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List of important components

Prepare the teachers in 4 working groups: Purpose, Environment, Culture, Learning

Provide to teachers sample questions, ask each working group to ask each other to find out if they are fully prepared to answer them

Revisit the learner profile and PSP with the 4 working groups, PTA, School Board and students selected to enter the interview

Brief Admin staff to prepare for the logistics e.g. room for evaluation visit team, work out timetable for class visit

Notify teachers whose classes may be observed

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Collaborate with Head of School to prepare for the virtual meeting in relation to the evaluation reading.
Establish who will be in the virtual meeting.
Discuss, in advance, the topics provided by the Programme Leader.
Based on topics, decide who else may need to be in the virtual meeting.
Liaise with IT to ensure that the infrastructure is there for the virtual meetin.

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·       Book room for the IB staff

·       Book in catering for their meals

·       Look at classes available and liaise with staff about IB staff visiting

·       Create focus groups for:

o   culture, environment, purpose and learning

o   student group

o   parent group

o   school council

·       Brief stakeholders on common language and ensure they all have a clear understanding of the process and requirements.

·       Brief Principal and Executive team

·       Copy of documentation if required (check with IB staff via email before visit)

·       Staff name badges

·       Practice questions for interviews

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-  Meet with focus groups

-  Review policies with teachers and other stakeholders

-  Review expectations of the board and organise to speak at board meeting

-  Establish student and parent speakers for the meetings. Remind of expectations and possible questions to be asked.

- Practice questions with teachers and leadership memebers in focus groups. Remind to provide examples when speaking about teaching and learning practices.

- Check timetable for lesson visits and arrange changes, if necessary

-  Organise lunches and tea for visitors. Open invitation for dinner?

-  Organise rooms for meetings

-  Ensure our IB posters and LP profiles are visible in all rooms. Check displays

- Organise parking/rooms/lunches with facilities and admin team

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Ensure staff are in focus groups relating to PSP
Practice the interviews / visit questions with the staff.
Meet with students and educate them about the IB language for the visit.
Update classroom displays, check learning spaces are well maintained.
Present to staff about the process.
Make sure staff can talk to the policies

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XYZ>>>>>

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Environment

Leadership 3: The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community. (0201-03)
Leadership 3.1: The school implements a schedule that allows for the requirements of the programme(s) to be met. (0201-03-0100)

The school implements a schedule that allows for regular CAS experiences and projects over at least 18 months for every student

How does your school allow for regular CAS experiences and projects over at least 18 months for every student?

Culture

Culture 1: The school secures access to an IB education for the broadest possible range of students. (0301-01)

Culture 1.3: The school provides opportunities to access the programme(s) for the broadest possible range of students. (0301-01-0300)

DP 1: The school provides for the full DP, ensures that some of its students attempt the full diploma, then monitors and evaluates its efforts to provide students with equal opportunities to undertake the full diploma. (0301-01-0331)

What support strategies does your school have in place to ensure that all students have equal opportunities to complete the full diploma?

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For teachers and leadership: How does the school foster the social, emotional, and physical well-being of students and teachers? Or How does the school foster well-being for teachers and staff? How does the school foster students' social well-being? (Student Support - 0202-03)

How does the school build relationships with the wider community? What is the impact of these relationships? (Student Support - 0202-05)

How are teachers provided opportunities for collaboration? How does this fit within your teaching and learning framework? How does collaboration ensure that the IB programmes are effectively implemented? (Teacher Support - 0203-03)

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Environment - Teacher support 3:

When and how regularly do you (teacher) collaborate?

Who do you collaborate with, and regarding what?

To what extent do you find it effective?

Learning - Approaches to teaching 1:

How does inquiry look like in your classroom?

What are the relationships between inquiry, action and reflection in your teaching?

How do you develop natural curiosity in students?

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Purpose
How do you feel your school vision, mission statement and strategic plan reflects the IB mission and philosophy?
Learning
In what ways do you articulate your curriculum horizontally and vertically? Do you feel that this is equally weighted? What challenges are there?

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Environment #2 (0202-02-0200) What practices and processes do you have to identify and support the individual needs of students?

Culture #3.5
How do you educate students in DP about academic integrity?

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Create a simile that reflects how engaging/ interesting/cool developing a PDP might be in terms of process at your school. 

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Create a simile that reflects how engaging/ interesting/cool developing a PDP might be in terms of process at your school. 

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Expectation(s)

The handbook shows:
- the opportunities for students to directly apply their learning by taking action
- how students can demonstrate a commitment to service with and for the community throughout their learning
- expected learner outcomes
- responsibilities of the student
- responsibilities of the supervisor.
- how the school provides for regular CAS experiences and projects over at least 18 months for every student

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https://www.process.st/change-management-models/

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For your business to survive it will need to evolve. For it to evolve, you need to make changes. Without a change management model, the success of those changes is up to nothing more than hope and dumb luck.

I’ve already gone over how to form your own change management strategy, so for this post, I’ll outline everything you need to know about 8 proven change management models that will put your organization at the top of the food chain:

Lewin’s change management model

The McKinsey 7-S model

Kotter’s theory: Coaching people through change

The “Nudge” theory of change management

The 5 goals ADKAR for successful change management

Bridges’ transition model

Kübler-Ross’ change curve

The Satir change management model

Let’s get started!

Lewin’s change management model

Lewin’s model is one of the most popular approaches, and it’s easy to see why. By splitting the change process into three stages you can break a large, unwieldy shift into bitesize chunks which account for both the processes and people in your company.

Lewin describes three stages of change management:

1. Unfreeze

2. Make changes

3. Refreeze

Unfreeze your process and perceptions

“Unfreezing” means analyzing every step of your process to look for potential improvements. It also applies to your organization’s perception of the process, potential changes, and any resistance that might pop up.

By doing this you’re helping to eliminate any existing bias and commonly accepted mistakes. This gives you the perspective you need to change the cause of your problems, rather than just the symptoms.

Make your changes

“Learning is more effective when it’s an active rather than a passive process.” – Kurt Lewin

Once you’ve prepared everyone, it’s time to deploy your changes and guide the team as they adapt.

For this step to be successful, you need to focus on three vital areas:

Education: Make sure you provide adequate training for all new systems and technology your employees will need to use.

Support: This could be a manager, mentor, or even simply a knowledge base they can access for more information.

Communication: Maintain open channels of communication – both so employees know what to expect and provide feedback on progress and roadblocks.

Refreeze the new status quo

Once your changes have been deployed, measured, and tweaked according to feedback, you need to “refreeze” your new status quo. This is vital to any change management model – everything you’ve done is pointless if old habits resurface.

If you’ve listened to (and applied) feedback then this stage will be a little easier, since your employees will be more invested in the changes.

Your work isn’t finished, though. You still need to conduct regular reviews to make sure the new methods are being followed, are effective, and whether or not they need to be updated again. It can take time for new policies to become a habit, so continuously check in on how your employees are handling the change.

Lewin’s Change Management Model Process Checklist

Click here to access Lewin’s Change Management Model Process Checklist!

The McKinsey 7-S model

The McKinsey 7-S model is great for analyzing how coherent your company is. If you know that you need to change your act, but you’re not sure what to do, this is the change management model for you.

By analyzing the following seven aspects of your company and how they affect each other, you will highlight the changes you need to make to create a united approach to business:

Strategy

Structure

Systems

Shared values

Style

Staff

Skills

By analyzing each of these seven aspects, you’ll gain a clear picture of how they apply to your organization and how they relate to each other. Every aspect needs to support the other six. If you find one that doesn’t, that’s the area you need to look at for potential improvements.

⏩ Click here for a preview of the McKinsey 7-S Change Management Model Checklist Proce workflow

Click here to add this workflow to your free Process Street account!

Kotter’s theory: Coaching people through change

Kotter’s theory is the first in this list to focus less on the change itself and more on the people behind it (albeit from a top-down point of view). By inspiring a sense of urgency for change and maintaining that momentum, Kotter’s theory can be used to great effect in adapting your business to the current climate.

“Leaders establish the vision for the future and set the strategy for getting there.” – Dr. John Kotter

Kotter’s theory works by:

Creating a sense of urgency

Building a core coalition

Forming a strategic vision

Getting everyone on board

Removing barriers and reducing friction

Generating short-term wins

Sustaining acceleration

Setting the changes in stone

⏩ Click here for a preview of Kotter’s Change Management Process Checklist workflow

Click here to add this workflow to your free Process Street account!

The “Nudge” theory of change management

Nudge theory is more of a mindset than a set change management model. The basic theory is that “nudging” change along is much more effective than trying to enforce it in a traditional sense.

According to Businessballs, effective nudges are:

Indirect

Subtle

Open-ended

Educational

backed up with evidence

Optional

open to discussion

The basic principles you need to follow when nudging changes are:

Clearly define your changes

Consider changes from your employees’ point of view

Use evidence to show the best option

Present the change as a choice

Listen to feedback

Limit obstacles

Keep momentum up with short-term wins

⏩ Click here for a preview of the Nudge Theory Change Management Model Checklist

Click here to add this workflow to your free Process Street account!

The 5 goals ADKAR for successful change management

Created by Jeffery Hiatt (founder of Prosci), the ADKAR change management model is a bottom-up method that focuses on the individuals behind the change. Rather than being a sequential method, ADKAR is a set of goals to reach (with each letter of the acronym representing one of these goals).

By focusing on achieving the following five goals, the ADKAR model can be used to effectively plan out change on both an individual and organizational level:

Awareness (of the need to change): Your employees need to understand why the change is happening, but this step isn’t about simply dictating what they need to do. Use evidence to back up your plan and convince them the change is positive.

Desire (to participate and support the change): Awareness is good, but it’s nothing if people don’t want to change. This will be a true test of your skills as a leader since you will literally need to win the hearts and minds of your employees.

Knowledge (on how to change): Make sure everyone knows what their role in the change will be. People dislike change because of the uncertainty; a clear plan of the steps, expected results, and parts they need to play will help alleviate some of that anxiety.

Ability (to implement required skills and behaviors): Knowing what needs to be done is just one side of the coin. Employees may need extra training or coaching in order to fulfill their responsibilities. Again, if people feel prepared and confident in their abilities to handle change, they are less likely to resist it.

Reinforcement (to sustain the change): After you’ve done the heavy lifting, you need the change to stick. Performing regular reviews and offering incentives are great ways to help employees establish new habits and provide accountability (for you, too).

⏩ Click here for a preview of the ADKAR Model Change Management Process workflow

Click here to add this workflow to your free Process Street account!

Bridges’ transition model

Created in 1991 by William Bridges, this change management model focuses on transition rather than change. While that might seem pedantic, it alters the entire way that change management is approached.

“Nothing so undermines organizational change as the failure to think through the losses people face.” – William Bridges

I mentioned earlier that the uncertainty of change causes anxiety; as a result, change can often feel intrusive. People perceive it as happening to them rather than something they’re actively involved in.

A transition, on the other hand, implies a gradual adjustment. It’s a planned journal rather than a radical shift. This approach allows employees to process the emotions they feel about the change and feel more prepared for any new expectations of them.

It does this by detailing three stages of transition, each of which the employee must be guided through for the change to be successful:

1. Ending, losing, and letting go: Focus on listening and communicating. Your employees’ will likely feel very vulnerable at this stage and will rely on you for a sense of stability and reassurance. Be clear about what they can expect and assure them they will be supported throughout the transition.

2. The neutral zone: “Neutral” is potentially misleading here. This stage involves all the hard work required to make the transition, but without experiencing any of the benefits yet. Persevering here is crucial to your success since this is the stage where many people get discouraged, give up, or impede the process.

3. The new beginning: Give everyone some kudos and a little celebration here, but like all the other models, your work is not quite finished. This stage requires vigilance and reinforcement. Capitalize on the high energy of this stage to cement your changes as the new status quo.

⏩ Click here for a preview of Bridges Transition Model Process Checklist workflow

Click here to add this workflow to your free Process Street account!

The Kübler-Ross change curve

Elisabeth Kübler-Ross was a psychiatrist who detailed the five stages of grief in her book, On Death & Dying. It may seem odd to talk about grief in terms of a change management model, but it actually makes a lot of sense.

Grief isn’t always a dramatic event. Think about the last time a favorite product was discontinued or an app updated its UI. Your response likely followed the Kübler-Ross model of the stages of grief – albeit probably on a much more subtle level.

Change always requires a loss of some sort, and your employees will have an emotional reaction to that loss. Understanding how people process those emotions will enable you to prepare your response in advance.

The five stages of the are: Kübler-Ross change curve are:

Denial

Anger

Bargaining

Depression

Acceptance

If you’re still not convinced this model can help, let’s go back to the updated app.

1. The update is released and users respond with surprise, shock, theories it may be a glitch or some other temporary change.

2. Some very vocal users take to social media to protest the change and criticize the company for making such obvious mistakes with the new UI.

3. These angry users will lodge complaints and/or start petitions in the hopes of pressuring the company to revert to the old setup.

4. When the company doesn’t respond – or refuses to undo the update – those previously angry users experience a sort of sadness and rejection. Their much-loved app isn’t the same anymore and the company they were so loyal to doesn’t seem to care about their users’ feelings.

5. While typically continuing to use the app throughout this process, those same users have slowly gotten used to the new UI. Some may realize the changes have actually improved their experience, others may simply adjust to the new layout. Either way, the updated UI has been accepted.

(It’s quickly worth noting that people can move through the stages in a random order, and they can jump backward or repeat stages, too.)

⏩ Click here for a preview of the Kübler-Ross Change Curve Process Checklist workflow

Click here to add this workflow to your free Process Street account!

The Satir change management model

The Satir change model is similar in some ways to the Kübler-Ross curve, but it focuses more on performance during the change. In this sense, it’s a way of predicting and tracking the effect of changes on overall performance.

Satir’s change management model is made up of five stages:

1. Late Status Quo

2. Resistance

3. Chaos

4. Integration

5. New Status Quo

Also, before diving into the final change management model, note that the Satir model focuses on tracking rather than affecting performance. Without using a supporting model to tackle these negative effects, you’re left with little more than a way to measure the effect of your change.

This isn’t always a bad thing, but keep it in mind when looking for a method to actively support your changes.

Unlike most other change management models, the Satir model also provides an easy way to analyze the impact of your changes at a glance (by producing a graph based on your ongoing performance). Not only that, but it makes it easy to compare the effects of various changes you have made and provide a measure of your business’ progression.

⏩ Click here for a preview of the Satir Change Management Model Process Checklist workflow

Click here to add this workflow to your free Process Street account!

Use Process Street to manage change in your business

Choosing the right change management model might seem overwhelming at first, but using a solid framework to deploy your changes is crucial to a business’ successful evolution. It’s also important to remain mindful of how these changes will impact your employees – and what their reactions might be as a result.

Using one or more of the change management models listed in this post will enable you to predict and prepare for your employees’ concerns, giving your company the best chance to not just survive, but thrive in the corporate wild.

The included workflow templates will get you off on the right foot but walking you through every step of the change management process. You can proceed with the confidence that no element will fall through the cracks, even if you’ve never used a particular change management model before.

Process Street workflows incorporate a variety of dynamic features that make all our workflows intuitive and easy to use. Plus, they offer the added bonus of documenting your process every time you use it so you have a record of what’s been done before.
It’s a good idea to establish a thorough risk management plan as part of your change management process. That way, you can ensure you’re well-prepared for any complication so implementing your changes runs smoothly.

Process Street can help you with that.

How do you deploy changes within your own organization? I’d love to hear from you in the comments below!

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Change Management Models: 8 Proven Examples to Evolve & Thrive | Process Street | Checklist, Workflow and SOP Software

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For your business to survive it will need to evolve. For it to evolve, you need to make changes. Without a change management model, the success of those changes is up to nothing more than hope and dumb luck. I've already gone over how to form your own change management strategy, so for this post, [...]

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ADKAR - focus on the need for change versus Beckhard-Harris which focuses on "dissatisfaction". Beckhard-Harris, however, uses "vision" verus "desire," which is perhaps a better approach when encouraging people of the necessity of change.

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Nudge Theory / ADKAR
Sims - values employee input
AND small incremental changes
Diffs - sequential / not sequential

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Understanding Change: Lewin’s Force Field Analysis /Lewis Change
Management Model /Beckard and Harr’s Model
• Implementing Change: Leavitt’s diamond / McKinsey’s 7S Framework
/Kotter’s 8 stages of change /Kubler-Ross The Change Curve

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There is no rule that the PDP has to use practices from each PSP category, but they must use practices from at least two categories.

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As rewarding as hitting the gym

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As collaborative as ants in a colony.

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How do we focus our programme development plan (PDP)? 

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How do we focus our programme development plan (PDP)? 

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What question does your school want to answer?

What challenge might your school be facing?

What goal does your school want to achieve?

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Support with details - Have you described in detail the situation that you are facing that makes you want to develop this programme aspect? If not, add more detail. What about data?

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Create a rationale - Summarise the reasons

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How can we share our programme development plan? 

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How can we share our programme development plan? 

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Reflective about what we have achieved and where we need to go (i.e. strengths and weaknesses)
Principled to ensure that we follow the evaluation process and meet the requirements

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Learner profile important in my school context when conducting a professional inquiry:
- Open-minded: As a 150+ years old school there are many traditions we have taken for granted and forgotten to question, while educational needs change over time, e.g. from 2014 PSP to 2020 PSP.
- Communicator: Parent involvement are often associated with complaints. A healthier culture of parent involvement is needed to help teachers and parents see that they don’t need to wait till problems happen to communicate; they can have a continuous conversation and both participate in the school development process to prevent problems.

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Reflective - We need to reflect on our strengths and weaknesses as a new school and new programme and set actionable goals for continuous development.

Open-minded - Teachers  need to be open to approaching curriculum content (and new challenges) in a new and engaging way. They need to be open to trying new approaches to teaching that they may not feel 100% comfortable with and they need to reflect on these practices.

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Inquirers - about asking questions, seeing where we are at, and what else we may need to do - involves an inquiry cycle.
Open Minded - we may find out things in the process that we didn't realise were something that needed addressing, that maybe wasn't the direction we had thought, and being open to see our successes too.

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3 things I remember:
- One good PDP is better than many unfocused PDPs
- course outline is a major piece of evidence
- The visit is to celebrate
2 examples:
- Need to write up the aims, timeline and responsible teachers for PDP
- Set up 4 working groups: purpose, environment, culture, learning
1 question:
- What is expected in a CAS Handbook?

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3 things: Establish focus groups for the self-study; To meet collaboration expectations, the DPC can work with teachers who are the only teachers in their subject areas; The evaluation process is about highlighting successes

2 examples: Provide course overviews (not only unit plans) as part of your documentation; Survey stakeholders as one of the first steps when preparing for the self-study

1 question: Which case study timeline do you feel was the best example to follow?

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3.
* The 4 categories for focus groups - instead of by subject group
* Survey everyone - parents, students, staff
* Review the role description (teaching load) for the IB Coordinator and the CAS and EE Coordinators component.

2.
* Focus groups - one in each category (Learning, Purpose, Environment, Culture)
* 2 year scope and sequence needs to have the ToK integration

1.
* Is there a timeline that we should follow by certain dates? I would like to have a checklist of what needs to be completed to follow.

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I remember that:
- it is better to have focus groups structured around Purpose, Environment, Learning, Culture
- the focus of the evaluation review is impact on students
- additional documentation is always beneficial
I learnt that:
- course outlines are more significant than unit plans
- evidence can come in many forms e.g. minutes, photographs of students etc
I have no questions at this moment

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3 things I remember: We Upload the documentation to IB Concierge, we can select 1 pdp, that it can take about 12-18 months to complete the process
2 Examples: One example of something I have learned is that there are often more than one way to do the documents eg.PL documents, Another example of something I learned was I need to organise focus groups around the PSPs
1 Question: I still would like to know of some of the common errors that people make when completing their Evaluation process so I can avoid and look out for them.

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How does my school think about learning?

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How does my school think about learning?

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MIND FULL

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I thought I knew that it was unit plans that were of paramount importance.
Now I know that course outlines are more significant.

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I thought I knew what documents teachers should submit for evaluation
Now I know some are not required e.g. there’s no need to submit all unit plans for all units in all subjects.

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I thought I knew the general process of the evaluation..... Now I know that there are a lot more intricate details that I need to follow.

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I thought I knew that unit plans should be submitted as part of the required documents. Now I know that course outlines are recommended.

I also now know that I need to be the collaborator with our Visual Arts teacher at least once per term.

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I thought I knew..what documents I needed to sort out.

Now I know that there are many ways to present evidence, that while there are some required documents, the format is often variable and there is still opportunities for additional evidence.

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Collaborative planning description and schedule
Calendar or schedule of school deadlines
Sample schedules for each grade/year of the programme
Curriculum Documentation
DP Core - (Extended essay supervision, CAS handbook,CAS experience samples)

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The evaluation process involves reflecting on our current school practices against a set of standards to ensure we are meeting the IB philosophy and requirements. As part of the evaluation process we complete a PDP which is a process of focusing on chosen areas in order to further improve student outcomes.

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Stakeholder - Council
Reinforce that the student is the focus - particularly that their learning is the focus - not the ATAR. I would emphasise the IB Learner Profile.

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How would you explain the purpose of evaluation to school stakeholders? Pick one and explain.

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Our school context is connected to the evaluation as we need to make sure that our school is meeting the requirements of the IB philosophy. We must ensure that we are follow and align with their procedures effectively.

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How are school context and programme evaluation interwoven?
- School context shapes the schools, giving rise to unique strengths and areas for development identified by programme evaluation
- Programme evaluation gives recommendations for the school to develop, within its school context

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Specific contextual details, such as cohort demographics, affect teaching and learning expectations as outlined in the PSP.

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You need to ensure that the standards and practices inherent in the programme evaluation are accurately reflected in your school context. This is particularly important when you are offering a dual pathway and IBDP is not necessarily the main focus of y11 and 12

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1. Self Study - Part 1, the self-assessment of the standards and practices as well as Part 2, the programme development plan.
2. Compliance with Rules for IB World Schools - (School and Programme profile, Legal entity and licensure documentation, Statement of acceptance, School information, Parent or legal guardian and student complaints procedures)
3. Purpose (School mission and vision statements, School Strategic Plan)
4. Environment (OC, JD, Programme Budget, Professional Development Info)
5. Policies (Access and/or Admission policy, Inclusion policy, Acdemic Integrity Policy , Language policy, Assessment Policy)

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School context has to be taken into consideration with programme evaluation, as every school is different, so the needs of the school community will be reflected in the polices and processes, which the evaluation team will review. The IB supports the local context in their standards, and so the evaluation team must be able to see how the IB is applied in the context being evaluated

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How does programme evaluation connect to student learning?

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How does programme evaluation connect to student learning?

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Preliminary review /Self Study Guidelines 

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Preliminary review /Self Study Guidelines 

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How might schools prepare for the evaluation process?

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How might schools prepare for the evaluation process?

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List #1 - What school conditions might lead to meaningful evaluation outcomes?

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List #2 – What school conditions might hinder meaningful evaluation outcomes?

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How are school context and programme evaluation interwoven?

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How are school context and programme evaluation interwoven?

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On the top half, identify your unique school context and on the bottom half, show how the four PSP categories (purpose, culture, environment, learning) are each represented in your school context

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Discuss: How might your school’s context shape the process of evaluation?