Initial Meeting with Teachers

When I started my role I had a meeting with each teacher to get an idea of their experiences in teaching the Diploma and in their wider teaching career.

I got each teacher to fill in the document below, which I could refer back to and add to accordingly.

The document covers the teacher’s previous experiences in teaching, leadership and training, both in their subject, across the DP Core and the whole school.

As a new DP Coordinator, this document was also useful in giving me an overview of each subject in areas such as unit plans, resources and results.

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Job Descriptions

I have, in conjuction with my Leadership Team and other stakeholders, within the school, created the following job descriptions for my school.

  • Assistant Diploma Programme Coordinator.
  • International Baccalaureate Teacher.
  • Subject Leader.

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Staff Appraisal Overview

This Staff Appraisal Overview document is a comprehensive guide covering all aspects of the process, supplemented by the 7 appendices which can also be found within this folder.

Within all of the documents in this folder, my school name has been replaced by ‘#’

The Staff Appraisal Overview document below includes:

  • A detailed explanation of the process including how staff are appraised through lesson observations, learning walks, wider professional effectiveness and self-assessment.
  • Staff feedback on the International Baccalaureate Leadership Team.
  • Concerns.

After you have read the overview document below you can find the following supporting documents within this ‘Staff Appraisal’ folder (each can be used separately too):

  • Appendix 1: # Teacher Standards.
  • Appendix 2: Lesson Observation Process.
  • Appendix 3: Learning Walks Overview.
  • Appendix 4: Learning Walks Evidence Form.
  • Appendix 5: Staff Appraisal Form.
  • Appendix 6: Teacher Self-Assessment Form.
  • Appendix 7: Teacher Target Form.

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Appendix 1: Teacher Standards.

This Teacher Standards document can be used in conjunction with the Staff Appraisal Overview or on its own, such as part of separate lesson observations.

The document covers the following areas:

  • Set high expectations which inspire, motivate, engage and challenge students.
  • Promote good progress and outcomes by students.
  • Demonstrate good subject and curriculum knowledge.
  • Plan and teach well-structured units and lessons.
  • Adapt teaching to respond to the strengths and needs of all students.
  • Make accurate and productive use of assessment.
  • Manage behaviour effectively to ensure a good and safe learning environment.

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Appendix 2: Lesson Observation Overview.

This Lesson Observation document can be used in conjunction with the Staff Appraisal Overview or on its own as part of a separate lesson observation process.

The lesson observation booklet contains the following:

  • Overview: including the aims and the process before, during the observation and after the observation.
  • Lesson planner: including aims; objectives; links with previous and future lessons; resources; additional information on students; links to the DP yearly focus, approaches to teaching and learning, personal goals, the learner profile, international mindedness, CAS and TOK; the lesson outline and homework.
  • DP Coordinator comments on the lesson.
  • Teacher personal reflection on the lesson.
  • DP Coordinator – teacher lesson reflection meeting topics.
  • Mutually agreed targets based on the lesson observation.
  • Approaches to Teaching observation focus indicators.
  • Approaches to Learning observations focus indicators.
  • IBO Standard and practice linked to the yearly focus.

Further information on this Lesson Observation document can be found here.

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Appendix 3: Learning Walks Overview.

This Learning Walks Overview can be used in conjunction with the Staff Appraisal Process or on its own as part of a separate initiative.

This document contains an in depth explanation of:

  • A overview of the Learning Walks
  • The aims of Learning Walks.
  • The Learning Walks Process.
  • The Learning Walks Form.

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Appendix 4: Learning Walks Evidence Form

This Learning Walks Evidence Form can be used in conjunction with the Staff Appraisal process or as part of its own initiative.

This form is designed to allow the observer to make notes on the lesson that has been observed in the learning walk, including good points and questions for the teacher.

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Appendix 5: Staff Appraisal Form.

This form allows the Leadership Team to keep a record of each member of staff’s progress against the following areas of their appraisal.:

  • Classroom Practice.
  • Wider Professional Responsibilities.
  • Administrative Responsibilities.

Evidence against each member of staff’s progress can be recorded on the form throughout the academic year, leading to a written appraisal.

The Classroom Practice section follows the following teacher standards:

  • Set high expectations which inspire, motivate, engage and challenge students.
  • Promote good progress and outcomes by students.
  • Demonstrate good subject and curriculum knowledge.
  • Plan and teach well-structured units and lessons.
  • Adapt teaching to respond to the strengths and needs of all students.
  • Make accurate and productive use of assessment.
  • Manage behaviour effectively to ensure a good and safe learning environment.

 

The Wider Professional Responsibilities section includes:

  • Make a positive contribution to the wider life and ethos of the school, such as extra-curricular provision, visits, Service at #, CAS and parent workshops.
  • Develop effective and collaborative professional relationships with colleagues.
  • Take initiative to draw on advice and specialist support.
  • Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
  • Make positive and meaningful contributions to meetings and professional development opportunities.
  • Communicate effectively with parents, homeroom teachers and appropriate professionals with regard to students’ achievements and well-being.
  • Participate fully in a timely manner in the day to day organisation of the programmes.
  • Actively participate in full staff and departmental meetings.
  • Fully participate in the # Professional Development Goals Programme.

The Administrative Responsibilities section includes:

  • Punctual to work.
  • Keep student attendance.
  • Meet reporting deadlines.
  • Give appropriate notice when absent from work.
  • Fulfill cover work responsibilities.

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Appendix 6: Teacher Self-Assessment Form.

This document allows staff to self-assess themselves against the same standards as on the Staff Appraisal form, as seen in Appendix 5, under the same sections of:

  • Classroom Practice.
  • Wider Professional Responsibilities.
  • Administrative Responsibilities.

The forms asks staff to give an explanation of the appraisal they have given themselves, along with supporting evidence. It also asks them to consider future areas of focus for each sub section.

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Appendix 7: Teacher Target Form.

This form is used to set teacher’s targets and formalise the support that will be given to them when a concern has been raised on one or more areas of their performance, as described in the Staff Appraisal overview.

The form sets out an overview of each of the three meetings as part of the process:

  1. An initial meeting to discuss the targets and the actions and support needed to be put into place in order for each one to be met.
  2. An interim meeting to discuss and identify progress made to date will be held in #.
  3. A final meeting where the teacher can present supporting evidence of his / her progress against each target. Comments and evidence from members of the International Baccalaureate Leadership team and support mentor will also be discussed. Each target will be evaluated by the Leadership Team on a simple rubric of “Still Problematic”, “Shows Limited Improvement”, and “Shows Substantial Improvement”.

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Lesson plans
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✔ IB Standards Guide
✔ IB Practices Guide

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

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

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