IB Diploma Programme Verification Visit Report€¦ · IB Diploma Programme Verification Visit Report ... You will find the report related to your school in the ... 3 The head of

IB Diploma Programme

Verification Visit Report

Cleveland District State High School IBIS code: 051338

Visit Date: 30/05/2016 - 01/06/2016

Exam Session: November

Visiting Team

Team Leader – Mrs Kate Jenkins

Team Member – Mr. Ronny Mintjens

School Administration

Head of School – Mr Paul Bancroft

Programme Coordinator – Mrs Karen Abraham

© International Baccalaureate Organization 2013

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Name of school Cleveland District State High School IB school code 051338

Date 07-06-2016 IB programme DP

Introduction to Report on school authorization

Dear head of school, In order to become an IB World School offering an IB programme, schools must demonstrate that certain practices and programme requirements are in place and that for others implementation is in progress. This information is available for schools in the Guide to school authorization related to each programme. This report describes the outcome of the process of authorization that the school has gone through. It is based on the verification of the evidence provided by the school to demonstrate that it meets the IB’s authorization requirements. The report is structured according to the Programme standards and practices. The report includes the following:

The full list of practices that must be in place, indicating those which were found to be in place (identified with YES) and those which were found not to be in place (identified with NO).

For practices that were found not to be in place the following will be identified: associated finding(s), matter(s) that the school needs to address and the evidence to be provided by the school.

o Matters to be addressed are areas within a school’s practices that, if not addressed immediately, will jeopardize the integrity of the programme and thus the school’s entitlement to be considered an IB World School.

o Practices that were found to be in place or in progress, as required, which have an associated commendation or recommendation will show related finding(s).

o Commendations relate to school practices that are beyond the requirements for authorization and will benefit the implementation of the programme. o Recommendations provide guidance for the school on further developing the programme, and it is expected that the school incorporates these into its

action plan in order to respond to them at the time of evaluation.

Where the practices and programme requirements that must be in progress are not included in the report, it is considered that the school has shown evidence that they are effectively in progress.


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Outcome of the school’s authorization process

Congratulations on having become an IB World School offering the Diploma Years Programme. You will find the report related to your school in the pages that follow.

We trust that the information found in this report will support the school in its implementation and enhancement of the IB programme.

Yours sincerely,

Richard Henry

Director of Global School Services

School Services Division


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Practice Description Practice in place

1 The school’s published statements of mission and philosophy align with those of the IB. YES

2 The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy. YES

3 The school community demonstrates an understanding of, and commitment to, the programme(s). YES

6 The school promotes open communication based on understanding and respect. YES

9+ 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 of its student body to attempt the full diploma and not only individual subject certificates.

b. The school promotes access to the diploma and certificates for all students who can benefit from the educational experience they provide.

YES

Report

Section A: Philosophy

Standard A


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Practice 4 The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community.

Finding Conversations with the pedagogical leadership team, teachers, parents and students show that the school has a well-established culture of international-mindedness and that they value the development of international-mindedness and the IB learner profile in the context of the DP.

Commendations All constituents of the school community show a clear understanding of and belief in the values of international-mindedness and the IB learner profile.

Practice 6 The school promotes open communication based on understanding and respect.

Finding Interactions and communications with and between different stakeholders are open and frequent, through newsletters, meetings, publications, website, email, etc.

Teachers express themselves openly during meetings.

Parents are comfortable during meetings and voice their support for and understanding of the IBDP.

Students express themselves openly and respectfully.

Commendations There is a clear culture of open and respectful communication, evident in the visiting team´s communications with all stakeholders.

Section B: Organization

Standard B1: Leadership and structure



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2 The school has developed a governance and leadership structure that supports the implementation of the programme(s).

YES

3 The head of school/school principal and programme coordinator demonstrate pedagogical leadership aligned with the philosophy of the programme(s).

YES

4 The school has appointed a programme coordinator with a job description, release time, support and resources to carry out the responsibilities of the position.

YES

5a The school has an admission policy that clarifies conditions for admission to the school and the Diploma Programme. YES

5b The school develops and implements a language policy that is consistent with IB expectations. YES

5d The school develops and implements an assessment policy that is consistent with IB expectations. YES

5e The school has developed and implements an academic honesty policy that is consistent with IB expectations. YES

Practice 3 The head of school/school principal and programme coordinator demonstrate pedagogical leadership aligned with the philosophy of the programme(s).

Finding Conversations with teachers reflect: o an understanding of each one’s roles in the leadership team, especially the role of the DP coordinator.


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o the support and guidance that the pedagogical leadership team, especially the DP coordinator, has given and continues to give.

Commendations The leadership team has introduced and developed effective pedagogical support systems and structures that will enhance the delivery of the DP.

Practice 5b The school develops and implements a language policy that is consistent with IB expectations.

Finding The school has developed a language policy consistent with IB expectations with input from IB staff and approval of the council. The school

Recommendations The IB Recommends that:

when reviewing the language policy in January 2017, the school re-considers the pre-IB preparation for languages in year 10 in order to bring on at least one language B class as soon as feasible.

Support in IB Documentation

“Learning in a language other than a mother tongue in IB programmes” and “Developing a school language policy” in Towards a continuum of international education, pp.25–27 “Language options and language support” in The Diploma Programme: From, principles into practice), p.22 Guidelines for developing a school language policy Learning in a language other than the mother tongue in IB programmes

Standard B2: Resources and support



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1+ 1a+ 1b The governing body allocates funding for the implementation and ongoing development of the programme(s).

a. The allocation of funds includes adequate resources and supervision for the creativity, action, service (CAS) programme and the appointment of a CAS coordinator.

b. The allocation of funds includes adequate resources to implement the theory of knowledge course over two years.

YES

2 The school provides qualified staff to implement the programme(s). YES

3+ 3a The school ensures that teachers and administrators receive IB-recognized professional development.

a. The school complies with the IB professional development requirements for the Diploma Programme at authorization and at evaluation.

4 The school provides dedicated time for teachers’ collaborative planning and reflection. YES

5+ 5a+ 5b The physical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the programme(s).

a. The laboratories and studios needed for group 4 and group 6 subjects provide safe and effective learning environments.

b. There are appropriate information technology facilities to support the implementation of the programme.

YES

6+ 6a The library/multimedia/resources play a central role in the implementation of the programme(s). YES


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a. The library/media center has enough appropriate materials to support the implementation of the Diploma Programme.

10+ 10a+ 10b+ 10c The student schedule or timetable allows for the requirements of the programme(s) to be met.

a. The schedule provides for the recommended hours for each standard and higher level subject. b. The schedule provides for the development of the theory of knowledge course over two years. c. The schedule respects concurrency of learning in the Diploma Programme.

YES

12 The school allocates resources to implement the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay for all students, depending on the programme(s) offered.

YES

Section C: Curriculum

Standard C1: Collaborative planning


1+ 1a 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.

YES

2 Collaborative planning and reflection takes place regularly and systematically.


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9 Collaborative planning and reflection addresses the IB learner profile attributes. YES

Standard C2: Written curriculum


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 for theory of knowledge.

YES

4 The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time. YES

7 The written curriculum promotes students’ awareness of individual, local, national and world issues. YES

8 The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives. YES

9 The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s).

YES


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11 The written curriculum fosters development of the IB learner profile attributes. YES

Practice 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 for theory of knowledge.

Finding Conversations with teachers verify that they are aware of subject requirements and of the importance of concurrency of learning.

Conversation with the CAS coordinator verifies that he is aware of CAS requirements.

Conversations with the teachers show that they have some understanding of their role, and that of their subject, in the TOK programme.

Recommendations The IB Recommends that:

the school provides further opportunities to develop the IB teachers´ understanding of the TOK programme and their role in it.

Support in IB Documentation

“Curriculum design and scheduling” in The Diploma Programme: From principles into practice, pp.24–29 “Creative teacher professionalism” in The Diploma Programme: From principles into practice, p.9 Subject guides CAS guide Theory of knowledge guide Extended essay guide


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Practice 11 The written curriculum fosters development of the IB learner profile attributes.

Finding Conversations with teachers show that the IB learner profile attributes are well integrated in their written curriculum.

Commendations Conversations with teachers show that in their teaching of pre-IB students they foster and model the development of the IB learner profile attributes.

Standard C3: Teaching and learning

Practices are to be in progress at the time of authorization.

Practice 2 Teaching and learning engages students as inquirers and thinkers.

Finding Conversations with teachers and students show that teaching and learning strategies are in place in the pre-IB programme to engage and develop the students as inquirers and thinkers.

Commendations Teachers clearly understand and apply a range of approaches to teaching and students demonstrate that they are developing as inquirers and thinkers.

Practice 3 Teaching and learning builds on what students know and can do.

Finding Conversations with the pedagogical leadership team and teachers show that the pre-IB programme implemented in year 10 builds on what students know and can do.

Commendations There is clear evidence that the pre-IB programme includes a range of teaching and learning that extends students´ skills.


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Practice 8 Teaching and learning demonstrates that all teachers are responsible for language development of students.

Finding Conversations with the IB coordinator and teachers show that the diverse language needs of the students are being met.

Commendations The pedagocial leadership team and the teachers show a clear understanding of, and support for, every teacher´s role as a language teacher.

Practice 11 Teaching and learning incorporates a range of resources, including information technologies.

Finding Conversations with the IT team show that there is evident IT support for teaching and learning across the curriculum.

Commendations The school has put in place highly developed IT support which clearly enhances teaching and learning across the curriculum.

Standard C4: Assessment


1+ 1a Assessment at the school aligns with the requirements of the programme(s).

a. Assessment of student learning is based on the objectives and assessment criteria specific to each subject.

YES


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9 The school has systems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay, depending on the programme(s) offered.

YES

Documents

IB Diploma Programme Verification Visit Report€¦ · IB Diploma Programme Verification Visit Report ... You will find the report related to your school in the ... 3 The head of