Completed Self-Study: Part C

My school has recently been through the Diploma Programme Self-Study. Although I now hold the position of Director of Teaching and Learning, I filled in the self-study questionnaire explaining my experiences as Diploma Programme Coordinator for the first three years of the process as well as adding supporting evidence. The visit was originally planned for November 2020 so the previous Standards and Practices were in use.

My writing for Part C of the Self Study consists of 36,700 words. Most of the supporting evidence in the self-study can be found on this website.

It is my aim over the coming weeks to add the URL link to each one as well as add the ones I haven’t yet done so to this site.

Each part of the Self Study gives comprehensive advice and explains all of the initiatives I brought into my school’s Diploma Programme and wider International Baccalaureate Programme.

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IB Evaluation Visit - Introduction

An important part of the role of DP Coordinator is leading evaluation process. The role entails the coordinator to fully prepare the teaching staff, eadership team, students and parents for the self-study process and the possibility of an evaluation visit from the International Baccalaureate (which my school had in November 2015).

The evaluation is a 5 year process where the school must prepare evidence against the 77 IB standards and practices.

The role of the coordinator is core to the process. The responsibilities of the coordinator are varied, and include:

  • leading and training all stakeholders on what will be required from them; preparing timelines with expectations and deadlines;
  • creating documents and folders on the staff link station so staff can collate and assess their evidence for the evaluation;
  • looking at the school’s progress against previous recommendations and school action plan;
  • creating new targets for the next 5 year cycle based on the evidence that has been gathered;
  • leading whole staff and subject meetings with each of the 6 subject groups; writing up the self study;
  • working with individual teachers to support them in finding and logging evidence and reflecting on the standards and practices;
  • logging all evidence;
  • setting up parent and student questionnaires;
  • liaising with the IBO and the school to set up the logistics for the visit and logging and uploading all of the documents to be sent off to the assessors.

The evaluation process is recommended to take one year to complete. I created a folder called `Evaluation 2015` on the staff shared area to map the process out for teachers and the leadership team.

An overview of the process including all of the documents I created and put into folder for the staff can be found in this part of the website, including:

Aims of the process

  • Aims of the process.
  • Overview of the evaluation process.
  • Steps of the process.
  • Self-Study Action plan and timeline
  • Self-study indicators
  • Leading section A and B of the self-study
  • Leading sections C1-C4 of the self-study
  • Self-study evidence folders.
  • Evidence, comments and grades form.
  • Meetings and minutes
  • Units of work
  • Charts
  • Previous recommendations
  • Parent questionnaires
  • Student questionnaires
  • Policies
  • Assessment date calender
  • Self-study questionnaire
  • Extended Essay Supervision
  • Legal Status
  • Organisation chart
  • Sample student schedules
  • Self-study process overview
  • Evidence and evidence reference guides sent to the IBO
  • Unit plans

Aims of the Process

This document gives and overview of the aims of the evaluation process. In creating the document, I took the information from the IBO`s Programme evaluation guide and self-study questionnaire. The document explains the IBO`s philosophy behind the process and the expectations of both the organisation and the school.

I went through this document in the initial evaluation meeting with teachers. I highlighted the fact that the IBO is aware that while schools are on a journey within the implementation of the programme, they expect schools to make a commitment towards the standards and practices and programme requirements and this is our chance to show the IBO how far we have come in the last 5 years.

I also highlighted the point that the process should be used as a source of new dynamism and momentum within the school, and how it will allow us to look at where we are as a programme and consider ways forward and areas for future growth.

The evaluation is a good opportunity for teachers, as well as the IBO, to get together, look closely at the programme and analyse our current practices. In this initial meeting I reassured staff that the process was a chance to show off what we do well and to celebrate the progress that we have made over the five year period.

I also made it clear that, unlike some government visits in some countries, the IBO was not looking to give individual assessments on teachers, but was concentrating on the whole programme.

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Overview of the Process

This document is given to students to go over the preparation for the DP process. The dates are added each year. This document is from when my previous school started the academic year April so the process of preparing for the Diploma Programme started in the October before.

The document gives details of the process under the following headings:

Introduction to the DP:

a) Programme Overview of the design of the course, covering the aims, design and choices in the course and the links to higher education.

b) Mock course choice. Understanding of the different group options provided by the IB.

Subject choices:

a) Student and subject teacher meeting: Subject teachers give a presentation on their subject in MYP Interact focusing on the syllabus (at SL and HL if appropriate), types of assessment, skills needed, links to higher education and careers.

b) Subject recommendations given to students.

c) Subject overview booklet given to students.

d) Initial subject choice form given to students (used to create course blocking)

e) Final subject choice booklet given to students and parents in December.

f) Parent workshop at the start of December.

g) Subject choice booklet returned during second week in January.

h) DP Coordinator to liaise with subject teachers regarding student choices.

i) Post choice meeting with DP Coordinator and Homeroom teacher. Subject teacher input when there are contentious choices.

Higher Education:

a) Japanese and foreign university visits throughout the term—widened to provide more of a focus on the different application processes from their country.

b) University fair information

c) Parent / students workshop given by college counsellor.

d) College counsellor presentation in MYP class.

e) Teacher overview of the university process in their own country. Based on professional and / or personal experience.

The Diploma Programme Core:

a) Extended Essay

Introduction Quiz.

EE lunch with year 11 students.

Reading and assessing past essays

b) TOK

TOK classes.

Reading and assessing essays and presentations.

Presentation if time.

c) CAS

CAS presentation with the CAS Coordinator.

CAS guide given to students.

Managebac:

a) Introduction to ManageBac and its links to CAS, TOK and the EE

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Steps of the Process

The document is taken from the IBO`s Programme evaluation guide and self-study questionnaire. It clearly maps out the different steps of the process and the different responsibilities the school and different focus groups have within it.

I went through all of the different parts of the process with the staff, giving an overview of who would be involved in which part, and to what degree. At this stage, it is a good ideas to focus on the `planning of the self study`as if the initial stages can be planned well it will make the whole process run smoothly.

In the meeting, I explained to staff that they would have an important role throughout the process, both in its planning and execution.

I explained the importance of the teachers’ role in the following processes in planning the self-study.

  • Creating different groups for different section of the self-study.
  • Editing the schedule to make sure that the timeline is achievable for all, taking into account the events on the school calendar.
  • Creating and editing the descriptors for the self-study.
  • Agreeing on the means by which the information will be gathered: the times and people involved in the meetings, the logging of information.
  • Suggesting the resources that will be needed to complete the process.

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Self-Study Action Plan and Timeline

The self-study action plan and timeline are shown below this text. This timeline was designed to be used by all stakeholders in the process and was run past both the leadership team and teachers before being made official.

The timeline includes the following:

Aims of the process

An overview of the aims of the process is included at the start of the document to make the goals of the evaluation clear throughout. The timeline is designed to help the school meet the aims. The overview of the aims also includes the duration of the self-study, the name of the person responsible for overseeing the self-study and a list of the stakeholder groups involved in the process. These are all designed to make the process as transparent as possible and act as a quick reminder of the main aims for all involved.

Timeline for completion

This basic timeline gives the final dates for when each stage of the self-study should be completed by. It focuses on the main sections of the self-study (sections A-C), school policies, IB assessment deadlines, Extended Essay Supervision and the dates for the Coordinator to start uploading all the evidence from sections A-C of the Self Study Document. Defining the descriptors for implementation of practices.

The self-study indicators

These are discussed in more detail below. They are included in the action plan to emphasis their importance. Adding them to a variety of official documents in the process helps to ensure that all staff are aware of them and know that they central to the process. While these are included in their own document, adding them to the action plan document is cements their place as an endorsed document in the process.

Planned meeting times

The different types of meetings and their times is also included in the document. This allows all to see which meetings they need to attend and when they occur, stopping any confusion. The aims of each meeting is briefly explained in the document, which is designed to ensure that the appropriate staff are fully prepared for the meeting. The meeting times, and the personale in each meeting is run by the staff before being put on this official document.

It is important to have staff on board from the beginning and this is helped if all staff know the different type of meeting they have to attend, when it is and what they have to do to prepare. A whole staff meeting is a good place to arrange the time of certain meetings, to ensure that all are happy with when they will be held and that enough time is given between meetings to allow staff to prepare for them.

The different types of meetings include Leadership team meetings, IB department meetings and subject leader meetings.

Process for collecting feedback from stakeholders

A brief overview of how feedback will be collected is included in the document, focusing on surveys and focus groups. The overview explains who will be involved in the surveys and focus groups and how the information will be collected. Again, this is making both the process and different people`s responsibilities clear.

Timeline

The timeline gives the following information:

Task. Each task is explained, including what needs to be done. Each task is split up into one area, which follows the instructions on the the IBO`s Programme evaluation guide and self-study questionnaire.

The tasks include the following:

  • reviewing policies
  • reviewing assessment deadlines
  • reviewing the CAS programme
  • creating and agreeing level indicators for section C of the self-study
  • a breakdown of each section on the self-study (A1-C-4) with each sub section form the evaluation guide being included
  • completion of self-study questionnaires and charts, update of the action plan and submission of the self-study questionnaire and supporting documentation to the IBO.

Date

The date for the completion of each task is put on the timeline. It is important that the dates are discussed with both the leadership team and teachers to ensure that they are realistic and fit in with the school calendar. Assessments, reports, school festivals and holidays all need to be taken into account when deadline dates are created.

Groups Involved

The groups involved column makes it clear who has the responsibility for completing each task. The leader and the contributors are also identifies so that all know their responsibility within the task and know who to go to if they need advice or help.

Description of Process

This box gives an overview of what needs to be done in in each task. It explains the process of each task, making it clear who is responsible for each part. This box clarifies what each person needs to do for each task, including the meetings that need to be held. The outcome of the task is also included which allows the DP Coordinator to assess whether the task has been completed or not. The description of the process column for sections A1-C4 of the self-study questionnaire includes a 'supporting documentation' subheading and lists the supporting evidence that needs to be found, assessed and logged.

Status

This column allows the DP coordinator to record the present status of each task. It allows the coordinator to check whether each task is on track or not and take appropriate action if necessary.

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Self-Study Indicators

Before subject departments begin to assess themselves against the Standards and Practices in sections C1-C4 of the programme evaluation guide and self-study questionnaire the indicators need to be created and agreed upon so that the grades can be standardised across the whole programme.

For this part of the process Mr Andrew Brown, the DP Coordinator at AICJ Hiroshima who had previously been through the evaluation kindly shared the indicators that he used in his school.

I emailed the indicators to the teachers at my school and asked them to suggest any possible changes that might need to be made, to fit in with our school`s culture and context. After receiving ideas we discussed them in a staff meeting, resulting in the final indicators for our school, as shown below.

This process allowed all teachers to discuss the indicators and to ask any questions regarding them.

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Section A and B of the Self-Study

Sections A and B of the evaluation guide and self-study questionnaire

In order to complete Section A: Philosophy and Section B: Organization I worked with the school`s leadership team incorporating the Head of IB Programmes, IB Programme Director, Head of Academic Affairs, MYP Coordinator as well as myself.

The evaluation process was put on the agenda items for our weekly meetings with me leading the evaluation part of the agenda. As a starting point I discussed each question and chart in sections A and B with the team and we agreed on the most appropriate person to find the information relevant information and / or evidence, agreeing on a date to collect it by. Once the evidence had been collected for a chart we went through it and discussed where we were on the self-study indicators.

I then logged the evidence that we agreed would justify our grade with supporting comments, using the forms shown in self-study comments and grades section in this website.

For the questions part of Section A and B we agreed on who would be the most appropriate to answer them. The chosen person wrote the answers in note form and the comments were discussed and agreed on in our meetings.

Splitting up the leadership team in order to answer the questions and find the evidence allowed each member to work in the areas where they had the most knowledge and could make the most contribution to the process.

The DP Coordinator logged the evidence. During the one-year process the time spent on the evaluation in leadership meetings fluctuated from the DP Coordinator giving updates to spending two hours discussing sections A and B.

 

Leading Sections C1-C4 of the Self-Study

Section C of the programme evaluation guide and self-study questionnaire focuses on the curriculum. This is the part of the guide and questionnaire where teachers in each department need to assess themselves against each standard and practice and find evidence to justify their grade.

In accordance with the guide and questionnaire I worked with each subject group in the programme appoint a lead teacher in each department.

After introductory whole staff meetings where the DP Coordinator explained the Process and went through the DP Evaluation staff share area that he created, including the aims, overview and steps of the process, how to upload, log and comment on evidence.

In an introduction to C1-C4 whole staff meeting I explained the following process to staff:

Teachers in each department must meet and discuss where they believe they are for each of the standards in sections C1, C2, C3 and C4. I explained that a consensus must be met within the department.

The indictors that had been agreed on must be used by all departments for each of the sections from C1-C4.

Teachers must find evidence to justify the grade they have agreed on. This evidence must be logged in the evidence and comments document explained in the self-study evidence part of this website and the evidence itself must be uploaded into the relevant folder.

As well as giving themselves a grade and logging supporting evidence for each section, the department must fill in in the whole of each section which includes describing major achievements during the period, progress against IB recommendations in the last evaluation / authorization and areas in need of further development or improvement.

After the department has filled in the section, the lead teachers for each department, along with one form TOK and the CAS coordinator must meet with the DP Coordinator. In this meeting the lead teachers will agree on a programme wide grade for each of the practices in the section. A conclusion on the standard of ether `requires significant attention` or `shows satisfactory development` must be agreed.

The lead teachers will also amalgamate the examples they have found on describing major achievements during the period, progress against IB recommendations in the last evaluation / authorization and areas in need of further development or improvement.

The Coordinator will write up all of the comments and grades for each section and email them back to the teachers to proof read and suggest any changes that need to be made.

In order to support teachers through this process I used my position as Theory of Knowledge teacher as well as coordinator to show examples of how to upload, comment and log the evidence, as well as comment on the achievements, targets and responses to the IB`s authorisation visit. I uploaded the information to onto the form in front of the staff to give them a clear idea of what is needed for each part of the forms.

After the introductory meeting, teachers in the different subject groups worked together to find evidence, achievements, targets and grades for each section from C1-4, working towards the agreed deadlines on the timeline. I gave teachers time to meet during their bi-weekly Diploma Programme meeting times and at other convenient times, such as non-student days and whole staff meetings.

I made myself available during these times to guide teachers on how to fill in the relevant form, but had no influence on the grade each department gave themselves. Bigger subject groups split some standards between them, based on which teacher had access to the best evidence.

The subject leaders meetings were set up at the end of every section from C1-C4. In these two hour meetings we discussed the grade for each subject with the coordinator logging each subject group`s individual grades and their reasons. As a group we talked through any differences of opinion until a consensus could be met on a final grade for each of the standards in the section and for the section overall.

As the meeting unfolded I asked each department to offer the best examples of the evidence they had found to support the grade they had given themselves. I worked to ensure that evidence came from subjects across the programme, and was varied to give a full picture of what has been going on across programme wide. After the overall grade for each standard and the evidence to support it was agreed I logged it with supporting comments from the department who has submitted it, ready to be sent to the IBO

I met teachers and worked closely with new staff and the visual art teacher who was alone in the process.

I wrote to, and spoke to parents at workshops about the evaluation. Parents were given a questionnaire to fill in and were all asked if they would be willing to meet the IB when they visit in December. Questionnaires were translated into Japanese and can be found in the evidence.

In creating team leaders for each subject group I created an inclusive atmosphere where all departments` views were listened to and recorded in the team leader meetings for the curriculum part of the process (C1-C4).

The Evaluation folder I created to support staff was put on the staff share clearly mapping out what needs to be done throughout the process.

The folders include:

  • Evaluation questionnaire
  • aims of the process,
  • Overview of the process,
  • Steps of the Process
  • Self-Study Timeline plan
  • Self-study Indicators
  • Self-Study Evidence
  • Self-Study comments and grades
  • Meeting Minutes,
  • DP units of work
  • Japanese Translation
  • Charts
  • IB recommendations
  • Documents to be sent to the IB
  • Parent and Student questionnaires

I have consistently referred to these folders in whole staff and departmental meetings, where I have been able to give deadlines and check on each department`s progress. I have made sure I have led by example, showing how each part of C1-C4 could be filled in for Theory of Knowledge and making it clear to staff how the forms should be filled in.

I have also worked one to one with members of staff who need support in finding and logging evidence that is relevant to the standards and practices. It has been the case where some members of staff have needed this support consistently throughout the process.

Important information was translated into Japanese to support the Japanese A teachers, who don`t speak English and a translator has accompanied me to the meetings with them to explain what was is needed to be done.

In order to check I have been on the right track I have been in touch with the IB in Singapore and a DP Coordinator colleague from another school who has just been through the progress and has offered valuable advice.

I kept the leadership team up-to-date with the progress of the evaluation and worked through sections A and B with them during Leadership meetings, both the regular ones and ones that were especially arranged to support the process.

During the C1-C4 meetings I asked team leaders to choose the best pieces of evidence for each standard. At the end of the process I collated all of the pieces of evidence and used the teachers` notes to create a blurb on each one for ready for submission to the International Baccalaureate.

Self-Study Evidence Folders

I created a set of folders to support teachers in logging their self-study evidence with the aim of keeping all of the evidence in order and making it easy to find to send to / show to the IBO visiting team.

Using standard C1: collaborative planning as an example, a folder was created for each of the subheadings within the standard, in this case C1:1 to C1:9. Within each of these subheading folders was a separate folder for each subject area, where they could put their evidence.

Therefore for history teachers to add evidence for C1:1 they needed to:

  • Open the C1: Collaborative planning folder
  • Open the C1:1 folder
  • Open the History folder
  • Add Evidence.

In each standard folder I also included the C1 `self evaluation form` from the IBO`s self-study document to remind staff of the exact wording of each of the practices in each standard.

Evidence, Comments and Grades Form

The evidence comments and grades document in appendix below was created for each subject to log the evidence they had collected for each sub-section of each standard.

The document:

  • allows subject areas to list the collected evidence for each strand of the practice.
  • asks each department to give a summary of each piece of evidence to explain how and why it has been used—this came in very useful for me when choosing which pieces of
  • evidence to send to the visiting team and allowed each department to explain it in their own words.
  • asks the department to give a rank for each of the strands in the standard-using the level indicators as shown in the self-study indicators part of this website.

Underneath the main table in the document are the conclusions on the standard box, which I copied from the IBO`s self-study guide. Departments filled these in before the C1-4 meetings, which helped them prepare for giving a whole school grade for each standard.

The document also asks departments to fill in:

  • their major achievements.
  • progress with regard to the previous evaluation.
  • areas identified as in need of further development.

These were very used for me when I had to write a summary of them in the self-study guide to send to the IBO. All of the boxes in this document were gone through with staff at the start of the process, and time was given in subject meetings for the departments to log, grade and comment on their progress against each standard.

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Meetings and Minutes

I created a folder with a full list of the meeting minutes from both departmental and whole staff DP meetings over the 5 year period, including evaluation meetings. Within this folder, I also included the meeting agenda template which can be seen in below.

A separate folder was created for each subject area, and within that folder, the meetings were separated into different years, giving the IBO visiting team a chronological list of the meetings and the issues discussed within them.

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Units of Work

In this folder I created separate sub-folders for each subject area to upload an exemplary unit of work that is required to be sent to the visiting team prior to the evaluation visit.

I included the DP unit staff support document, which can be seen below for further support to staff to ensure that their chosen unit included all of the relevant information that the IB required. This document is explained here.

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Charts

The self-study process includes filling in seven different charts:

  • Update of organisation of teaching time.
  • Update of Diploma Programme teaching staff qualifications and IB-recognized professional development.
  • Update of school facilities that support the implementation of the Diploma Programme.
  • Update of implementation budget.
  • Overview of levels of achievement of the standards in section C.
  • CAS programme outline.
  • Update of action plan.

Each chart has a specified person / people who needs to fill them in.

Time must be given for this process within the self-study timeline, as many of the charts require information that may take time to collect.

Information on implementation budgets, for example may be needed from Human Resources.

The chart on the teaching staff qualifications and IB professional development is worth keeping `alive` throughout the five year review cycle as it is beneficial to keep a record of the training that has been given to each member of staff, information which can be used when planning the professional development budget.

Indeed, it is important to keep as much information as possible easy to reach, as teachers invariably come and go throughout the five years, and CAS information, for example, may be hard to find if the coordinator has left the school and no record has been kept. For confidentiality reasons I have not included the completed charts in this website, but they can be found in the IB Self-Study Questionnaire.

Previous Recommendations

I created a folder which included the IB recommendations from the previous report. This was to make it convenient for staff to find them.

The IB recommendations should be referred to and tackled throughout the five-year process. Each subject area must record their progress against the recommendations-as shown in the self-study comments and grades handout here.

It would be inefficient to only show these to staff for the first time during the process; these recommendations should form the basis of the Programme's yearly focuses, as shown here.

Parent Questionnaires

An important part of the self-study process is to get the opinions on the programme from parents. The self-study guide gives examples of when both parents and students should be involved in the process.

I held an 'Evaluation workshop' with parents where I explained the aims and the process of the evaluation. During the workshop I gave out a parent questionnaire for the parents which can be seen below.

The questionnaire was also translated into Japanese to support parents who do not speak English. The questionnaires were sent to parents who were unable to attend the workshop. The letter also invited parents to volunteer to meet the visiting team during the visit and can be found below.

I summarised the results of the questionnaire and a member of the office staff created a PowerPoint of them, which was uploaded to the IB.

A summary of the results was also included in the self-study questionnaire, which was sent to the IB.

The following questions were asked to parents in the questionnaire:

  1. What grade is your son or daughter currently in?
  2. Before entering the Programme, what was your knowledge of the IB?
  3. Since entering, what is it now?
  4. Why did you wish your son or daughter to enter the IB Programmes at Tamagawa?
  5. What do you see as the benefits of an IB education?
  6. What are the limitations of an IB education?
  7. What impact do you think an IB education will have on your child's life?
  8. How did you learn about the IB Programmes at Tamagawa?
  9. Did the school provide sufficient information on the Diploma Programme? If so, what information?
  10. What further information on the Diploma Programme would you like to have received?
  11. Do you know the mission statement of the School?
  12. Do you understand the vision and mission of the IB?
  13. What is your understanding of the role and responsibility of the DP Coordinator at Tamagawa?
  14. What is your understanding of the Tamagawa IB Program language policy?
  15. Do you know the process of students entering or leaving the Tamagawa IB programme?
  16. What is your understanding of the DP assessment and academic honesty policy?
  17. Has the school allowed you to provide feedback on the Tamagawa IB programme?
  18. Do you feel the school provides enough funding and staff to operate the programme?
  19. What is your opinion of your child’s learning environment at Tamagawa?
  20. Please comment on the following ways Tamagawa supports your students through the DP Programme:
    • Japanese and Foreign staff as Homeroom teachers.
    • Study halls in the MMRC.
    • Academic / College Counsellor.
    • Student Counsellor
    • DP Study Hall (Once a week for the whole of year 11 with the DP Coordinator)
    • CAS Study Hall (Once a week for the whole of year 11 with the CAS Coordinator)
    • Introduction to DP workshop.
    • DP Core Workshop.
    • Extended Essay Workshops.
    • Amount of formative assessments.
    • Mock exams in July.
  21. Please add any further comments you would like to make on the DP / IB programme at Tamagawa.

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Student Questionnaire: Present and Alumi Students

Present students

I explained the evaluation process to students during a DP core class and gave them time to complete it anonymously. The form can be found below.

As with the parent questionnaire, the results were summarised and put onto the PowerPoint here. A summary of the results was also included in the self-study questionnaire, which was sent to the IB.

The following questions were asked to students in the questionnaire:

  1. Describe your experience in the DP Programmes so far at the school.
  2. What do you like about the IB DP Programmes at the School?
  3. What areas / aspects need improvement?
  4. Why did you wish to enter the IB Programmes at Tamagawa?
  5. What do you see as the benefits of an IB education?
  6. What are the limitations?
  7. Would you recommend the Tamagawa IB Programmes to other students? Give your reasons.
  8. What is your opinion of your learning environment at Tamagawa?
  9. How can the school improve the learning environment in the IB Programmes?
  10. Please comment on the following ways Tamagawa supports you through the DP Programme:
    • Japanese and Foreign staff as Homeroom teachers.
    • Study halls in the MMRC.
    • Academic / College Counsellor.
    • Student Counsellor
    • DP Study Hall (Once a week for the whole of year 11 with the DP Coordinator)
    • CAS Study Hall (Once a week for the whole of year 11 with the CAS Coordinator)
    • Introduction to DP workshop.
    • DP Core Workshop.
    • Extended Essay Workshops.
    • Amount of formative assessments.
    • Mock exams in July.
  11. Please write any other comments.

 

Alumi Students

As part of the process we also gained the opinions of alumi students, to gain their reflections on the programme and how they had put the skills they had gained into use at higher education.

The following questions were asked to students in the questionnaire:

    1. How would you summarise your experience of the IB Diploma Programme at Tamagawa (tick a box & give a reason)?
      • Very positive
      • Positive
      • Neutral
      • Negative
      • Very negative
    2. What university course did you study after you finished the IB?
    3. What positive impacts did your experiences in the DP have on your time at university?
    4. How did the study skills you learnt in the Extended Essay, CAS and TOK, as well as in your 6 subjects, help you study at university?
    5. What impact has studying the IB had on your outlook on life?
    6. Please give a summary of your experiences studying the DP at Tamagawa.

PAID MEMBERS CAN DOWNLOAD THE PRESENT STUDENT QUESTIONNAIRE & ALUMNI STUDENT QUESTIONNAIRE

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Policies

I created a separate folder for each of the following policies.

  • Academic Honesty Policy
  • Assessment Policy
  • Language Policy
  • Special Educational Needs Policy

All four policies can be found here.

Assessment Dates Calendar

I uploaded the following the DP year 1 assessment deadlines calendar as part of the process. The calendar had been created collaboratively with staff from across the programme.

If you are a subscriber, you can download the document below. If you have not yet subscribed, please do so today in order to be able to see all of the resources in this website.

PAID MEMBERS CAN DOWNLOAD THE ASSESSMENT DATES CALENDAR

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Self-Study Questionnaire

The completed 32,000 word self-study questionnaire can be seen below. Before uploading it to the IBO, I took the charts out and uploaded them separately.

I have deleted confidential school information from the document below.

If you are a subscriber, you can download the document below. If you have not yet subscribed, please do so today in order to be able to see all of the resources in this website.

PAID MEMBERS CAN DOWNLOAD THE SELF-STUDY QUESTIONNAIRE

If you are a member you can download the document below. If you have not yet become a member, please do so today in order to be able to gain access to all 350+ resources on this website.

Extended Essay Supervision

A full description of the up to date Extended Essay supervision can be found in the Extended Essay section of this website.

Here is the Extended Essay supervision document I uploaded to the IBO.

If you are a subscriber, you can download the document below. If you have not yet subscribed, please do so today in order to be able to see all of the resources in this website.

PAID MEMBERS CAN DOWNLOAD THE EXTENDED ESSAY SUPERVISION DOCUMENT

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Legal Status

The IBO require a certificate of the legal status of the school, which I uploaded in a folder. I haven`t included it on this website for confidentially reasons.

Organisational Chart

An organisation chart, showing the roles and responsibilities of the Leadership team, teachers and support staff was uploaded to the IBO. The organisational chart is not in this website for confidentially reasons.

Sample Student Schedules

The complete IB timetable for both years of the Diploma Programme, and the complete Middle Years Programme was upload as part of the evaluation. It can be found below.

If you are a subscriber, you can download the document below. If you have not yet subscribed, please do so today in order to be able to see all of the resources in this website.

PAID MEMBERS CAN DOWNLOAD THE IB TIMETABLE DOCUMENT

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Self-study Process Overview

I submitted a 4,100 word overview of the self-study process to the IBO. It included how information was gathered for each part of the self-study report and the timeline of events.

If you are a subscriber, you can download the document below. If you have not yet subscribed, please do so today in order to be able to see all of the resources in this website.

PAID MEMBERS CAN DOWNLOAD THE SELF STUDY OVERVIEW DOCUMENT

If you are a member you can download the document below. If you have not yet become a member, please do so today in order to be able to gain access to all 350+ resources on this website.

Evidence and Evidence Reference Guides sent to the IBO

The IBO require evidence against each standard from A-C4 to be uploaded to them as part of the self-study and before they visit.

The IBO do not require every piece of evidence that has been gathered. After each subject area had collected and logged their evidence, I had a meeting with all of the subject representatives. In the meeting we agreed on which evidence from each subject should be put forward to the IBO to give a fair representation as to where we are for each standard across the programme.

This ensured that we did not send evidence that was too similar to other evidence, and we had a good range for evidence from all subjects across the programme.

In order to log the evidence, I created a folder containing the evidence for the following standards: A, B1, B2, C1, C2, C3 and C4

Each folder contained separate folders for evidence for each strand of the standard. The folder for standard C1, for example, had a separate sub folder for evidence for strands C1a-C9. Each piece of evidence was labelled by the standard and the subject before the name of the document being sent, for example "C1 1a Art Tok lesson planning"

I created an evidence reference guide for each standard. In these guides I listed every piece of evidence we were sending to the IBO and wrote a summary of it, using the information teachers has written in their 'self-study comments and grades' handouts, which can be found here.

Below are two examples of the evidence reference guides for standard A: Philosophy and C1: Collaborative Planning.

PAID MEMBERS CAN DOWNLOAD THE EVIDENCE REFERENCE GUIDE DOCUMENT

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Unit Plans

The IBO require exemplary unit planners, one from each subject area, to be sent as evidence. I created a folder for departments to upload them.

Below is an example of the TOK unit planner sent to the IBO.

PAID MEMBERS CAN DOWNLOAD THE TOK UNIT PLAN

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Lesson plans
✔ Schemes of Work
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Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

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IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

Join IB Coordinator Today!

IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

Join IB Coordinator Today!

IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

Join IB Coordinator Today!

IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

Join IB Coordinator Today!

IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

Join IB Coordinator Today!

IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

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