/A
C4.7 The school analyses assessment
data to inform teaching and
learning.
N/A The school should work to ensure
that data is consistently used to
differentiate practice or provide
examples of growth over time.
The DP has implemented an
analysis tool for reflecting and
developing action plans to improve
student performance. These
action plans will be reflected in the
teacher’s annual SMART goals
under the performance appraisal
system.