MYP Authorization : what it takes?
29/3/2016
MYP Authorization : what it takes? Ashish Trivedi MYP School Services Manager, Asia Pacific International Baccalaureate Organization
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29/3/2016
MYP Authorization : What it takes?
Image source: http://www.mnn.com/
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29/3/2016
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29/3/2016
“We just happen to make great computers. Want to buy one?“
“The way we challenge the status quo is by making our products beautifully designed, simple to use and user friendly.”
"Everything we do, we believe in challenging the status quo. We believe in thinking differently”. Simon Sinek
The IB Mission The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
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29/3/2016
Managing Change – The Key Factors Taken from: Change Management Best Practices Guide: Five (5 ) key factors common to success in managing organisational change, Queensland Government
Aligned Workforce
Committed Leadership
Planning Planning is Critical •Set a clear vision •Identify the case for change •Develop a change plan and measures •Document your plan
Change starts at the top •Leaders must visibly support the change •Ensure continuous engagement regarding the change •Assess readiness for the change and make adjustments accordingly •Take action to resolve issues
Understand the human impacts •Conduct proper workforce planning, involving: •Needs assessment based upon the change •Workforce development that aligns with the change
Defined Governance Strong governance promotes positive change •Establish appropriate organisational structures, roles and responsibilities for the change, that encourage stakeholders and support the change effort •Ensure these roles and structures are well understood
Informed Stakeholders Poor Communication = Poor change •Communication should be integral to the change plan – not an afterthought •Know your stakeholders •Communicate the vision, benefits and impacts •Communicate frequently, actively and across multiple channels •Monitor the responses
IB Programme Standards and Practices
Standard A The school’s educational beliefs and values reflect IB philosophy.
Standard B1: Leadership and structure The school’s leadership and administrative structures ensure the implementation of the IB programme(s).
Standard B2: Resources and support The school’s resources and support structures ensure the implementation of the IB programme(s).
Standard C1: Collaborative planning Collaborative planning and reflection supports the implementation of the IB programme(s).
Standard C2:
Written curriculum The school’s written curriculum reflects IB philosophy.
Standard C3: Teaching and learning Teaching and learning reflects IB philosophy.
Standard C4: Assessment Assessment at the school reflects IB assessment philosophy. The school’s written curriculum reflects IB philosophy.
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29/3/2016
Action Plan Objective
Actions
Date to be achieved
Person/group responsible for achieving this objective
Budgetary implications
Evidence of achievement or of progress towards achievement of the objective
Planning Planning is Critical •Set a clear vision •Identify the case for change •Develop a change plan and measures •Document your plan
Planning Planning is Critical •Set a clear vision •Identify the case for change •Develop a change plan and measures •Document your plan
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29/3/2016
Pedagogical Leadership
Committed Leadership Change starts at the top •Leaders must visibly support the change •Ensure continuous engagement regarding the change •Assess readiness for the change and make adjustments accordingly •Take action to resolve issues
Pedagogical Leadership
Committed Leadership Change starts at the top •Leaders must visibly support the change •Ensure continuous engagement regarding the change •Assess readiness for the change and make adjustments accordingly •Take action to resolve issues
• Leading and guiding the teaching & learning process • Modeling best classroom practice • Supporting teachers through observations and feedback • Providing individual teacher support • Providing time for collaboration and reflection • Identifying professional development needs and requirements • Setting up professional learning communities • Overseeing curriculum planning and development
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29/3/2016
Aligned Workforce Understand the human impacts •Conduct proper workforce planning, involving: •Needs assessment based upon the change •Workforce development that aligns with the change
Mandatory Professional Development Head of School
MYP Coordinator
Teachers
• Head of school or appropriate designee: “Heads of school/MYP coordinators: Implementing the MYP curriculum” category 1 workshop. before submission of Application for candidacy: Middle Years Programme.
• “Heads of school/MYP coordinators: Implementing the MYP curriculum” category 1 workshop.
• All staff: “Launching the MYP” introductory in-school workshop organized through the relevant IB office. • At least one teacher per subject-group: relevant subject group specific “Implementing the MYP curriculum” category 1 workshop.
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29/3/2016
Processes, Systems and Structures
Defined Governance Strong governance promotes positive change •Establish appropriate organisational structures, roles and responsibilities for the change, that encourage stakeholders and support the change effort •Ensure these roles and structures are well understood
Informed Stakeholders Poor Communication = Poor change
Communication
•Communication should be integral to the change plan – not an afterthought •Know your stakeholders •Communicate the vision, benefits and impacts •Communicate frequently, actively and across multiple channels •Monitor the responses
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29/3/2016
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29/3/2016
Authorization Timeline
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29/3/2016
Process of Authorization
IB Appointed Consultant •
• • •
The purpose of the consultation process is to support the school through the candidate phase, as the school works towards authorization. Focus is on programme standards and practices Remote consultancy 20 hours per year – skype/calls, Basecamp communication, document review Decide on time line, consultants visit, projected verification visit
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29/3/2016
Stages of the consultancy process
6 month timeline from end of consultancy to verification visit Month 1
Month 2
Consultant and school decide readiness to proceed for authorization
Decide dates for verification visit and inform the regional office
Month 4
Consultant completes end of consultancy report and submits
School is granted access to application for authorization and submits
School updates the action plan based on the end of consultancy report
Month 5
Reader reviews documentation and submits report
Month 3
Preparation for verification visit
School updates the action plan based on the readers report and addresses any matters arising
Month 6
Verification visit takes place
Communicate with the visiting team on Basecamp
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29/3/2016
IB Systems
IB Systems • • • • • •
OCC IB Docs Basecamp IBIS Regis Heads Net
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29/3/2016
Local Networks
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29/3/2016
Networks • • • •
You will be linked to your local network in March. Your network is a vital resource which enables connection with practitioners/schools from your area within the Asia Pacific Region. Networks may offer support with capacity building, professional development, shared experiences and resources. Networks enable broader collaboration between staff and schools, support the dissemination of knowledge/ policy or documentation and serve as a forum for communication with the IB Asia Pacific office.
16
29/3/2016
Thank you!
•
[email protected]
•
[email protected]
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MYP Authorization : what it takes? Ashish Trivedi MYP School Services Manager, Asia Pacific International Baccalaureate Organization
1
29/3/2016
MYP Authorization : What it takes?
Image source: http://www.mnn.com/
2
29/3/2016
3
29/3/2016
“We just happen to make great computers. Want to buy one?“
“The way we challenge the status quo is by making our products beautifully designed, simple to use and user friendly.”
"Everything we do, we believe in challenging the status quo. We believe in thinking differently”. Simon Sinek
The IB Mission The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
4
29/3/2016
Managing Change – The Key Factors Taken from: Change Management Best Practices Guide: Five (5 ) key factors common to success in managing organisational change, Queensland Government
Aligned Workforce
Committed Leadership
Planning Planning is Critical •Set a clear vision •Identify the case for change •Develop a change plan and measures •Document your plan
Change starts at the top •Leaders must visibly support the change •Ensure continuous engagement regarding the change •Assess readiness for the change and make adjustments accordingly •Take action to resolve issues
Understand the human impacts •Conduct proper workforce planning, involving: •Needs assessment based upon the change •Workforce development that aligns with the change
Defined Governance Strong governance promotes positive change •Establish appropriate organisational structures, roles and responsibilities for the change, that encourage stakeholders and support the change effort •Ensure these roles and structures are well understood
Informed Stakeholders Poor Communication = Poor change •Communication should be integral to the change plan – not an afterthought •Know your stakeholders •Communicate the vision, benefits and impacts •Communicate frequently, actively and across multiple channels •Monitor the responses
IB Programme Standards and Practices
Standard A The school’s educational beliefs and values reflect IB philosophy.
Standard B1: Leadership and structure The school’s leadership and administrative structures ensure the implementation of the IB programme(s).
Standard B2: Resources and support The school’s resources and support structures ensure the implementation of the IB programme(s).
Standard C1: Collaborative planning Collaborative planning and reflection supports the implementation of the IB programme(s).
Standard C2:
Written curriculum The school’s written curriculum reflects IB philosophy.
Standard C3: Teaching and learning Teaching and learning reflects IB philosophy.
Standard C4: Assessment Assessment at the school reflects IB assessment philosophy. The school’s written curriculum reflects IB philosophy.
5
29/3/2016
Action Plan Objective
Actions
Date to be achieved
Person/group responsible for achieving this objective
Budgetary implications
Evidence of achievement or of progress towards achievement of the objective
Planning Planning is Critical •Set a clear vision •Identify the case for change •Develop a change plan and measures •Document your plan
Planning Planning is Critical •Set a clear vision •Identify the case for change •Develop a change plan and measures •Document your plan
6
29/3/2016
Pedagogical Leadership
Committed Leadership Change starts at the top •Leaders must visibly support the change •Ensure continuous engagement regarding the change •Assess readiness for the change and make adjustments accordingly •Take action to resolve issues
Pedagogical Leadership
Committed Leadership Change starts at the top •Leaders must visibly support the change •Ensure continuous engagement regarding the change •Assess readiness for the change and make adjustments accordingly •Take action to resolve issues
• Leading and guiding the teaching & learning process • Modeling best classroom practice • Supporting teachers through observations and feedback • Providing individual teacher support • Providing time for collaboration and reflection • Identifying professional development needs and requirements • Setting up professional learning communities • Overseeing curriculum planning and development
7
29/3/2016
Aligned Workforce Understand the human impacts •Conduct proper workforce planning, involving: •Needs assessment based upon the change •Workforce development that aligns with the change
Mandatory Professional Development Head of School
MYP Coordinator
Teachers
• Head of school or appropriate designee: “Heads of school/MYP coordinators: Implementing the MYP curriculum” category 1 workshop. before submission of Application for candidacy: Middle Years Programme.
• “Heads of school/MYP coordinators: Implementing the MYP curriculum” category 1 workshop.
• All staff: “Launching the MYP” introductory in-school workshop organized through the relevant IB office. • At least one teacher per subject-group: relevant subject group specific “Implementing the MYP curriculum” category 1 workshop.
8
29/3/2016
Processes, Systems and Structures
Defined Governance Strong governance promotes positive change •Establish appropriate organisational structures, roles and responsibilities for the change, that encourage stakeholders and support the change effort •Ensure these roles and structures are well understood
Informed Stakeholders Poor Communication = Poor change
Communication
•Communication should be integral to the change plan – not an afterthought •Know your stakeholders •Communicate the vision, benefits and impacts •Communicate frequently, actively and across multiple channels •Monitor the responses
9
29/3/2016
10
29/3/2016
Authorization Timeline
11
29/3/2016
Process of Authorization
IB Appointed Consultant •
• • •
The purpose of the consultation process is to support the school through the candidate phase, as the school works towards authorization. Focus is on programme standards and practices Remote consultancy 20 hours per year – skype/calls, Basecamp communication, document review Decide on time line, consultants visit, projected verification visit
12
29/3/2016
Stages of the consultancy process
6 month timeline from end of consultancy to verification visit Month 1
Month 2
Consultant and school decide readiness to proceed for authorization
Decide dates for verification visit and inform the regional office
Month 4
Consultant completes end of consultancy report and submits
School is granted access to application for authorization and submits
School updates the action plan based on the end of consultancy report
Month 5
Reader reviews documentation and submits report
Month 3
Preparation for verification visit
School updates the action plan based on the readers report and addresses any matters arising
Month 6
Verification visit takes place
Communicate with the visiting team on Basecamp
13
29/3/2016
IB Systems
IB Systems • • • • • •
OCC IB Docs Basecamp IBIS Regis Heads Net
14
29/3/2016
Local Networks
15
29/3/2016
Networks • • • •
You will be linked to your local network in March. Your network is a vital resource which enables connection with practitioners/schools from your area within the Asia Pacific Region. Networks may offer support with capacity building, professional development, shared experiences and resources. Networks enable broader collaboration between staff and schools, support the dissemination of knowledge/ policy or documentation and serve as a forum for communication with the IB Asia Pacific office.
16
29/3/2016
Thank you!
•
[email protected]
•
[email protected]
17
