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Evaluation visit team manual
Program leader role pack
PSP 2020

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Venn diagram to further illustrate how the role of Evaluation and program leader work together

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Venn diagram to further illustrate how the role of Evaluation and program leader work together

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The PL is responsible for submitting by the deadline the assigned sections in the evaluation report.

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Working alongside the EL a high level of collaborative skills are used by both the PL and the EL to prepare for the visit. The PL shares any questions, findings or areas to consider during the visit which appeared from completing the preliminary review.

Facilitates and takes part in constructive talks during the visit in collaboration with the EL.

Shows pro-activity and a high level of engagement. Through using high interpersonal social skills and communication skills the PL along with the EL helps schools feel more comfortable thereby engaging in more meaningful talks that will help support and drive development. This also helps schools recognise that it is a shared inquiry process.

The PL upholds the LP profile attributes and is mindful and respectful of the cultural and social setting of the school.

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Provides program expertise (knowledgeable)

Validates school documentation according to the PSP 2020 and is able to identify areas where standards and practices are not met YET /lacking. This involves looking into the self-study and development plan.

Engages in deep critical thinking when reviewing documentation and compiling the preliminary review report

Uses affective skills and critical thinking skills when looking into the unique context of the school and can identify and understand challenges faced when implementing the IB program.

Uses organisation skills to prepare for a visit remote or on site.

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The process of the evaluation visit has a clear beginning, middle and end where protocols are followed and finally the evaluation report is submitted. After that the Evaluation team has no contact with the school however the end in mind is that there is a continuation of the appreciative inquiry process started by schools and that the cycle continues where school keep upholding standards and practices and continuously works on improving educational practices to reach excellence according to the IB mission, philosophy and framework.

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Roles involved in the evaluation visit process

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Roles involved in the evaluation visit process

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I chose to represent these roles in the format of a triangle to highlight they work alongside each other and are all equally essential roles during the visit. As they inquire during the visit they triangulate, re-affirm, validate and review understandings and findings together to create a comprehensive/constructive evaluation report to support school developmental processes.  At the center of the triangle is the school undergoing evaluation to highlight they are an integral part of the process.

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The EL and PL overview what can be considered an appreciative inquiry process in schools undergoing the evaluation visit. The core is to continue achieving the IB mission and to uphold the IB philosophy  by continuing to engage in a reflective and intentional process aimed at driving development within the learning community. The PSP 2020 supports this reflective process as does the self study to help schools realise their strengths and areas of development.

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The team chair (present in continuum/multiple visits), EL and PL engage in a shared inquiry as they plan, prepare, collaborate and execute the visit together. Each member brings his own expertise to help ensure a positive experience for schools to help them by extending their capacity to implement and develop
IB programmes to have a greater impact on student outcomes through the development of teacher and leader
practice.