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Pathway 2 is looking at a school's capacity and intent to be able to identify itself key areas for development.

Through co-constructed projects, focused on of the key CIS drivers, pathway 2 looks at its ability to self-management positive, meaningful and sustainable change.

It is about how a school can organize itself, it's staff and resources and provide direction and synergy between and beyond the chosen projects.

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Its a flexible approach aimed at helping school's own defined improvement journey.
Not all projects have to be finished by the time of the evaluation visit.
About four projects seems to be the optimum number to make sure sufficient attention/time can be given to each.

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This is a way for schools to move beyond meeting the standards of PW 1 and allows for time to complete a valuable and deeper understanding of a school's current focus. Goal setting and designing the projects are most important, especially aligning with what the school gains from the preparatory study. Projects can be long thin projects, short loaded projects or 'offspring'' from another project, they can be ongoing.

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A chance for a mature school to focus on a set of improvements desired to develop the school. Through a successful deep dive process, a school will, more importantly, also develop capacity tin the school community to change and innovate. Realistically, there is not a need to complete all projects or go through all stages of the cycle. Progress is what will be looked for.

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Pathway 2 allows schools with an established accreditation history to move beyond the standards to focus on teaching and learning, wellbeing or global citizenship. Projects should focus on depth rather than breadth and also allow for advocacy. Projects will not necessarily start or end during the self study but should make progress around the 'clock'. Each project should have a reference group to allow for reflection and feedback.

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Pathway 2 is a way that a school with a good background and strong systems can be supported to look more deeply in a key area.  Projects in these areas align with the school's strategic goals and the project group structure develops cohesion and uptake.
Future aspiration questions defined at an early stage focus the development and provide challenge.

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Pathway 2 deep dives should be deep, not wide and support the student experience. Spending time on setting a goal and determining action steps is just as important as the implementation. Projects can be a work in progress, they don't have to be finished before the team visit.

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Pathway two provides a targeted and deep dive approach to school improvement. This process also provides many opportunities for capacity building for leaders across all levels.  Visitors walk along side members of the school community to hear why projects were initiated, where they are now and where they are going. A journey.

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Pathway two provides a targeted and deep dive approach to school improvement. This process also provides many opportunities for capacity building for leaders across all levels.  Visitors walk along side members of the school community to hear why projects were initiated, where they are now and where they are going. A journey.

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Pathway 2 provides schools with the opportunity to empower teacher leadership of school change. Project groups engage in a cycle of learning together and implementing change. Reference groups and leadership play key roles in supporting and embedding school change.

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The school must be eligible first to choose pathway 2 and after that one of the pathways should be chosen according to the preference of the school which would like to do the deep dive. After that the prep visit is implemented. During the visit the workshop for the projects is done and the groups are formed to start their projects in the self-study process.

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Standards: I am clearer now as to how projects supersede the standards via aspirational questions. Refence Groups: consultation and feedback! Working groups to include students and parents.

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Standards: I am clearer now as to how projects supersede the standards via aspirational questions. Refence Groups: consultation and feedback! Working groups to include students and parents.

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Refence Groups: consultation and feedback!

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Provides schools with an opportunity for a deep dive, which could be particularly useful for established schools that do not need to go over the basics. Provides an opportunity to set ambitious goals and for projects that build capacity in schools. Community working groups are key - experts/non-experts/student involvement.

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The projects the school chooses should go beyond the standards of the chosen domain instead of maintaining the standards. The projects might naturally cross domains because of the interconnectedness of the CIS domains. The project domains must be SMART and take the school from point A (beginning of the project) to point Z the end.

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Once a school is in goodstanding at Pathway 1, the opportunity is available to look at deep dives in one of the three lens following the Pathway 2 model. Schools have autonomy over the type and development of the projects with a focus on future aspiration questions. The team visit becomes a reflection on progress.

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Pathway 2 is about going beyond. Schools with sufficient background have the option to supersede the constraints of the Domains, and build projects which lead to greater heights. Projects are built within an organizing structure designed to maximise the chances of success.

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This is an alternative to Pathway 1 and offers all schools that meet the CIS eligibility criteria, a deep dive into one of the 3 lenses on learning; Learning and Teaching, Well Being, and Global Citizenship.
It begins with a preparatory evaluation around one of the lenses, reporting on a number of identified core standards that vary according to the lens pathway chosen by the school.
The following self - study focuses on the future aspirations column of the CIS rubric and sets out actions for the school to aspire beyond this standard.