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American International School of Johannesburg

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Short video

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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

• Evaluating Change

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Planning for programme evaluation C3 presentation

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Write one sentence to answer this question: Session question: How are school context and programme evaluation interwoven?

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Write one sentence to answer this question: Session question: How are school context and programme evaluation interwoven?

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Helpful:
Mission
Vision
Clarity of WHY - getting everyone on board
Clarity of WHAT - that everyone understands the process
Reflection

Hindrance:
Changes in Staff
Attitudes
School Management - needs to support
Budget
Retaining teachers

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Work in progress...

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From my school which Kyle and I discussed

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From my school which Kyle and I discussed

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Environment: Providing essential structures, systems and resources

Focus:

The library/multimedia/resources play a central role in the implementation of

the programme(s).

a. The library/media centre has enough appropriate materials to support the

implementation of the DP.

Resources have been added to requisition lists in order to address DP requirements for subjects being offered. 1500 volumes have been received for grades 1-5 in a primary school library, and 2500 are ordered and paid for the high school. The set-up of the library will allow students to work independently and for teachers to work with groups of students where applicable. The school has used Follett for the purchase of library resources and use its corresponding Destiny system. The school indicated they plan to purchase an equivalent number of Chinese and English resources to cater for both languages of the school. A book order list showed different titles for the different subject areas.

There will be two librarians, covering primary and middle and high school. The visiting team met one of the Librarians. She has been informed about the DP,  and understood that her counterpart would take responsibility for playing a role in planning and supporting the DP.

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Learning: Ensuring effective education
The school is focusing on Agency for their Programme Development Plan which shows an awareness of
the importance of trust building and having stakeholders identify their own needs, challenges and
successes. This allows individuals to identify areas of effectiveness and how agency has a strong impact
on student learning.
Professional Development is clearly an area of focus whereby budget and needs are met for all those
who require IB training and beyond. Thus, understanding of the IB programmes continues to grow and
develop with both teachers and students being aware of programme intricacies and requirements. The
Learner Profile attribute of Inquirer is therefore promoted through the positive PD programme at the
school.
The focus on collaboration ensures that all stakeholders are involved in ensuring effective educational
systems and processes at the school and that multiple perspectives and approaches are considered in
areas of development.
The pedagogical leadership teams in the school appear to be functioning well with all coordinators
demonstrating understanding of the IB philosophy, open mindedness, communication and reflection.

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How will we evidence the different practices and standards?

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bbb-AP - 16 Jul 21 - DP Planning for Programme Evaluation Cat 3 - Penny Kent[public-chat]_2021-7-16_12-18

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Most challenging |
Required documentation:Subject overviewsPolicy
Finances
Ensuring consistency of staffing and PD requirements |

How to address

Ensure time is spent in collaborative planning WS, programme and subject meetings

Policy reviews in teams to ensure buy-in

Ensure transparency with HOS and/or governance

Look at staffing policies in relation to PD requirements.

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Will we look at a finished plan?

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https://docs.google.com/document/d/1qnB18ZzMogPgT3R6oUADU93NqV42qYm7SoovZmkJ0wY/edit?usp=sharing

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Development Plan duration is less. Just 6 Months.

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An excellent jumping off point - clear timeline, clear responsibilities. It will be good template.

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Pros
Clear instructions at each point of the process
All staff seem to be involved in working committees and volunteers who lead a self-study committee
Involvement of school leaders at different points
Information collected from all stakeholders very early in the process
Considerable length of time spent on self-study (10 weeks) allowing for authentic discussion

Cons
Long time between preliminary review and the end of the self-study
Also, a long time between this and the PDP
A lot of data collected without any actionable points on analysis
Each group of 5 is responsible for only one practice - seems to be a bit siloed
Considerable length of time spent on self-study (10 weeks) during the collaborative time
Issues of sustainability with staffing - what happens with a large turnover of staff?

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I think I was missing a lot of information but I think I am on the right path and i am confident that I would be able to collaborate further with my colleagues to do the needful for the review/evaluation next year.

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I think I was missing a lot of information but I think I am on the right path and i am confident that I would be able to collaborate further with my colleagues to do the needful for the review/evaluation next year.

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I got clarity about the Development plan.

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The planning is in place.Work has been delegated.
Many developmental plans.

Cons:
Could have started a bit earlier as Sep 2023 is evaluation visit.Time used for PR and developmental plans.In one year how many DP can you focus. It would have been better to focus on just one DP, right from the beginning.

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Preparing for programme evaluation - IBWS case studies

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https://docs.google.com/presentation/d/1HLJCG2t9CwR9IvwzMUiwO_kR49fTbPbibWAEV69cxGI/edit?usp=sharing

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An effective evaluation requires staff and admin to Inquire and yet be Knowledgeable - Kyle

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Inquirer - all about nurturing curiosity in others, particularly when being introspective and critically evaluating own practice. It is crucial to be able to model this as a coordinator.

Risk-takers - certainly need this to allow ourselves (and others) to be open to innovation and change the status quo. Also need to be resilient in the face of change and challenge.

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I believe these are the two attributes that are most important.

Inquirers:
Curiosity Mindset.
They develop natural curiosity to learn. They acquire the skills necessary to conduct inquiry and research and learn independently. .

Reflective:
It's essential to identify what has to be done further. Whether changes are required and what has to be learnt further?

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Reflective

Staff = different cultures and background.
You can not fully understand your own life without knowing and thinking beyond your life...  Reflective - work to understand our strengths and weaknesses in order to support our teaching practices, learning, and personal development.

and

Open-minded

Is is important for staff to be open to others and show willingness to grow.
At our school, we teach both the national curriculum and the MYP/DP programme. It is important for staff to undestand and appreciate: open to the perspective of others.

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Guidance for programme development planning

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https://docs.google.com/document/d/1oK9Ako3y1R6Ej-y1oxaE_INRKse7c7cJIDV7PmbYvjc/edit?usp=sharing

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Programme evaluation is like a hotpot meal with many different plates being 'given' during the process.

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Programme evaluation is like a refrigerator, it is heavy, cold and will crush you if you try to move it alone

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Programme evaluation is like relationship , you need to be natural and keep working on your weaknesses:)

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Programme evaluation is like relationship , you need to be natural and keep working on your weaknesses:)

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P.E. is like tequila, one is fun, the second makes you queasy, and anything after your 3rd will find you in the toilet for long periods of time

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PE is cake walk if you delegate collaborate and have experienced colleagues, Head of School and IBWS :)

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PE is cake walk if you delegate collaborate and have experienced colleagues, Head of School and IBWS :)

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How does the PSP framework support programme development? Show how this works with “collaboration”.

Work in pairs and consider the practices on the slides.

•Environment: Is there is another practice in Environment that could set the “conditions” for collaboration in your own experience?

•Purpose: Is there is another practice in Purpose that could indicate the “why” for collaboration in your own experience?

•Learning: Is there is another practice in Learning that could show “who” should collaborate in

your own experience?

•Culture: Is there another practice in Culture that could indicate “how”

the “who” would collaborate in

your own experience?

What did you understand from this exercise?

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Consider these questions to help you select practices are related

(successful grouping) and will allow for long-term development.

•What practices will set the conditions for this development to be successful with this focus area?

•What practice or practices identify the people who are  responsible for the work? For example, teachers, leadership, students?

•What practice or practices show

how the work will be done?  That is, what actions will be taken?

•What practice or practices indicate why the school is undertaking the work?  That is, what is the reason

for grouping these practices together?

How will that allow the school to be successful in its implementation?

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Putting together in PE is like life. Sometimes you don't have all in place. In the end, everything would be fine :)

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Putting together in PE is like life. Sometimes you don't have all in place. In the end, everything would be fine :)

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Use the programme development template found in the

Questionnaire to begin the planning around each of the grouped

practices in order to begin the development process (your

own inquiry).

The following questions may help

you select practices that are related

(successful grouping) and will allow for long-term development.

•Who needs to be involved with the development of each practice?

•What might possibly need to be done in order to begin the process?

•What roadblocks might exist and how might they use the practices to overcome the challenges?

•Are there questions that need to be asked? By who? To do what?

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Using this process is going to make the PSP a living, breathing document and will actually foster their integration into daily practice, rather than being something that only gets wheeled out for the 5-Year review. They will not only increase our accountability in knowing and understanding them, but they will become a useful tool for framing our practice - well, some of the at least!

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The "treasure hunt" process to link PDP ideas to the PSPs
Linking a PDP idea to all four areas can be challenging, but finding at least two is doable
It's quite easy to find potentially too many PSP standards for the PDP - finding the right amount will focus the PDP

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The changes to the new PSP’s, makes it easier for a school to stay focussed on them after the evaluation team leaves the campus.

I learned how to fill out a PDPlan, how to provide evidence for these items and how to create buy in from staff.

Issues may be staff buy-in and the available time before the official visit.

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The PSP document is quite detailed, so might be a little daunting to introduce to staff in one go.
I like the cards - they will come in useful!

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Coming to consensus and then collaborating during the online teaching and learning is my biggest concern as teachers are already burned out, but have to do.

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Distilling the information and being able to share it in a digestible manner for staff so that they do not throw their hands up will be a challenge. Time to do it all.

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How might the programme development plan (PDP) change how we view and use the IB standards and practices (PSP)? – stimulus question

Using the standards and/or practices makes these genuine drivers for school improvement while aligning with IB standards. This aligns well with the philosophical underpinnings of the evaluation process and ensures the ‘why’ element is at the forefront.

What are three new things that you learned in the PDP process?

1. Each PDP must be built around at least 2 S&Ps

2. This can be whole school (in case of multi-programmed schools) or programme specific

3. This is a great way to ensure shared ownership of the process.

What are two things with this PDP process that might pose challenges back at your school?

Lack of understanding and reluctance to ‘try new things’.

Challenges in finding a focus and honest reflection

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Condition vs practice
Increasing familiarity with the PSPs themselves.
Narrowing down the focus for the project itself.

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[08:42] Anthony Bernardo - China: Top of the morning to you, Penny.
[08:51] Penny Keet: Morning!
[08:51] Penny Keet: Very stormy day here!
[09:02] Raja Shekhar Reddy: Good morning All :)
[09:04] Cheryl Priest: Good morning!
[09:08] Raja Shekhar Reddy: IB LP
[09:13] Penny Keet: Senge quote is from The Fifth Discipline: The Art and Practice of a Learning Organisation (1990)
[09:15] Penny Keet: An inquiry question should be...
Arguable - resists simplistic answers.
Complex - resists yes/no answers and elicits complex responses.
Specific in language - resists vague or undefined words.
Clear and concise - resists broad topics that are too big to address within a quarter.
[09:15] Raja Shekhar Reddy: What is Learning and how could we learn to be a life long learners?   How can our learning help us in real life?  Is all that we learn useful?
[09:15] Penny Keet: Put your questions in the Shared Notes space
[09:24] Penny Keet: How would you know if your school represents a "lively ecosystem- where different parts interact with one another"?
[09:33] Raja Shekhar Reddy: Math , We are still looking how to support our students and prepare students with paper 3
[09:40] Penny Keet: the new math syllabus has been a huge change for our teachers.
[09:57] Penny Keet: I have added a column for your responses into the padlet
[10:26] Raja Shekhar Reddy: I had a question  related to mission and vision. If a school has just the DP ,  Can it have a separate mission and vision for the DP section inline with school's Mission & Vision and IB Mission.
[10:27] Penny Keet: I would think that the two should be aligned - after all, the pre-DP classes should be preparing them for the IB.
[10:29] Raja Shekhar Reddy: ok :)
[10:49] Cheryl Priest: https://newington.sharepoint.com/:w:/r/sites/IBAdministration/Shared%20Documents/2021%20IB%20CPR/2021%20PD/Preparing%20for%20evaluation/Updated%20Self-study%20March%202021.docx?d=w7f4cdaea428b4f958bbff2931e9da9c1&csf=1&web=1&e=K76pvv
[10:49] Cheryl Priest: Word version
[11:09] For help using BigBlueButton watch these (short) tutorial videos.
[11:09] To invite someone to the meeting, send them this link: https://ibo.gl.reu1.blindsidenetworks.com/cas-gdh-h5c-svnInvite a guest to join this meeting
[11:09] Raja Shekhar Reddy: Well being and Integrating Core. TOK in focus for this year predominently
[11:13] Raja Shekhar Reddy: in house PD
[11:13] Raja Shekhar Reddy: by me and TOK co
[11:13] Raja Shekhar Reddy: We also use Managebac
[11:14] Raja Shekhar Reddy: we are focuissng on the implementation and make it more regular in class  room discussions
[11:17] Raja Shekhar Reddy: it's something all non continum schools have to look in to and you are doing a great job by taking this initiative :)
[11:18] Raja Shekhar Reddy: practice not preach
[11:20] Raja Shekhar Reddy: Big picture as you rihtly said
[11:20] Raja Shekhar Reddy: rightly
[11:24] Anthony Bernardo - China: Can't hear you Stephen.
[11:25] Anthony Bernardo - China: Have to restart my computer.  Sorry guys.
[11:31] Raja Shekhar Reddy: Evidences for Development Plan?
[11:31] Kyle Polizotto: Evidences for the Self-Study?
[11:33] Raja Shekhar Reddy: ok
[11:41] Raja Shekhar Reddy: Don't we provide evidences while uploading? Previously we had t0, I think
[11:47] Raja Shekhar Reddy: Additional Documents

    Additional Documents

    Please submit any other evidence that supports this Evaluation process.

Previous Reports
[11:47] Raja Shekhar Reddy: IB Conicierge
[11:51] Raja Shekhar Reddy: Penny,Can I share the screen for a minute to clarify the documents to be uploaded on IB Concierge
[11:56] Raja Shekhar Reddy: Kyle was following the old PSP and then shifted to new PSP, Postponing the visit would have helped him
[11:57] Penny Keet: I know - that must have been a huge shift
[12:03] Raja Shekhar Reddy: If you say Developed it should be backed with evidences to prove the same. Developing might need less evidence if you explain
[12:05] Raja Shekhar Reddy: You generally
[12:05] Raja Shekhar Reddy: for DP but in collaboration
[12:06] Raja Shekhar Reddy: That's where eveidences come in
[12:07] Raja Shekhar Reddy: It's like your taxes. if you have huge amounts transferred you need to show your source :)
[12:13] Raja Shekhar Reddy: Penny , Could you please suggest the IB officials to update the IB Concierge.
[12:15] Raja Shekhar Reddy: Kyle, don't stress yourself but have evidences ready as per your self study whatever possible.
[12:15] Raja Shekhar Reddy: If they ask for.
[12:16] Raja Shekhar Reddy: I wish our head of school too attends :)
[12:17] Raja Shekhar Reddy: Stephen you are quite modest :)
[12:20] Stephen Kay: just checking... a simile uses "like" or "as" (asking for a friend...)  :)
[12:20] Stephen Kay: #mathsteacher
[12:22] Chris Garden: What time are we back from lunch?
[13:06] Penny Keet: 1:30
[13:34] Raja Shekhar Reddy: Putting together in PE is like life. Sometimes you don't have all in place. In the end, everything would be fine :)
[13:34] Raja Shekhar Reddy: to kyle
[13:35] Kyle Polizotto: thanks
[13:54] Raja Shekhar Reddy: We could use this activity/strategy in meeting to help teachers understand and collaborate
[13:55] Raja Shekhar Reddy: MY IB PSP
[13:56] Raja Shekhar Reddy: https://ibo.org/professional-development/free-learning/free-online-pd-resources/
[13:57] Anthony Bernardo - China: My memory is great, but it just short.
[14:00] Penny Keet: Use The PDP template
[15:01] Anthony Bernardo - China: Same.... echo
[15:01] Kyle Polizotto: mute yourself Penny?
[15:02] Kyle Polizotto: ?
[15:02] Raja Shekhar Reddy: :)
[15:03] Penny Keet: do you recognise the diagram?
[15:04] Penny Keet: A more serious  video
[15:04] Penny Keet: https://www.youtube.com/watch?v=p5i0wB9Jfmk

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bbb-AP - 16 Jul 21 - DP Planning for Programme Evaluation Cat 3 - Penny Keet[public-chat]_2021-7-17_15-7

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In what ways does our organization help/hinder learning

To what extent does language help our understanding (learning)?

What is Learning and how could we learn to be a life long learners?

How can our learning help us in real life?

Is all that we learn useful?

How can schools help students to be life long learners?

How can we develop inquiry in DP teachers to help students learn through inquiry?

What is a learning community?

How are learning communities formed and how do people join them?

How long does an inquiry cycle last?

Do learning communities share their reflections?

How do the reflections support further inquiry cycles?

How can we identify lifelong learning after people leave formal education?

“Cannot not learn” – how many other languages use double negatives in the way that English does?

How would an IB visitor identify that “learning is insinuated in the fabric of life?”

How can we best structure professional learning communities to ensure consistent buy-in?

To what extent do professional inquiries improve student learning?

How do inquiry cycles promote authentic learning and engage critical thinking?

Cheryl

To what extent is learning at the heart of what we do?

How are we ensuring that each learner “cannot not learn?”

To what extent do we understand who is involved in our learning community?

How effective are we as a learning community? To what extent do we engage with all of our stakeholders?”

To what extent do we make best use of all of the members of our learning community?

To what extent are we using the inquiry, action and reflection cycle? Are we doing this as an intrinsic part of our practice? Are we learning from what we do?

What types of action do we want to promote?

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Lot to do :)

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https://drive.google.com/file/d/1wc9NwylHWj4NaQRumXikzjW1vbhAKssK/view?usp=sharing

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I had a question related to time table in this pandemic time regarding time table and number of lessons for HL and SL in each subject. We have classes of 40 minutes duration and I plan to continue 6 for HL and 4 for SL. Can you share your allocations if possible.

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I had a question related to time table in this pandemic time regarding time table and number of lessons for HL and SL in each subject. We have classes of 40 minutes duration and I plan to continue 6 for HL and 4 for SL. Can you share your allocations if possible.

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https://newington.sharepoint.com/:w:/r/sites/IBAdministration/Shared%20Documents/2021%20IB%20CPR/2021%20PD/Preparing%20for%20evaluation/Self-Study%20Practice%20Programme%20Development%20Plan.docx?d=w097913542e1346a588dbdfa2c762393b&csf=1&web=1&e=noKGa6

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- Introductory meeting with all DP teachers
- Meeting with pedagogical leadership team
- Meeting with DP coordinator

- Meeting with Heads of Department
- Meeting with Library and ICT specialist

- Meeting with the parents
- Meeting with the Board

- Meeting with Student leaders (student agency)
- Tour of school facilities
- Classroom visit

- Access to displays, presentations and student works (as appropriate), and conversation with those involved in their production

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https://drive.google.com/file/d/1kBeBXoOpEQHO86P-oJAJE4NCLq2Y39q4/view?usp=sharing

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Sample Visit Agenda - IBDP Programme Evaluation

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https://drive.google.com/file/d/1HU5Vhtq7wAAWBdK-gWkgY7Oi4VqWlMOm/view?usp=sharing

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Dear Evaluation Team,

Greetings.

On behalf of our school, I welcome you to our school and Indonesia.

We have made all the arrangements and the details could be found in the documents attached.

Kindly let us know if you would like to make any changes or want us to add anything else.

We all are looking forward to meeting you.

Thank You.

Yours Sincerely,

Raja

IBDP Coordinator

SIngapore School, Medan

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I shall put it in colorful slide etc or our school marketing team shall look in to it.

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I shall put it in colorful slide etc or our school marketing team shall look in to it.

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Dear Parents,Students and Teachers,

Hearty Congratulations.

SIS Medan has successfully completed the IB Five year Evaluation.

Thank you for all your support

Best Regards,

SIS Medan

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Have any 2020 evaluations taken place across the world yet?

It would be interesting to know if anyone has heard any feedback from pilot schools about any differences between virtual visits and face-to-face (for example - we found that our CIS virtual visit was more procedural than expected, and the team spent less time in lessons than we thought they would).

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"After spending 2.5 days thinking about it" That was a joke right? After thinking about it for 1.5 years, my understanding of the nuances is stronger.

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Start early, share the load, ask lots of questions, celebrate the positives #ProgrammeEvaluation

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An essential aspect of school improvement, striving to develop best practice through professional learning communities. #PLC #ProfessionalPractice #IBDP

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Identify, act on it, collaborate, delegate, learn, reflect and CELEBRATE!

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Demystification achieved. Food for thought provided. The way forward becoming clearer. Big job, but less scary and less lonely now. Thanks, @Penny# and @team#!

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IBDP Planning for Programme Evaluation Cat 3. It was enriching and got to meet experienced educators around the world and collaborate.Thank you Penny.It was great meeting you all. Stephen, Kyle, Cheryl, Anthony, Chris and Penny  Stay Safe!  Stay Connected!

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IBDP Planning for Programme Evaluation Cat 3. It was enriching and got to meet experienced educators around the world and collaborate.Thank you Penny.It was great meeting you all. Stephen, Kyle, Cheryl, Anthony, Chris and Penny  Stay Safe!  Stay Connected!

# data[].attributes.wish_content.attachment_props.text
IBDP Planning for Programme Evaluation Cat 3

It was enriching and got to meet experienced educators around the world and collaborate.

Thank you Penny.

It was great meeting you all.

 Stephen, Kyle, Cheryl, Anthony, Chris and Penny

Stay Safe!  Stay Connected!

# data[].attributes.wish_content.attachment_props.original_text
IBDP Planning for Programme Evaluation Cat 3

It was enriching and got to meet experienced educators around the world and collaborate.

Thank you Penny.

It was great meeting you all.

 Stephen, Kyle, Cheryl, Anthony, Chris and Penny

Stay Safe!  Stay Connected!

# data[].attributes.attachment_link.embed_code
IBDP Planning for Programme Evaluation Cat 3

It was enriching and got to meet experienced educators around the world and collaborate.

Thank you Penny.

It was great meeting you all.

Stephen, Kyle, Cheryl, Anthony, Chris and Penny

Stay Safe! Stay Connected!
— Raja Shekar Reddy (@RajaShe51964759) July 17, 2021

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
IBDP Planning for Programme Evaluation Cat 3

It was enriching and got to meet experienced educators around the world and collaborate.

Thank you Penny.

It was great meeting you all.

 Stephen, Kyle, Cheryl, Anthony, Chris and Penny

Stay Safe!  Stay Connected!

# data[].attributes.attachment_link.metadata.attachment_props.original_text
IBDP Planning for Programme Evaluation Cat 3

It was enriching and got to meet experienced educators around the world and collaborate.

Thank you Penny.

It was great meeting you all.

 Stephen, Kyle, Cheryl, Anthony, Chris and Penny

Stay Safe!  Stay Connected!

# data[].attributes.attachment_link.metadata.attachment_props.text
IBDP Planning for Programme Evaluation Cat 3

It was enriching and got to meet experienced educators around the world and collaborate.

Thank you Penny.

It was great meeting you all.

 Stephen, Kyle, Cheryl, Anthony, Chris and Penny

Stay Safe!  Stay Connected!

# data[].attributes.body
[08:26] Penny Keet: 9469222
[08:55] Penny Keet: Good morning!
[08:56] Raja Shekhar Reddy: Good Morning Penny
[08:56] Anthony Bernardo - China: Good morning Penny and Raja.
[08:56] Raja Shekhar Reddy: Good Morning Anthony
[08:56] Raja Shekhar Reddy: 3:56
[08:59] Raja Shekhar Reddy: Morning Stephen and Kyle :)
[08:59] Kyle Polizotto: Morning Raj
[09:02] Kyle Polizotto: 9469222
[09:03] Raja Shekhar Reddy: 946922   kahoot   https://kahoot.it/v2/instructions
[09:03] Penny Keet: https://play.kahoot.it/v2/lobby?quizId=81744ef8-865f-4415-902f-b785a232a882
[09:05] Raja Shekhar Reddy: Share your screen
[09:06] Raja Shekhar Reddy: U r muted
[09:06] Penny Keet: Game PIN:
7280515
[09:08] Raja Shekhar Reddy: You have to start
[09:14] Raja Shekhar Reddy: Kyle :)
[09:14] Cheryl Priest: :)
[09:17] Raja Shekhar Reddy: My PDP draft        https://drive.google.com/file/d/1F8NaYNRRj52guriZy_XScNaocDsmT2DF/view?usp=sharing
[09:24] Kyle Polizotto: https://drive.google.com/file/d/1wc9NwylHWj4NaQRumXikzjW1vbhAKssK/view?usp=sharing
[09:25] Cheryl Priest: https://newington.sharepoint.com/:w:/r/sites/IBAdministration/Shared%20Documents/2021%20IB%20CPR/2021%20PD/Preparing%20for%20evaluation/Self-Study%20Practice%20Programme%20Development%20Plan.docx?d=w097913542e1346a588dbdfa2c762393b&csf=1&web=1&e=noKGa6
[09:27] Raja Shekhar Reddy: Can we have the core integrated as one PDP or is it better to have as different PDP's- EE, TOK, CAS
[09:27] Penny Keet: One is fine
[09:28] Raja Shekhar Reddy: ok. Thank you Penny
[09:29] Stephen Kay: https://p4c.com/
[09:31] Stephen Kay: https://www.sapere.org.uk/ (we used this organisation to gain accreditation)
[09:41] Raja Shekhar Reddy: I have a question related to time table in this pandemic time regarding time table and number of lessons for HL and SL in each subject. We have classes of 40 minutes duration and I plan to continue 6 for HL and 4 for SL. Can you share your allocations if possible.
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[09:51] Raja Shekhar Reddy: who all should be involved  For us Teachers, Head of school and my self mostly
[09:52] Cheryl Priest: We have said that we are going to have some practice sessions with our governing boards!!!!
[09:55] Stephen Kay: @Raja - we have 50 min lessons. SL students have 4 per week, HL students have 5 per week. So our allocations are roughly similar.
[09:55] Stephen Kay: ToK has a double period per week (100mins)
[09:55] Raja Shekhar Reddy: Great.Thank you Stephen :)
[09:56] Stephen Kay: We add in 50mins of GLS (Global Life Skills) - all secondary students do this
[09:56] Raja Shekhar Reddy: Ok
[09:56] Kyle Polizotto: @Raj, we have 50 min lessons. SL students have 4 per week, HL students have 5 per week too
[09:56] Stephen Kay: We have 33 periods total per week, so students get 3 free periods each. One of which we schedule/encourage them to be in the library
[09:59] Raja Shekhar Reddy: Great Kyle. I was thinking that the online learning has made it difficult to cover the content esp math and I was asking for 6 this year but not successful as on now.
[09:59] Raja Shekhar Reddy: Thank you Stephen may be I have to agree and go with 5 HL
[10:16] Penny Keet: 4 more minutes...
[10:18] Penny Keet: Please upload your draft agenda or email onto the padlet...
[10:24] Raja Shekhar Reddy: Meeting
[10:25] Raja Shekhar Reddy: Now being online it's possible to have online meeting too
[11:02] Raja Shekhar Reddy: Differentiating between action plan and PDP.
[11:06] Raja Shekhar Reddy: Do w e have to submit action plan anywhere?
[11:08] Kyle Polizotto: Raj, no action plan needs to be submitted during the Preliminary Review. The new system has changed the use of the action plan
[11:09] Raja Shekhar Reddy: Ok. But after we get the report do we have to. Because I see in My IB always
[11:10] Kyle Polizotto: that actually reminds me of a question I should ask Penny :)
[11:13] Raja Shekhar Reddy: Like EUR
[11:13] Raja Shekhar Reddy: Esp TOK and EE
[11:15] Raja Shekhar Reddy: MTBA
[11:21] Raja Shekhar Reddy: Prepare for nect evaluation
[11:21] Raja Shekhar Reddy: next
[11:22] Raja Shekhar Reddy: never ending circle , keep learning and reflecting
[11:23] Raja Shekhar Reddy: I think PDp is on those lines
[11:23] Raja Shekhar Reddy: to keep working on different plans
[11:25] Penny Keet: keetpenny@gmail.com
[11:41] Raja Shekhar Reddy: No
[11:43] Raja Shekhar Reddy: giving power to schools
[11:43] Raja Shekhar Reddy: MGT
[11:44] Raja Shekhar Reddy: I would like to know the relief time in your case
[11:44] Raja Shekhar Reddy: I have full teaching load :(
[11:44] Kyle Polizotto: I teach Year 9, 10, 11, 12 Economics,  Y12 TOK, as well as being the EE Coordinator
[11:45] Kyle Polizotto: and DP Coordinator
[11:45] Raja Shekhar Reddy: wow
[11:46] Chris Garden: Teachers and students are always very grateful, although they might not always show it!
[11:46] Cheryl Priest: We are also here to help, Anthony. Use the network!
[12:01] Raja Shekhar Reddy: Thank you Penny :)   Thank you all.  It was a great learning experience. Hope to stay connected. Stay Safe :)
[12:01] Natalie Kunst (FR): Beautiful Raja!
[12:03] Raja Shekhar Reddy: All the very best Natalie. Best Wishes :)
[12:03] Cheryl Priest: Well said, Natalie! Penny has been extraordinary!
[12:04] Kyle Polizotto: Thanks Penny!
[12:07] Natalie Kunst (FR): Great reflection Stephen!
[12:08] Raja Shekhar Reddy: Well said Stephen :)
[12:11] Raja Shekhar Reddy: See you all someday soon :)
[12:11] Raja Shekhar Reddy: Stay safe