# data[].attributes.body
Pathway 2 changes the focus away from compliance of a set of standards to a much more freeing prospect for leaders.  The ‘reward’ for continued high standard is that schools will be able to focus on specific areas of improvement.  Sustained improvement is the goal and Pathway 2 will allow for a much more focussed strategic vision to be implemented.

# data[].attributes.body
P2 offers a 'mature' school a means of differentiation to concentrate resources on a focussed area for development. It enables the school to produce specific actions to make tangible improvements to student experience. It offers the way forward for further strategic improvements beyond the immediate CIS visit cycle.

# data[].attributes.body
Project design needs to be crafted to school goals and development. School development process requires active engagement on a project that matters and excites the community. Leadership guide and support but most importantly empower teams to work on projects and advocate for their success

# data[].attributes.headline
Pathway 2 allows schools to focus on an area of their choice. It is practical, based on projects that will make a difference. It continues to involve the school community but on a more granular approach.

# data[].attributes.subject
Pathway 2 allows schools to focus on an area of their choice. It is practical, based on projects that will make a difference. It continues to involve the school community but on a more granular approach.

# data[].attributes.body
1. An opportunity to develop intentional research around the school improvement plan and future aspirations.
2. Moving from meeting standards, to implementing ambitious goals that will amplify the way those standards are met.
3. Strong collaboration opportunities amongst colleagues while developing leadership in diverse ways.

# data[].attributes.body
Pathway 2 is a productive and efficient shift from meeting the standards to focusing on strategic goals and aspirations for the whole school.
The school will be able to identify its own needs and further steps to achieve excellence.
The school community will have more ownership and collaboration towards achieving these particular goals.

# data[].attributes.body
For years we have been talking about accreditation for growth as opposed to the old model of compliance/ check list based accreditation.  This is super helpful as a school articulates its aspirational future, its vision for learning for the fullest realization of its mission and core values--the school's promise to the world.  Pathway 2 allows the school to dive deeply into how it plans to strategically realize this imagined future.

# data[].attributes.body
Once approved following the Prep evaluation to start on Pathway 2 schools can identify projects and developing goals and action steps. It provides leadership with relevant and internally decided school improvement projects. Setting up the teams to lead and work on the projects is an important role for leadership.

# data[].attributes.body
P2 offers flexibility and allows the schools to focus on areas that they find more important at that particular stage of their development

# data[].attributes.headline
The source of the project topics from the main document helps to see it in the big picture. Working in groups through the stages (action research?) is good to learn the school's processes for impacting the goal/s.

# data[].attributes.subject
The source of the project topics from the main document helps to see it in the big picture. Working in groups through the stages (action research?) is good to learn the school's processes for impacting the goal/s.

# data[].attributes.body
Pathway 2 relishes school's creativity and offers a safe space to innovate. Schools are supported by CIS on the journey of excellence, as schools are supported through an external eye. This pathway models what we want to offer our students - voice, choice and agency.

# data[].attributes.body
As the goals, objectives and action steps are more specific and directly related to the school's needs and the strategic plan (and also IB PDP), it can bring more ownership, agency and collaboration for the school community

# data[].attributes.headline
Clearly a major change of approach and emphasis from Pathway 1, both for schools and evaluators. The process will allow schools to focus on improvement in chosen areas. Pathway 2 will require whole-school involvement in the chosen 'deep dive'.

# data[].attributes.subject
Clearly a major change of approach and emphasis from Pathway 1, both for schools and evaluators. The process will allow schools to focus on improvement in chosen areas. Pathway 2 will require whole-school involvement in the chosen 'deep dive'.

# data[].attributes.body
Pathway 2 changes the approach to "ticking the box" to get to accreditation. The deep dive allows schools who have achieved high standards across domains and have a good history of sustaining the standards. The option to then concentrate of key foci and build a more (strategic) sustainable approach to further improve or excel is a great way of demonstrating what a school can do, even better.

# data[].attributes.body
An opportunity to take a school forward, over and above meeting/exceeding standards. A tangible opportunity to link the CIS evaluation process to strategic planning. An opportunity for the school community to participate in professional learning that is directly linked to their own school's journey of improvement.

# data[].attributes.body
1) Pathway 2 offers a choice of deep dives and the project has do be related to students' learning.

2) Trust environment where schools get to choose their pathway 9-12 months prior.

3) Idea for schools to be able to select where on the development stage cycle they wish to begin, deeper validation of authenticity.

# data[].attributes.body
Pathway 2 allows schools who already have a proven track record with accreditation to take a deeper dive into areas specific to their school's needs. There are 3-6 projects earmarked for development with one or two main goals and then several action points. Schools will have groups leading each project with a set of co-chairs at the helm, a leader advocate and a range of members from the school community.

# data[].attributes.body
Pathway 2 suits a school who may not have the capacity to do the full re-accreditation cycle, to rather opt for an in-depth deep dive into one of the three areas that directly impacts students learning. The exploration committee must have two co-chairs to allow for succession if one leave and should show a diversity in roles, areas and divisions.

# data[].attributes.body
Pathway 2 allows a school to reflect on good practice and allows the school to develop the good practice further. It enables the school to focus on particular areas. It sets up a realistic set of planning strategies to effectively ‘deep dive’ into that focus.

# data[].attributes.body
The meaningful projects, a plan for development, specific goals and needs, 3 main areas for development. flexibility, authentic and realistic change.

# data[].attributes.body
Project development involves the community. Goals are exact targets supported by action steps being SMART targets. Projects can be difficult to implement and embed.

# data[].attributes.headline
Pathway 2 will bring greater authenticity to accreditation for teachers as it looks to future aspirations. The projects will be a practical reflection of what the school needs and wants to do. The time bound nature of the accreditation process will help drive the projects towards fruition.

# data[].attributes.subject
Pathway 2 will bring greater authenticity to accreditation for teachers as it looks to future aspirations. The projects will be a practical reflection of what the school needs and wants to do. The time bound nature of the accreditation process will help drive the projects towards fruition.

# data[].attributes.body
Future aspiration questions can help underpin the projects. Action steps need smart targets. How does the project relate to where the school is on the wheel.

# data[].attributes.body
Pathway 2 allows  project groups that can be much more meaningfully inclusive than the domain self study groups. Staff can develop and have ownership of various areas of our strategic plan rather than investigating and reporting back. The terminology of "action steps", "advocates" and "reference groups" speaks to a model where risks are encouraged as well.

# data[].attributes.headline
There is some unlearning to do; it is a different approach. This is a 'validation' role. Better understanding of 'advocating'. 

# data[].attributes.subject
There is some unlearning to do; it is a different approach. This is a 'validation' role. Better understanding of 'advocating'. 

# data[].attributes.body
Schools define projects & goals that support the strategic direction, in alignment with CIS standards. Projects can be co-designed in a participatory process. An opportunity to bring involve all stakeholders  on a journey from information via understanding to improvement and application, through external validation.

# data[].attributes.body
Schools may choose different starting points on the wheel/process. Schools will have different groups involved in projects (i.e. leads and reference groups). 4-5 projects will be the norm depending on the size and capacity of the school.

# data[].attributes.body
The school identifies what is the most meaningful for the school community. It can develop a few projects which means a lot of collaboration and reflection among the school community. Each community member can give their input (voice).

# data[].attributes.body
CORE Team standards up to the prep visit.  Three areas to choose from for Pathway 2 Projects - T&L, Well Being, GC.
4-6 projects over the 15 month timeline, all with SMART goals and specific actions.

# data[].attributes.body
The existing domains are still there as a basis for the projects. The projects just seem to take each area further than in Pathway 1 which allows the school to really focus in on areas of improvement that are important to them. So far very good for the school - it will be interesting to see how visitors can really add value to this process.

# data[].attributes.body
Pathway 2 allows schools to authentically drive the process of school improvement in their own context. With support, school chose the depth and breadth of the projects they undertake. The process towards embedding change is given structure by CIS to guide towards success.