Self-study Action Plan and Timeline

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. This Each task is split up into one area, which follwos 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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