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

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.

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.

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?

(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?

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?

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.

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.

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

Challenges in finding a focus and honest reflection

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?

- 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

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

Hearty Congratulations.

SIS Medan has successfully completed the IB Five year Evaluation. 

Thank you for all your support

Best Regards,

SIS Medan

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