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thinking about, and learning about, assessment beyond the homeroom classroom i.e the role and types of assessment in specialist subjects.

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thinking about, and learning about, assessment beyond the homeroom classroom i.e the role and types of assessment in specialist subjects.

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Was challenging as without the evidence we were unsure how we could give a level with confidence

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We discussed through looking at the parent portal that many of the assessment documents are shared with parents. 

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We discussed through looking at the parent portal that many of the assessment documents are shared with parents. 

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Approaches to assessment 3.4: The school implements, communicates and regularly reviews consistent and fair systems and processes for reporting student progress and handling appeals or challenges.
-Awaiting further evidence/links in the slide deck

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We where able to reconnect with our understanding of the requirements for the Self study.

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It took a while to connect/remember where we left off from last time.

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Can sometimes be a challenge to decide if it is a "Yes" or "No" as it could be in "between"

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Can sometimes be a challenge to decide if it is a "Yes" or "No" as it could be in "between"

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The shared drive/email history makes everything simple, provided you know where to look. Our colleagues are top notch when it comes to  answering about particular roles/units.

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Connect: L:  it is really beneficial to talk with members of the group to collect their experiences and perspectives. In these conversations, we realise we have much good quality learning happening

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Connect: L:  it is really beneficial to talk with members of the group to collect their experiences and perspectives. In these conversations, we realise we have much good quality learning happening

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I found the information directly connected. We were looking at inclusion and Learning Support practice and policies and it was easy to look at what we actually do and compare with the expectations.

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Learned about how much we are doing...aerial view as opposed to the ground view from the day to day work we do.

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The information connects concretely as our section is teacher and student support and how we provide and deliver that not only in PYP but throughout the school

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L: It was great working with other members of the team, really gives you different perspectives!

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It got me thinking about all the different elements that create our 'environment' here at ISB.

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It got me thinking about all the different elements that create our 'environment' here at ISB.

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You need to make sure you are on the right page in the right documents...

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You need to make sure you are on the right page in the right documents...

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It allows us to reflect on our practice and highlight our needs

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The challenge is getting reconnected to the work. I suggest bigger chunks of time allocated to this work instead of start stop start stop.
The Beast document is living up to its name. Takes a while to navigate.

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I found it challenging trying to navigate my way around the documents... I felt only a little less confused in our final meeting than our first. Although it was all english, it took some translating. 

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I found it challenging trying to navigate my way around the documents... I felt only a little less confused in our final meeting than our first. Although it was all english, it took some translating. 

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Extend: L: we had some good discussion today about what International Mindedness looks like in our school, think we identified room to grow here

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Extend: L: we had some good discussion today about what International Mindedness looks like in our school, think we identified room to grow here

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Many things are undocumented or incorrectly represented on the website

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The consideration of teacher and student support beyond the classroom, in the community, outdoor learning opportunities and parent and community groups supporting students learning

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It was great to see people commenting on "achievements and challenges" in the summary for the practice. Helps to inform the next steps in given areas.

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There are so many different pieces of evidence that we can gather. Teacher and Student Support section is embedded in our everyday practices.

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looking into the Inclusion Policy and reading through it carefully helped extend my understanding of how ISB views inclusion and made me wonder how can we improve our practice.

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Challenge: L: it is challenging to know what is happening in other grades, as we are wrapped up in our own teams and perhaps don't have much opportunity to see what other grades are doing.

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Challenge: L: it is challenging to know what is happening in other grades, as we are wrapped up in our own teams and perhaps don't have much opportunity to see what other grades are doing.

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Working through the documents, locating the documents

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The information was presented in terminology that we are very familiar with here at ISB. This familiarity is evidence, I think, of a strong PYP school.

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In a perfect world, there would be rubrics for each section linked with examples to better understand achievement levels.

There has to be a less complex template/evidence document transition. It would be interesting to collaborate with the IB afterwards in order to see if any schools have simplified this portion to make it more user friendly.

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Navigating through the different slides, documents, etc.

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Sometimes we were not sure if the information we are looking into is actually what we need. A lot of conversation and thinking and wondering went on before we were sure.

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As this was the last time for this process this academic year to ensure notes are collected of what needs to be done, in readiness for the next meeting, next academic year

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As this was the last time for this process this academic year to ensure notes are collected of what needs to be done, in readiness for the next meeting, next academic year

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I am aware, thinking about what we were asked to provide evidence for, that there is room for improvement when it comes to children being part of planning their own learning more. There are pockets of if but it could be more consistent.

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The language used is the same as in our planners. Familiar with the concepts and most vocabulary that is stated in the practices.

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Ideas from different grade levels that are revealed through group mates and the different documents that we were accessing.

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How to embed understanding of abstract concepts from a young age. Some of the concepts are very difficult for young students to engage with and be able to articulate. This does not mean that they don't have opportunities to engage with them, it just means that they aren't developmentally ready to communicate their understanding of them fully.

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When all grade or section levels aren't represented it's hard to know what evidence might be available. There isn't enough time to troll through all the evidence, a lot is just from memory.

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Looking at documents in the strategic plan helps us to see the mission being used to drive all aspects of the school

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Nice to meet with colleagues and bounce ideas with them.

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As we didn't have access to the strategic plan there were questions we couldn't find evidence for. Having been given access to the improvement plan shed some light on the path that is being followed or planned to be followed.

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It struck us how well crafted and important the guiding statements are for us to use the mission and to measure our own practise against the mission

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Sometimes it is challenging to keep on the rating task because it is in us to make changes