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Language A teacher support material: Example interim objectives

Programme evaluation guide and self-study questionnaire:

Primary Years Programme

Primary Years Programme

© International Baccalaureate Organization 2010

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Programme evaluation guide and self-study questionnaire: Primary Years Programme

Self-study questionnaire

School presentation 1. Update of school information

1. CONTACT DETAILS

Name of school IB school code

The International School of Azerbaijan 1303

Legal registered name of school (if different from above)

Postal address (include city, state, country and postal or zip code)

AIOC - TISA c/o BP Azerbaijan Chertsey Road Sunbury On Thames United Kingdom TW16 7LN

Street address (if different from above) (include city, state, country and postal or zip code)

Yeni Yasamal, Stonepay, Royal Park, Baku, Azerbaijan, AZ1038

Telephone (include country and area codes)

+99412 497 30 28

Fax (include country and area codes)

+99412 497 21 94

Title (Mr, Mrs,

Ms)

Name Position (2) Email address

Head of school (1) Mr. John Gillespie Director [email protected]

Head of section where the PYP is implemented (if different from above)

Mr.

David Harrold

Primary Principal

[email protected]

PYP coordinator Ms. Kate Benson PYP Coordinator [email protected]

School public website www.tisa.az

1. Head of school (director/principal in some systems) is the person who leads and supervises the daily operations of the school, ensuring that the policies of the governing body are put into practice.

2. Position: Name of the post of employment at the school

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2. SCHOOL INFORMATION

Date school founded or opened

1996

month year

Legal status of the school

Note:

• A government/state/publicly funded school is a government or national school where the employees are paid by the state either at a local or national level; usually there are no tuition fees (as distinct from examination or other fees).

• A private school is an independent (not-for-profit or for-profit) institution whose main revenue comes from tuition fees; they may or may not have government subsidies but these are only part of their income.

Government/state/publicly

funded Private X Other (specify)

Indicate whether the school is recognized as such by the local educational system.

Yes No X

Include school’s accreditation status with other organizations, if any (eg CIS, WASC).

Council of International Schools (CIS) Reaccredited, 2012.

Does the school belong to a group of schools gathered in a foundation, district or common project in relation to the IB? If this is so, identify the group/project.

Type of school

Boys Girls Coeducational X

Additional information (eg coeducational in primary, boys and girls in secondary)

Boarding only Day only X Boarding and day

Academic year dates (indicate month only)

Starts August Ends June

Age range of students across the whole school

From 2 years

old To 18 years old

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2. SCHOOL INFORMATION

Name the grades or years that comprise the different sections of the school and indicate the total number of students in each.

Name of the section in the school (eg kindergarten, primary)

Grades/years as identified in

the school

Age range of students Total number of students in each section

Baku Toddler Club 2 -3 44

PYP P1-8 3-11 435

MYP M1-M5 11-16 182

DP IB1-IB2 16-18 43

Total number of students in the whole school 704

What other IB programmes does the school currently implement or plan to implement?

MYP Candidate school IB World School authorized to offer

the programme X

(add IB school code if you know it) (add IB school code)

1303

DP Candidate school IB World School authorized to offer

the programme X

(add IB school code if you know it) (add IB school code)

1303

What educational programmes are currently taught in each section of the school? (eg national syllabus, AP)

Name of the section Educational programme

Name of qualification(s) or credential(s) a student can gain upon graduation from the school

IB Diploma, IB Certificates, TISA Diploma

Language(s) of instruction at the school (language through which the curriculum is taught at the school)

English

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2. Write brief paragraphs that describe the following aspects of the school and its community, and highlight any changes that have taken place during the period under review:

a. The major characteristics of the school that make it attractive for students and parents

TISA occupies a 5.9 hectare site located about 15 minutes from the downtown area of Baku. There is a residential compound adjacent to the school where many TISA families live. Its purpose-built facilities provide specialist rooms for Art, Music, Drama, Design Technology and Science, with separate laboratories for Biology, Chemistry, and Physics. There are three well-resourced libraries; one in the Early Learning Centre (ELC), one in Primary and one in the Secondary School. PE and sports facilities include a gymnasium, grass sports pitch and outdoor basketball court. The Early Learning Centre accommodates 3 and 4 year olds and is a purpose built centre for early learners, with a dedicated outdoor playground including an equipment storage shed and centre garden. The Baku Toddler Klub for 2 year olds is adjacent to the main campus. The TISA 5 sports complex is due to open later this year.

TISA has also begun a full IT upgrade and began to roll out Apple laptops to all teaching faculty and students in October 2012. The Primary School is rolling out a 1 to 1 iPad/laptop program over the period of three years between 2012 and 2015. In addition, significant improvements have been made to the school-wide Wi-Fi network and related infrastructure. In fall of 2012, the school also employed its first full-time Technology Integrator for Primary School.

Small class sizes and teaching assistants at each grade level allow for significant personal attention. The school provides support for students with English as an Additional Language and has a Learning Support department, which works with students who have mild learning support needs.

TISA runs an after-school activity program for children aged 5 to 18. A wide variety of activities, taught mainly by teachers, are offered five days a week. Some examples include seasonal sports, drama productions, Student Council, art and crafts, chess, and a student newspaper. A number of parent-led activities (notably rugby, football/soccer, swimming, Brownies and ballet) take place on the campus in the evenings and at weekends. TISA also assists in the organisation of private music lessons, with the TISA Music Academy offering 16 specialist music tutors covering a wide variety of instrumental and voice lessons for any members of the community.

b. The context in which the school is located: socio-economic and cultural aspects of the surrounding community, interactions of the school with it

The International School of Azerbaijan (TISA) was founded in 1996 and has been delivering the PYP program since 1999. The school primarily serves the needs of the Azerbaijan International Operating Company (AIOC), a consortium of eleven oil companies led by BP for oil production related to the Caspian Sea. The school has no independent legal status and is not registered with the Azerbaijan Ministry of Education but under an agreement with the Azerbaijani government, exists as a part of AIOC.

This relationship with the AIOC is reflected in the TISA Board of Governors. The board is comprised of eleven members with the Board Chair appointed by the President of AIOC. BP appoints two members and the US and UK embassies each appoint a member of the Board. A sixth member of the Board is appointed from the broader business community of Azerbaijan. In addition, the Board has five non-voting members: the school Director and the two Principals, one representative chosen from amongst the Staff Council representatives, and one representative of the parents (the PTA President).

c. Student body and staff, including their national, cultural and linguistic backgrounds

TISA is a non-religious, co-educational, college preparatory school, with a current enrollment of approximately 700 students from ages 2-18. The student body consists of both expatriates and host country students seeking an international education. The student body is composed of 55 different nationalities; the main countries of origin are: UK 23%, USA 18.6%, and Azerbaijan 13.2%. There

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are 44 students in BTK, 435 in the Primary School, and 182 students in the MYP, and 43 students enrolled in the Diploma program.

All faculty in the school are university certified; many hold Masters or PhD qualifications. There are four administrators and 71 teachers from 14 different countries; 87% of the faculty comes from Australia, Canada, New Zealand, the UK and the USA. There are over 50 teaching assistants and 55 support staff in the school. There is an active Parent-Teacher Association that is involved in fund-raising and spirit building. The PTA’s Executive Council is drawn from representative sectors of the parent community.

3. Identify any changes to the school legal entity that occurred in the period under review.

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Self-study The subsequent questionnaire follows the structure of the Programme standards and practices, with programme requirements for the PYP.

Section A: Philosophy Standard A

The school’s educational beliefs and values reflect IB philosophy.

1. Identify who was involved in the completion of this part of the questionnaire.

Add rows as necessary.

Name or group Position Role in the completion of this part of the questionnaire

(eg leader, contributors)

David Harrold Primary Principal leader

Kate Brown Assistant Principal leader

Kate Benson PYP Coordinator leader

John Gillespie Director contributor

Mark Thomas Board Member contributor

David Hatfield Board Member contributor

Team Solutions Committee Parent Committee contributors

M1 students Secondary Students contributors

2. Transcribe the school’s mission statement.

The TISA Mission is to prepare students to become life-long learners and positive contributors to their local and global communities. TISA will prepare its students for the next stage of their education through a high quality, well-balanced educational programme. TISA will deliver its programme according to the universally recognised educational principles, practices and beliefs of the International Baccalaureate.

3. Has the school revised its philosophy/mission statement since authorization/the last evaluation? If yes, describe the process by which this was done and who was involved.

In June 2011, the mission statement review cycle was put in place to ensure there is regular review of the mission in order to make sure it remains current and relevant. The current statement makes explicit reference to the IB mission statement and there has always been alignment.

The mission statement review cycle takes place as follows, in Term 1 of each year a team led by the Director and consisting of representatives of teachers, parents and students meet to review the TISA Mission Statement in order to assess the extent to which the TISA objectives are standing the test of time. It is not normally expected that significant changes will be made.

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Any proposed amendments are submitted to the Board of Governors for consideration at their December meeting and come into effect the subsequent academic year. At the same time consideration is given to the degree of alignment between the TISA Mission Statement and the IB Mission Statement and the means by which the TISA Mission Statement and the IB Mission Statement are promoted to the whole school community.

4. Include a brief summary of the perceptions of the parent community regarding the implementation of the programme at the school and its impact on their children.

The overall perception of the parent community regarding the implementation of the programme and its impact of their children has been very positive. Parents cited specific examples of how their children were displaying attributes of the learner profile as well as their ability to take on different perspectives and make friends with children who are from diverse cultural and linguistic backgrounds. Parents also gave many examples of students taking action as a result of their learning. Other positives that all parent groups noted was the ability of their children to work collaboratively in the classroom from a very young age along with their ability to present in front of a group.

5. Include a brief summary of the perception of the students regarding the implementation of the programme and its impact on them. Include the perceptions of students who have completed the programme if the school has had the opportunity of involving them in the process.

Students from M1 (Grade 6) were asked how well the PYP at TISA helped them become internationally minded, able to work collaboratively with others, take action, develop self-management skills and become a life-long learner. The majority of students reported a positive experience in the PYP programme. Most students mentioned the Exhibition as standing out in their time in the Primary School, particularly in relation to their ability to plan for and take action. Students also reported that, as a result of completing the PYP at TISA, they are more open-minded to the ideas of others and report an increased ability to carry out work in groups.

6. Complete the chart below with the results of the self-study process.

Practice Level of implementation

Low High

1. The school’s published statements of mission and philosophy align with those of the IB.

X

2. The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy.

X

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Low High

3. The school community demonstrates an understanding of, and commitment to, the programmes(s).

X

a. The values of the Primary Years Programme as indicated in the curriculum documents have an explicit impact on the decision making and functioning of the school.

X

b. The school as a community of learners is committed to a collaborative approach to curriculum development.

X

c. The school is committed to a constructivist, inquiry-based approach to teaching and learning that promotes inquiry and the development of critical-thinking skills.

X

d. The school is committed to the Primary Years Programme as the framework for all planning, teaching and learning across the curriculum.

X

e. The school demonstrates a commitment to transdisciplinary learning.

X

4. The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community.

X

5. The school promotes responsible action within and beyond the school community.

X

6. The school promotes open communication based on understanding and respect.

X

7. The school places importance on language learning, including mother tongue, host country language and other languages.

X

a. The school makes provision for students to learn a language, in addition to the language of instruction, at least from the age of seven. Schools with two languages of instruction are not required to offer an additional language.

X

b. The school supports mother tongue and host country language learning.

X

8. The school participates in the IB world community X

9. The school supports access for students to the IB programme(s) and philosophy.

X

a. The school implements the Primary Years Programme as an inclusive programme for all students.

X

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7. Conclusions on the standard

a. Complete the table. (Indicate with X.)

Standard A Requires significant attention

Shows satisfactory development

The school’s educational beliefs and values reflect IB philosophy.

X

b. Describe any major achievement(s) related to this standard during the period under review.

In the previous self-study, an area of improvement was for us to explore ways to better inform new parents of the PYP, train teaching assistants in PYP methodology and extend the in-service training of new teachers.

Since then, we have added additional parent workshop sessions on the written, taught and assessed components of the PYP programme; the importance of mother tongue; language in the PYP; mathematics in the PYP; as well as a series of workshops for parents transitioning into our school. Additionally, we now have funds earmarked to support the training of assistant teachers and we will be providing in-house training with a UK-based trainer. In addition to the in-school support we provide to new teachers through professional development during staff meetings, “New Teacher Meetings” and embedded professional development in planning meetings; we also ensure that they are sent to the Making the PYP Happen training as close to the beginning of the year as possible.

c. Describe the progress made with regard to any IB recommendations for this standard from the previous evaluation process or from authorization.

1. The school continue to explore the multiple dimensions of international-mindedness in the context of the school curriculum and make use of the diversity and perspectives that exist in the student, staff and parent body.

The PYP Coordinator collaboratively conducted a thorough review of the POI in order to identify the units of inquiry that highlighted opportunities for the development of international understandings.

We have analysed the balance of learner profile traits in grade level teams to ensure that we are covering all traits within a grade level and that they are a good fit for Unit of Inquiry. We have continued to come back to this and have now incorporated the attitudes in order as well to make sure our documentation stays relevant. Our last POI review included a review of cultural components to ensure a balance, both vertically and horizontally, as well as a review of the connections to host country.

2. The school continues to develop the library collection and technology provision to allow access to quality resources that provide a variety of perspectives, cultures and languages. The school has continued to build the collection since our last visit. We currently have over 16,000 titles in seven languages, including the host country language. In addition to building the collection, we are also focused on ensuring our resources represent the diversity present in our student body. We are currently in the second year of our three-year technology plan and will be 1 to 1 for students ages 5 through 18 by the middle of the 2014-2015 school year. A full time IT Integrator for the primary school was appointed in August 2012.

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3. The school continue to explore ways to promote the development of each student’s mother tongue.

Our mother tongue programme has continued to evolve. We now offer mother tongue classes to native speakers of Russian, Spanish and French. Azerbaijani is always offered and was being taught as a mother tongue to three students 18 months ago, but currently no families have opted to place their children in a mother tongue Azerbaijani class, however it is offered and encouraged. The EAL team also holds workshops during the year in both the ELC and the primary school to educate our parent community about the importance of mother tongue development.

The whole school currently celebrates mother tongues through the annual Festival of Languages week. Through a wide variety of activities and engagements, parents, staff and students are encouraged to share and celebrate their mother tongue.

Teachers have been encouraged to utilize the language skills of the teaching assistants to promote and teach Azerbaijani language in the classrooms. It is now written into the assembly guidelines that students’ mother tongue be share during any assembly.

Additionally, the EAL team also holds workshops during the year in both the ELC and the primary school to educate our parent community about the importance of mother tongue development.

d. As a result of this self study, describe the current school practice(s) that has/have been identified as in need of further development or improvement.

We want to further develop our host country language program as well as develop displays and materials that reflect the linguistic diversity of our school community. We will also continue to develop our host country connections in order to provide students with opportunities for authentic action.

Section B: Organization Standard B1: Leadership and structure

The school’s leadership and administrative structures ensure the implementation of the Primary Years Programme.





David Harrold Principal leader





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2. Update the following information.

a. Number of students in the programme

Student age Name of grades/years as identified in the

school

Name of school section to which each grade/year

belongs

Number of classes

Total number of students in each PYP

year

3–4 years P1 Early Learning Centre 3 43

4–5 years P2 Early Learning Centre 4 55

5–6 years P3 Primary School 4 60






Total number of PYP students 435

* Include this year when it belongs to the school primary section.

b. Do IB students have to fulfill other mandated requirements (for example, national, local requirements)?

Yes No X

If the answer is yes, provide the following information:

i. Specify what type of requirements and in which year(s) of the PYP they need to be fulfilled.

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ii. If the requirements were introduced or changed in the period under review, how did the school address them in order to comply with them and with the IB requirements?

c. Do students have to meet admissions or selection criteria to be enrolled in the school?

Yes x No

i. If the answer is yes, describe the policy that the school applies.

As the school was founded to serve the needs of the Azerbaijani International Operating Company, we have a priority system for enrolments when class numbers are getting close the maximum of 18 students. Priority for admissions into TISA is as follows: 1. Children of AIOC shareholder company employees.

2. Children of BP employees.

3. Children of ACG PSA contractors’ employees. TISA may, at the Director’s discretion, admit students not in these categories taking into account available space in classes and the availability of specialist learning or language support services which TISA considers to be deemed necessary.

TISA offers support for students with mild to moderate learning difficulties through differentiation, in-class and scheduled one to one support as far as the resources available in the school will allow. We have no special provision for students with severe learning difficulties or physical disabilities. Parents are expected to provide any records that will help our Admissions Officer and Learning Support Coordinator to decide how we can meet the individual needs of the student within the differentiated classroom setting. TISA reserves the right to refuse admission based on inadequate, incomplete or inappropriate school records or application forms.

ii. Are the current criteria for enrollment of students in the school a result of a change of policy in the period under review? If this is so, explain the reasons for the change.

3. Governance

a. Briefly describe the governance structure at the school and highlight any changes that have been made to it during the period under review.

The International School of Azerbaijan (TISA) is owned by AIOC. The President of AIOC has delegated the authority to exercise executive control over all aspects of the management of TISA to the Board of Governors. As such, the Board of Governors constitutes the highest body for the School and its approval is required for all major legal, policy and financial business conducted by the school in achieving its educational aims. The number of Board members shall be fixed from time to time by the Board of Governors, provided that such number shall be at least five and not more than nine excluding non-voting faculty, parent and administration representatives. No person may become or remain a Board member unless such person is either a temporary or permanent resident of Azerbaijan. The Director and Principals shall

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be non-voting members of the Board of Governors.

Board members are expected to serve three-year terms, and are (with the exception of the Director, Principals and teacher representative) not remunerated in any way for their work, although certain approved expenses may be reimbursed in accordance with Board policy. The Director, as the Board of Director’s chief executive officer, carries the responsibility for the day-to-day administration of the School. The Board has delegated certain powers to the Director in the areas of administration, personnel management, and educational programme. However, the Board of Governors retains the ultimate legal, policy and financial responsibility for the school.

The Board will be made up as follows:

• Chair – a BP employee as appointed by the AIOC President • BP interest member - a BP employee as appointed by the AIOC President • BP employees member – a BP employee as agreed by the Board • American Embassy member – as appointed by the US Embassy • British Embassy member – as appointed by the UK Embassy • Major/other interest members – up to four as agreed by the Board •

When there is a vacancy in either of the BP appointed members (the Chair or the BP interest member), it shall be the responsibility of the President of AIOC to appoint a replacement. When there is a vacancy in an Embassy appointed position, it shall be the responsibility of the Chair to approach the Embassy in question to seek a replacement appointee. (Board Policy Manual, 12-14)

b. Describe how the governing body (or the educational authorities) is kept informed about the implementation of the PYP.

The Primary Principal delivers a monthly report at the board meeting to update board members on developments in the program. The purpose of these updates are to provide the Board with not only an overview of what is happening in the primary school, but also a look ahead to what is coming in order to allow for strategic planning for the future of TISA.

4. Pedagogical leadership

Describe any changes in the structure and responsibilities of the pedagogical leadership team in charge of the implementation of the PYP that have occurred during the period under review and why they were implemented.

A full-time PYP Coordinator was appointed for the 2013-2014 school year. Prior to this, the Assistant Principal had also functioned as the PYPC. As the Primary School continues to experience a large amount of growth, it became clear last year that a full time Coordinator was needed.

5. Policies

Describe the process of revising the language, assessment and special educational needs policies at the school, including who was involved. Indicate when they were last revised.

a. Language policy

Broadly, all policies have been revised as it was deemed necessary. There is little record on any of the policy documents to indicate why it was updated or who was involved; details about the last

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revision could only be ascertained by tracking down who was involved. The review of policy documents is to be placed into the curriculum review cycle to add greater clarity to this process. Recording more detailed legacy information on the policies has also been recommended.

The TISA whole school language policy was designed to detail the principles and practices that underpin language teaching and learning at TISA. Approximately 12 members from various parts of the community, led by the Assistant Primary Principal, last reviewed the policy in June 2009.

b. Assessment policy

Broadly, all policies have been revised as it was deemed necessary. There is little record on any of the policy documents to indicate why it was updated or who was involved; details about the last revision could only be ascertained by tracking down who was involved and those people are no longer at the School. The review of policy documents is to be placed into the curriculum review cycle to add greater clarity to this process. Recording more detailed legacy information on the policies has also been recommended.

The whole school assessment policy was finalised in December 2013 by a committee lead by the MYPC and consisting of the PYP coordinator, the DP coordinator, the head of mathematics, the head of science and the secondary school counsellor.

c. Academic honesty policy

Though not a clear policy document, the academic honesty policy can be found in the Parent Student handbook. The policy defines academic honesty and outlines concepts and practices that should be taught to students and when. There is no indication of when this was revised; only that the handbook is updated each year by the MYPC. There is also a clear statement regarding academic honesty outlined in the Exhibition guidelines for students.

d. Special educational needs policy

The learning support policy provides guidance on TISA’s acceptance of students with special educational needs as well as defines the level of support TISA is able to offer. The Learning Support Coordinator, who at the time was the LS Coordinator for the whole school, and one of the three Primary School Curriculum Coordinators in May 2011, last revised the policy.

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Low High

1. The school has developed systems to keep the governing body informed about the ongoing implementation and development of the programme(s).

X

2. The school has developed a governance and leadership structure that supports the implementation of the programme(s).

X

a. The responsibility for pedagogical leadership within the school is a shared responsibility, including at least the Primary Years Programme coordinator and the primary school principal.

X

b. The governing body places the responsibility for the implementation of the Primary Years Programme on the pedagogical leadership team.

X

3. The head of school/school principal and programme coordinator demonstrate pedagogical leadership aligned with the philosophy of the programme(s).

X

4. The school has appointed a programme coordinator with a job description, release time, support and resources to carry out the responsibilities of the position.

X

5. The school develops and implements policies and procedures that support the programme(s).

X

a. The school has developed and implements a language policy that is consistent with IB expectations.

X

b. The school has developed and implements an assessment policy that is consistent with IB expectations.

X

6. The school has systems in place for the continuity and ongoing development of the programme(s).

X

7. The school carries out programme evaluation involving all stakeholders.

X



Standard B1: Leadership and structure Requires significant attention


The school’s leadership and administrative structures ensure the implementation of the Primary Years Programme.

X

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In the period under review we have made significant progress in a number of areas. We now have a formal appraisal cycle for all staff, including the PYP Coordinator, Assistant Principal and Principal. Additionally, staff is required to set SMART goals as a part of the process. Our library budget has more than doubled since 2010 and the technology budget has gone from US$60,000 for the 2009-2010 school year to US$455,000 for the 2013-2014 school year. These increases have allowed us to add additional resources in the library as well as made it possible for us to put a three year technology plan in place in order to become a 1 to 1 school in P3 through to DP2 in the 2014-2015 school year. Finally, we were able to hire a full time, primary school counsellor in August 2011, which has allowed us to put systems in place to guide and counsel students, teach personal and social education and support the primary school’s Safe Secure Environment programme.


2. The pedagogical leadership team include the subject area coordinators and the lines of responsibility and management be clearly defined within the team. Language, Mathematics and Science Coordinators positions have been created and clear job descriptions have been developed for each position. In addition, we have created Upper Primary and Lower Primary Sector Leader positions to support team leaders, manage subject coordinators in their sectors, oversee the Safe, Secure Environment, ensure articulation between sectors, manage student portfolios and cumulative files and oversee assemblies. Job descriptions for all members of the pedagogical leadership team are in place.

3. The school document a system/set of procedures for the evaluation of the role of the PYP coordinator. There is an annual appraisal system in place for the PYP Coordinator, which is in line with the system used to appraise other members of the administration team. 4. The leadership team ensure the staff appraisal system is closely aligned with, and is supportive of, the pedagogy of the programme. A new school-wide appraisal system has been developed, which was based upon the values of the PYP Programme and asks teachers to specifically set goals related to the IB PYP. Additionally, success criteria for teacher observations are closely aligned with the pedagogy of the PYP. All goal setting is done by the Principal and Assistant Principal, two of the pedagogical leaders in the primary school, to ensure the goals are in close alignment with the PYP philosophy and its implementation within our School. 5. The school revise its language policy with reference to the new IB Guidelines for the Development of a Language Policy.

The TISA language policy was reviewed and revised by a committee to reflect the IB guidelines set forth in Guidelines for Developing a School Language Policy. There is now a five year, school-wide review cycle in place, which incorporates review of language policy.

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None at this time

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Standard B2: Resources and support

The school’s resources and support structures ensure the implementation of the Primary Years Programme.





David Harrold Principal leader






2. Teachers and other staff who are involved in the implementation of the PYP

Update the following information:

a. Number of staff

Note: When completing the chart, use the following definitions:

• classroom teacher: teachers who take responsibility at least for the language of instruction, mathematics, social studies and science (to support the PYP model of transdisciplinary teaching and learning)

• teaching assistants: teaching staff who assist in the classroom teaching and learning process

• single-subject teachers: teachers with subject-specific expertise or credentials who focus on the teaching and learning process in their specific subject areas (for example, physical education, music)

• other staff involved in the PYP teaching and learning process: practitioners who fulfill roles related to special educational needs, counselling, and so on (it does not include clerical/administrative support).

Full-time Part-time

Number of classroom teachers 28

Number of teaching assistants 43

Number of single-subject teachers 3 12*

Number of other staff involved in the PYP teaching and learning process 9 1

*Eight of the twelve single-subject teachers are full-time “cross-over” teachers meaning they also teach in other sections of the School.

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b. Indicate the subjects taught by the single-subject teachers.

The Arts, which includes Visual and Performing Arts; Physical Education and Foreign Languages are taught by single-subject teachers.

c. Indicate the main roles of other staff members who are involved in the PYP, included in the chart above (for example, counsellors).

In addition to our single-subject teachers, we have a Counsellor, an IT Integrator, a Library Resource Coordinator, four EAL teachers, a Learning Support teacher and two assistants, and three Mother Tongue teachers who are also involved in the PYP.

d. Maximum PYP class size 18 students

e. Describe the turnover of the staff involved in the implementation of the PYP in the period under review and how the school addressed any challenges in this area.

As an international school we have typical teacher turnover rate of between three to five years. For 2013-2014 the average stay of PYP staff is 3.3 years.

TISA annually reviews the salary and benefits offered to staff to ensure we remain competitive, in the top 20% of highest paying international schools worldwide. For 2012-2013 the stipends for positions of responsibility were increased to entice and retain quality staff for these positions.

3. Collaborative planning and reflection

Identify types and objectives of pedagogical team leadership meetings, giving details of participants and frequency. Indicate the time scheduled for teachers to meet for collaborative curricular planning purposes. Use the table below.

Name of meeting Who attends Frequency of meeting Objectives

All TISA Staff All staff Once per term

• TISA news and updates

• Finance • Strategic plan • Primary news • Secondary news

Whole Primary All teachers working in Primary

Timetabled on a Wednesday afternoon

• Housekeeping • Policies • Curriculum

development • Professional

development

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Sector meetings ELC Lower primary Upper primary

Timetabled on a Wednesday afternoon

• Safe secure environment

• Curriculum • Moderation • Cumulative files • Portfolios

Grade Level Meetings with PYP Coordinator

All grade level teachers, the ELS teacher and the PYP coordinator

Once a fortnight on a Week 1 / Week 2 rotation

• Planning and evaluating units of inquiry, language and mathematics programmes

4. Grade Level Meetings without PYP Coordinator

All grade level teachers. The grade level recorder records relevant items.

5. * Team leaders to inform the PYP Coordinator of the time selected

6. At least once a week; 45 minutes

• Planning details of units of inquiry, language and mathematics lessons

• Evaluating the units of inquiry

• Moderation • Grade level

administration

7. Grade Level Meetings with all Single Subject Teachers

8. All grade level teachers, all single subject teachers teaching in that grade and the PYP coordinator

Approximately once every 6 weeks for each grade level.

9. On Planning Afternoons or staff meetings.

• Collaborative planning of units of inquiry

Single Subject Meetings

PYP coordinator with the single subject teachers of each subject

Once a fortnight on a week 1 / week 2 rotation

• Writing planners for integrated units and stand alone units

• Writing scope and sequence document for the subjects

Senior Management team

Principal, Assistant Principal, PYP Coordinator, Upper School Coordinator, Lower School Coordination,

ELC Coordinator

Once a week Thursday 3:15-5pm

• General curriculum • Preparing

professional development and curriculum development

Assistants Meetings All assistants Twice a month 45 minutes

• Professional development

• Housekeeping • Daily routines

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Team Leader Meeting

Principal, Assistant Principal, PYP Coordinator, Team Leaders

Monday 3:10-4:00pm as required

• Curriculum development

• Administrative tasks

10. Weekly Briefing 11. All teachers + assistants 12. Every Monday: 8-8:10 • Dissemination of

information

13. Child Study meetings 14. All teachers in the

grade, counsellor and learning support

P3 – P8 Grade by grade – twice per year

15. P2 May only

• Student behaviour, welfare and progress

16. Student support team 17. Counsellor, Learning

support, Assistant principal

18. Weekly 1 hour

• Discussion re support for any students with behaviour, emotional or learning needs

19. Teaching time

Have there been any changes in the students’ weekly schedule during the period under review? Yes x No

If the answer is yes, explain its impact on the implementation of the PYP.

We have amalgamated the separate music and drama lessons for the students resulting in the students having three performing arts lessons in one week with the same teacher in order to align with the requirements of the PYP. Additionally, students no longer have a separate computer lesson - the IT Integrator works with the teachers during collaborative planning meetings to ensure that technology is being implemented appropriately within the programme as well as providing in-class support to students and teachers.



Low High

1. The governing body allocates funding for the implementation and ongoing development of the programme(s).

X

2. The school provides qualified staff to implement the programme(s).

X

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Low High

3. The school ensures that teachers and administrators receive IB-recognized professional development.

X

a. The school complies with the IB professional development requirement for the Primary Years Programme at authorization and at evaluation.

X

4. The school provides dedicated time for teachers’ collaborative planning and reflection.

X

5. The physical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the programme(s).

X

6. The library/multimedia/resources play a central role in the implementation of the programme(s).

X

7. The school ensures access to information on global issues and diverse perspectives.

X

8. The school provides support for its students with learning and/or special educational needs and support for their teachers.

X

9. The school has systems in place to guide and counsel students through the programme(s).

X

10. The student schedule or timetable allows for the requirements of the programme(s) to be met.

X

a. The schedule allows for in-depth inquiry into the transdisciplinary and disciplinary dimensions of the curriculum.

X

11. The school utilizes the resources and expertise of the community to enhance learning within the programme(s).

X

12. The school allocates resources to implement the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay for all students, depending on the programme(s) offered.

X



Standard B2: Resources and support Requires significant attention


The school’s resources and support structures ensure the implementation of the Primary Years Programme.

X

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Significant development has been put into the enhancement of technology at TISA. In 2012, the board approved a 1.3 million USD upgrade over three years to current IT infrastructure plus a further 300 000 USD in subsequent years. This includes the purchase of laptops and iPads for staff and students, replacement of computers for one of the computer labs, and the purchase of associated network infrastructure.

The facilities also continue to be developed. Notably, the construction of TISA 5, a purpose built sports centre, has begun and is expected to be completed by May 2014. Upon completion of this project, the current gymnasium is to be upgraded to a theatre to enhance provision for the performing arts. Currently the rooms in the primary are full and well utilized. We are continuing to add classrooms and additional staff as our student population grows.

The robust financial control underpinning the provision of resources has been enhanced in the period of review. Systems have been put in place to ensure financial transparency and integrity across the school. In addition, the professional development budget has been increased by more that US$20,000 since the last evaluation visit and we have received additional funding in order to hire a full time PYP coordinator, an additional full time EAL teacher, two learning support teachers (one to begin in August 2014), primary school counsellor, IT integrator and an ELC admin assistant.


1. A separate budget is developed to allow for the forward planning of the following aspects of the programme: professional development, the resourcing of classrooms, school wide information technology and the library resources. The professional development budget has increased by over US$20,000 since 2008. In addition, there are now funds earmarked specifically for PD for Teaching Assistants. Since the 2010-2011 school year, the resourcing budget for classrooms has increased by US$46,099. Our library budget has more than doubled since 2010 and the technology budget has gone from US$60,000 for the 2009-2010 school year to US$455,000 for the 2013-2014 school year. These increases have allowed us to add additional resources to the library as well as made it possible for us to put a three technology plan in place in order to become a 1 to 1 school in P3 through to DP2 in the 2014-2015 school year. In addition to the amount we are spending on hardware, there is another US$71,500 allocated for software.

6. The school continue to build understanding of and support for the programme involving parents, beyond communicating information related to the curriculum, and by extending professional development opportunities to the teacher assistants. A budget has been created to offer Professional Development to Assistant Teachers. We have also had on-going, in-school technology training for Assistant Teachers. A formal appraisal system for Assistant Teachers has been put in place, which encourages goal setting and reflection on best practice.

For parents, the website has been updated to provide more information about the PYP programme including grade level year overviews which address the five essential elements of the programme. Parent workshop sessions, including Primary School Organization and Structure, Introduction to the PYP, transitions workshops, ISA parent sessions, Language workshops, Mathematics workshops, Mother Tongue workshops, and a technology workshop series are held throughout the year.

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We would like to continue to explore ways to have our students connect with other students around the world. One of the ways we would like to do this is to have teachers began to use the Global Engage website.

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Section C: Curriculum Identify who was involved in the completion of this part of the questionnaire (C1, C2, C3 and C4).






Simon Norton P7 Teacher leader

Terry Tiplady Lower Primary Coordinator leader

David Harrold Primary Principal contributor

Claudine Olver ELC Coordinator contributor

Nick Palmer Mathematics Coordinator contributor

Sean Barry Language Coordinator contributor

Standard C1: Collaborative planning

Collaborative planning and reflection supports the implementation of the Primary Years Programme.

1. Describe the process for reviewing the programme of inquiry.

There is an action plan in place for reviewing the POI on a yearly basis. In addition to the POI review, we also have developed a five-year, school-wide curriculum review cycle.

2. Describe the role of single-subject teachers in the development of the units of inquiry.

Single-subject teachers collaborate on units of inquiry whenever there is a good connection. The single-subject teachers meet with classroom teachers on planning afternoons to develop the upcoming unit of inquiry. All of the reflections of single subject teachers are recorded on the planners in box 9.

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Low High

1. Collaborative planning and reflection addresses the requirements of the programme(s).

X

a. The programme of inquiry and all corresponding unit planners are the product of sustained collaborative work involving all the appropriate staff.

X

b. Planning at the school makes use of the Primary Years Programme planner and planning process across the curriculum and by all teachers.

X

c. Planning at the school addresses all the essential elements to strengthen the transdisciplinary nature of the programme.

X

2. Collaborative planning and reflection takes place regularly and systematically.

X

3. Collaborative planning and reflection addresses vertical and horizontal articulation.

X

a. There is a systematic approach to integration of the subject-specific scope and sequences and the programme of inquiry.

X

b. The school ensures balance and articulation between the transdisciplinary programme of inquiry and any additional single-subject teaching.

X

4. Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences.

X

a. The school provides for easy access to completed Primary Years Programme planners.

X

b. The school ensures that Primary Years Programme planners are coherent records of student learning.

X

5. Collaborative planning and reflection is based on agreed expectations for student learning.

X

6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.

X

7. Collaborative planning and reflection is informed by assessment of student work and learning.

X

8. Collaborative planning and reflection recognizes that all teachers are responsible for language development of students.

X

9. Collaborative planning and reflection addresses the IB learner profile attributes.

X

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4. Indicate the practice(s) that produced more diverse answers in the group. In one or two paragraphs, identify the differing views and how the consensus was reached.

The practices that produced the most diversity in this area were the ones around vertical and horizontal articulation as well some discussion on how we could further facilitate collaborative planning opportunities with single subject teachers.

Some groups of teachers felt that there was not enough planning with single subject teachers and not enough time for reflection. Others groups felt that there was still work to be done across the programmes. There was talk about the new curriculum review cycle, which will be implemented at start of the next academic year.

There has been a regular review of the POI based on the rubric included in the IB publication, Developing a Transdisciplinary Programme of Inquiry. We evaluated the POI to ensure a horizontal and vertical balance of subjects, concepts, attributes and learner profile. We reviewed science and mother tongue practices. Language and mathematics were a key focus over the last three years. We adopted continuums to track written language and reading and spent several PD sessions and afternoon staff meetings moderating continuums, looking at exemplars and building anchor papers. A TISA mathematics scope and sequence has been developed and specific learning objectives at every grade level have been identified and are being tracked. This TISA Mathematics Scope and Sequence is now being used to tract children’s progress against the learning outcomes.

Other groups mentioned that the continuums thus far have started at the beginning of each year, with the teachers reviewing the previous year’s data. The arts department and the P.E. department have had team leaders appointed to oversee collaboration, articulation of their subjects and documentation as part of their brief. All subject teachers have developed standalone planners for their subject area. They have all targeted two units of inquiry to link strongly with through the central idea and lines of inquiry and contribute to open houses and portfolios.



Standard C1: Collaborative planning Requires significant attention


Collaborative planning and reflection supports the implementation of the Primary Years Programme.

X


This academic year an extra hour was added to our Wednesday staff meetings in order to provide more time for collaborative planning and collaborative Professional Development. In 2009, the school added eight planning afternoons to the calendar. These planning afternoons provide the opportunity for single subject and support teachers to meet and plan with homeroom teachers.

In August 2012, the timetable was adjusted to allow for EAL teachers to attend two grade level team-planning periods per week for the grade levels they teach. Additionally, a full time PYP Coordinator was appointed in August 2013, which has allowed for more planning with the coordinator. Currently the PYP Coordinator meets with all teams once a fortnight. In some cases, she is present at meetings every week.

Atlas Rubicon is being implemented to allow for greater ease of access to planners both on campus and off campus as well as more efficient vertical articulation. During the 2010 POI review, there was identification of single subject connections to all of the units of inquiry.

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1. Teachers ensure that planning focuses on more consistently accommodating a range of learning needs and styles, as well as varying levels of competencies. Since our last evaluation visit we have added an additional learning support teacher and learning support assistant teachers. We have also created a Learning Support Coordinator position with an extra stipend and release time as well as strengthened the learning support referral system in order to support all students and ensure differentiation for students who have been identified as needing support either in the classroom or in pull out sessions. We have also appointed an additional EAL teacher and adjusted the timetables so that EAL teachers plan with classroom teachers at least two periods per week. In addition to working very closely with the grade level teams, the EAL department runs workshops for the teachers on differentiating for students learning English as an Additional Language. The Learning Support department have also run workshops addressing differentiation 2. Planning at the school address all of the essential elements but in particular on the role of the key concepts in structuring inquiry and deepening understanding. An annual POI review is in place; which addresses vertical articulation across grade levels and ensures that all aspects of the transdisciplinary themes are being addressed and there is not replication, redundancy or imbalance in the programme. This is also a time for us to ensure that the key concepts balanced and articulated throughout the POI.

The curriculum coordinators ran six part in-school workshop series on concepts in the 2011-2012 school year. We also regularly hold new teacher meetings, which focus on the five essential elements of the PYP, including key concepts. In addition, the PYP Coordinator continues to embed PD on concepts into planning meetings.

3. Teacher planning include provision for students to plan for their own learning and assessment, as well as providing an opportunities for student action in relation to their own well-being, their peers and the environment. In October 2013, we held an in-school TISA professional development on Action in the PYP for homeroom teachers, single subject teachers and student support. We followed that with the development, by grade level teams, of the Student Action in the Programme of Inquiry document.

Action was very strongly focused on in the Exhibition. PYP Coordinator worked closely with P8 students and teachers to develop their ideas for authentic action. Teachers took ideas forward resulting in a variety of authentic action during Exhibition.

We continue to focus on peer and self-reflection as a means of assessment, as well as how we are providing opportunities for action during planning meetings with PYP Coordinator.

d. As a result of this self-study, describe the current school practice(s) that has/have been identified as in need of further development or improvement.

We think it is timely to return to ‘round robin’ meetings where teachers all share what is happening in units. As a result of staff consultation, the eight half planning afternoons have been revised to give teachers more sustained and in-depth collaborative planning. Child study meetings have been moved to another time slot.

The science curriculum has been reworked over the last three years. Secondary school

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teachers have been paired with primary school teams and are supporting grade levels with specialist knowledge input and resources. A grid was developed to articulate and ensure a greater balance of science strands and skills. This is an area we will continue to refine each year during our annual POI Review.

We are continuing to work on vertical articulation throughout the whole school. We are currently providing PD in conjunction with the secondary science teachers to ensure that a common language for science is being used throughout our programme.

Standard C2: Written curriculum

The school’s written curriculum reflects IB philosophy



Low High

1. The written curriculum is comprehensive and aligns with the requirements of the programme(s).

X

a. The programme of inquiry consists of six units of inquiry—one for each transdisciplinary theme—at each year/grade level, with the exception of students who are 3–5 years, where the requirement is at least four units at each year/grade level, two of which must be under “Who we are” and “How we express ourselves”.

X

b. The school ensures that there is a coherent, horizontally and vertically articulated programme of inquiry.

X

c. The Primary Years Programme exhibition is one of the six transdisciplinary units of inquiry in the final year of the programme.

X

d. There is documented evidence that the curriculum developed addresses the five essential elements of the Primary Years Programme.

X

2. The written curriculum is available to the school community. X

3. The written curriculum builds on students’ previous learning experiences.

X

4. The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time.

X

a. The school has scope and sequence documents that indicate the development of conceptual understanding, knowledge and skills for each Primary Years Programme subject area.

X

b. The overall expectations of student achievement in the school’s scope and sequence documents are aligned with those expressed in the Primary Years Programme scope and sequence documents.

X

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Low High

5. The written curriculum allows for meaningful student action in response to student’s own needs and the needs of others.

X

6. The written curriculum incorporates relevant experiences for students.

X

a. The written curriculum provides opportunities for student learning that is significant, relevant, engaging and challenging.

X

7. The written curriculum promotes students’ awareness of individual, local, national and world issues.

X

a. The programme of inquiry includes the study of host or home country, the culture of individual students and the culture of others, including their belief systems.

X

8. The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives.

X

9. The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s).

X

a. There is a system for regular review and refinement of the programme of inquiry, individual units of inquiry and the subject-specific scope and sequences.

X

10. The written curriculum integrates the policies developed by the school to support the programme(s).

X

11. The written curriculum fosters development of the IB learner profile attributes.

X


The following practices produced more diverse responses: 1d, 3, 4 and 4b. Most of the discussion centred on whether or not the five essential elements were well documented (>95% of the time), particularly actions and attitudes. After discussions in small groups, the consensus was reached that all areas were highly developed in the written curriculum because the five elements have been addressed in the planners as well as in the grade level year overviews. We feel that we could do a better job documenting attitudes because it is not consistent across the school, however that is something we are addressing as we move through the units of inquiry this year.

Because the five essential elements are very well documented, we believe that the diversity of the answers stemmed from the fact that people were not focused on the fact that we were looking strictly at the written curriculum, not other areas.

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Standard C2: Written curriculum Requires significant attention


The school’s written curriculum reflects IB philosophy. X


The following are major achievements related to this standard: implementation of continuums aligned with the IB PYP Language Scope and Sequence; introduction of continuums for reading, writing and spelling that document student learning over time; the mother tongue program has been further developed and now includes Spanish, French and Russian; parent workshops on the importance of mother tongue development are held at all levels; the school has further developed its relationships with the local community through guest speakers; and the PYP Coordinator is working with the C&S and CAS Coordinators to further provide primary students with authentic opportunities for action in conjunction with the secondary school students.


1. The continued refinement of the scope and sequence documents for art, drama and personal-social education. A Primary Arts Team Leader position has been created so that there is one person responsible for overseeing documentation for the team. The planners for music, drama and visual arts are being reviewed and revised to ensure that they are in line with the PYP Arts Scope & Sequence. Additionally, a school-wide curriculum review cycle, which includes The Arts has been developed and finalised. The five-year cycle will begin in the 2014-2015 school year. Both Visual and Performing Arts has developed a vertical articulation document as well as a TISA Art Year Overview based on the PYP Arts Scope and Sequence 2. The programme of inquiry be reviewed for vertical articulation across grade levels to ensure that all aspects of the transdisciplinary themes are being addressed and to reduce replication, redundancy and imbalance. The programme of inquiry has been reviewed to ensure that each of the descriptors under each Transdisciplinary Theme is being addressed. Additionally, we have made sure that the descriptor being addressed is now evident on the planner in box one. The POI was also reviewed using the IB PYP POI rubric. In April 2011, the POI was reviewed using the PYP Programme of Inquiry Rubric from the publication Developing a Trandisciplinary Programme of Inquiry.

3. A formal curriculum review cycle be established to ensure there is balance between the transdisciplinary and disciplinary dimensions of the curriculum. The POI is reviewed annually in March to ensure that there is a balance between the transdisciplinary and disciplinary dimensions of the curriculum. In addition, a formal, five-year curriculum review cycle will be implemented school wide beginning in the 2014-2015 school year. 4. A school wide process for curriculum review is considered that includes the other IB

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programmes with a view to facilitating transition from one programme to another for students and to ensuring overall articulation of learning across the continuum.

As stated above, a school-wide curriculum review cycle, which includes The Arts has been developed and finalised. The five-year cycle will begin in the 2014-2015 school year. In addition to reviewing the transdisciplinary and disciplinary dimensions of the programme, we will also be continuing to look at vertical articulation throughout the three programs.

D.1. The school continues to examine the ‘Action’ element and develop a shared understanding of how opportunities can be provided for action as an integral part of and/or as an extension to the school curriculum. In May 2012, our PYP Coordinator attended Action in the PYP. She then ran an in-school workshop for homeroom teachers, single subject teachers and student support, which focused on the different types of action: direct action, indirect action and advocacy for action. Grade level teams then developed the Student Action in the Programme of Inquiry document. This document outlines all the possibilities for action within the POI and is used in planning meetings to support the development of the action component of the programme of inquiry.

Additionally, as per our strategic plan, PYP Coordinator, C&S and CAS coordinators meet to discuss opportunities for action in conjunction with secondary students.


We will again conduct a full review of the programme of inquiry in March to further refine our programme and ensure that we are addressing all five essential elements both vertically and horizontally.

Standard C3: Teaching and learning

Teaching and learning reflects IB philosophy.



Low High

1. Teaching and learning aligns with the requirements of the programme(s).

X

a. The school ensures that students experience coherence in their learning supported by the five essential elements of the programme regardless of which teacher has responsibility for them at any point in time.

X

b. The classroom teacher takes responsibility at least for the language of instruction, mathematics, social studies and science, to support the Primary Years Programme model of transdisciplinary teaching and learning.

X

c. The school ensures that personal and social education is the responsibility of all teachers.

X

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Low High

2. Teaching and learning engages students as inquirers and thinkers.

X

a. The school ensures that inquiry is used across the curriculum and by all teachers.

X

3. Teaching and learning builds on what students know and can do.

X

a. Teaching and learning addresses the competencies, experiences, learning needs and styles of students.

X

4. Teaching and learning promotes the understanding and practice of academic honesty.

X

5. Teaching and learning supports students to become actively responsible for their own learning.

X

6. Teaching and learning addresses human commonality, diversity and multiple perspectives.

X

7. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue.

X

8. Teaching and learning demonstrates that all teachers are responsible for language development of students.

X

9. Teaching and learning uses a range and variety of strategies.

X

10. Teaching and learning differentiates instruction to meet students’ learning needs and styles.

X

a. The school provides for grouping and regrouping of students for a variety of learning purposes.

X

11 Teaching and learning incorporates a range of resources, including information technologies.

X

12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and needs of others.

X

13. Teaching and learning engages students in reflecting on how, what and why they are learning.

X

14. Teaching and learning fosters a stimulating learning environment based on understanding and respect.

X

a. The school provides environments in which students work both independently and collaboratively.

X

b. Teaching and learning empowers students to take self-initiated action as a result of the learning.

X

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Low High

15. Teaching and learning encourages students to demonstrate their learning in a variety of ways.

X

16. Teaching and learning develops the IB learner profile attributes.

X


The practice that produces the most diverse answers was: 8. Teaching and learning demonstrates that all teachers are responsible for language development of students. Overall we feel that we are quite strong in this area. EAL teachers work very closely with homeroom teachers to ensure our English language learners are supported, single subject teachers all have a strong focus on using language to communicate. Overall we felt that we could be collaborating more intentionally with single subject teachers in this area. We are also continuing to develop and refine our use of language continuums to document student progress as well as exploring how those continuums could inform teaching and learning in the foreign language department.



Standard C3: Teaching and learning Requires significant attention


Teaching and learning reflects IB philosophy. X


We have made great strides in incorporating technology into our teaching and learning. In addition to having a full time IT integrator dedicated to the primary school, we will also be 1 to 1 by the end of the 2014-2015 school year. We have also added additional staff in both our EAL and learning support departments as well as hired a full time PYP Coordinator to support teaching and learning.

The addition of these positions has been a major achievement for our School and is further evidence of the Board of Governors’ support of the programme here at TISA.


1. All teachers continue to develop their understanding and use of inquiry across the curriculum both within and outside the programme of inquiry. Atlas curriculum mapping system has been set up to make more effective use of the PYP planner amongst teams and staff members. Teachers use the inquiry model to guide their planning. Teachers engage in two observations per semester focused on strengthening classroom practice. Increased the professional reading in the library related to inquiry and others. All staff attended a

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TISA professional development day focused on inquiry. Follow up staff development focusing on inquiry was held in December 2013.

2. Teachers continue to develop skills to support differentiated learning within classes/groups. In addition to strengthening our referral process for learning support and EAL, we have also added additional staff in both of those departments. EAL has run workshops annually the past few years on differentiation. We have also introduced continuums and are currently working on building a bank of exemplar papers for teachers.

D.1. The school continues to strive to identify authentic issues/problems with which students can engage and personally propose solutions and/or take action as an outcome of their learning. The PYP Coordinator and P8 teachers have put procedures in place to ensure the exhibition topics chosen by students will lead to authentic action. In May 2013, our PYP Coordinator attended Action in the PYP. She then ran an in-school workshop for homeroom teachers, single subject teachers and student support, which focused on the different types of action: direct action, indirect action and advocacy for action. Grade level teams then developed the Student Action in the Programme of Inquiry document. This document outlines all the possibilities for action within the POI and is used in planning meetings to support the development of the action component of the programme of inquiry

D.2. The school provide opportunities for students to develop the skills and attitudes that lead towards taking action throughout a student’s experience of the programme. Through the Primary Student Council, students are encouraged to develop skills and promote action. In addition, the PYP Coordinator attended Action in the PYP in the spring of 2013 and then ran an in-school workshop on action where teachers developed a document titled, Student Action in the Programme of Inquiry in their grade level teams. This document outlines opportunities for direct, indirect and advocacy for action in each unit of inquiry and is referred to during planning meetings.


We are continuing to develop action in the PYP. The PYP Coordinator and Assistant Principal are working closely with the secondary school not only to strengthen the opportunities for action as well as intercultural awareness throughout the school, but also to look for authentic opportunities for primary and secondary to partner in authentic action.

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Standard C4: Assessment

Assessment at the school reflects IB assessment philosophy.



Low High

1. Assessment at the school aligns with the requirements of the programme(s).

X

a. Assessment at the school is integral with planning, teaching and learning.

X

b. Assessment addresses all the essential elements of the programme.

X

c. The school provides evidence of student learning over time across the curriculum.

X

2. The school communicates its assessment philosophy, policy and procedures to the school community.

X

3. The school uses a range of strategies and tools to assess student learning.

X

4. The school provides students with feedback to inform and improve their learning.

X

5. The school has systems for recording student progress aligned with the assessment philosophy of the programme(s).

X

6. The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s).

X

a. Student learning and development related to all attributes of the IB learner profile are assessed and reported.

X

7. The school analyses assessment data to inform teaching and learning.

X

a. The school ensures that students’ knowledge and understanding are assessed prior to new learning.

X

8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work.

X

9. The school has systems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay, depending on the programme(s) offered.

X

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Practice 1c: The school provides evidence of student learning over time across the curriculum produced more diverse answers. There was a split decision around this practice between implemented and highly implemented.

After additional discussions, we decided that we are highly implemented because each student in the school has a cumulative file, which has been a formal method for tracking children’s progress over the last three academic years. This file contains:

• TISA Mathematics Scope and Sequence (achieved learning outcomes highlighted) • Writing sample (1 per year) • Writing continuum (achieved learning outcomes highlighted) • Reading continuum (achieved learning outcomes highlighted) • Reading running records (2 per year) • Spelling continuum (achieved learning outcomes highlighted) • End of year report • EAL exit criteria sheet – if completed • EAL speaking and listening continuum (for all students in the EAL programme) • ISA testing material P6-P8

Additionally, the school implemented the ISA (International Schools’ Assessment) standardised tests at P6, P7 and P8 two years ago as a way of tracking the TISA students’ academic development and comparing TISA results with like schools. Each grade has three Open House events in the school year where parents are invited to see the results of the children’s learning. One of these open houses will also be a student-led conference. As for providing evidence we have: portfolios, open house, student led conferences, ISA testing, reading running records, video of performing arts skills, video of physical education skills development. Parent workshops: ISA results, reading and mathematics parent workshops at each sector level including examples and explanations of how the children are assessed in these subject areas. As each child has one of these folders and teachers adhere to the agreements as to what is entered and when, are very clear and are checked by each of the sector leaders to ensure they are adhered to, we consider this practice to be highly implemented. However some of the teachers felt that there was still a level of subjectivity in the assessment criteria or methodology, e.g. we are only now building up exemplars for each stage in the writing continuum. The continuums have not been built on each year, as the level of teacher competency marking off the continuums has not been considered strong enough. However, with continued professional development this year the intention is that next year, this year’s continuum sheets will be continued.



Standard C4: Assessment Requires significant attention


Assessment at the school reflects IB assessment philosophy. X

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We have put structures in place over the past five years that have strengthened our assessment practices and given us more information about student progress over time. Examples of these structures include: development of cumulative files for each student, gathering of reading running record data over two year period for triangulation; development clear guidelines for portfolios, Open Houses to share learning with the larger school community, curriculum folders for each staff member containing all necessary documentation and information relating to implementation of the programme at TISA, use of continuums to track student progress over time and implementation of ISA testing in upper primary and for students in the MYP.


1. The school make more consistent use of student reflection and peer assessment across the entire curriculum. Since our last visit, we have focused on implementing student and peer reflection into our assessment strategies. Part of this has been developing portfolio agreements, which state that each piece put into a portfolio must have a reflection from a student, peer, teacher or parent. Additionally, we have held professional development during staff meetings, which have focused on the balance and range of strategies and tools including peer, student, teacher and parent reflection.

Sector leaders do portfolio checks several times during the school year to ensure that a variety of assessment strategies and tools, including peer and self-reflections, are evident in portfolios. 2. The planning and implementation of summative assessment tasks within units of inquiry be reviewed in terms of: suitability to purpose their relationship to the central idea the balance between understanding, knowledge and skills the time required to complete the task. Conceptual understandings have been strengthened and summative assessments changed to balance process, product and consider student voice. Additionally, the summative assessment tasks are reviewed at the beginning of each unit to ensure that they assess the students’ understanding of the central idea and open enough to allow for students to show their understanding in a variety of ways. 3. The school develop procedure to ensure the storage of and easy access to student work showing evidence of learning and progress over time. We have developed a variety of tools which demonstrate student learning and progress over time. These include: portfolios, cumulative files, use of the reading, writing and spelling continuums, electronic storage of IEPs, as well as samples of student work from each UOI on the server. D.2. The Exhibition is the result of collaborative and progressive development of the essential elements and the IB Learner Profile throughout the child’s time at the school. The process of exhibition involves the students, the PYP Coordinator, P8 teachers, the counsellor, mentor teachers and parents. There is a clear outline of what is expected which includes the development of the essential elements and an emphasis on self-reflection via the learner profile. D.3. The Exhibition is completed as one of six units within the final year of the schools PYP (i.e. five units and the Exhibition).

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There are six units in P8, one of which is the exhibition unit.


We will continue to build up our bank of exemplars to assist teaching in accurately completing reading and writing continuums for children. In addition, we will continue to have professional development time dedicated to developing our proficiency in this area as well as a common understanding of the criteria for assessment.

We are beginning a review of our mathematics assessment tools and strategies led by the mathematics coordinator. This process will include gathering the information of what is currently being used at each strand, tabulating the information and looking for areas and ways to improve the mathematics assessment across the primary school.

Conclusions of the self-study process After analysing the outcomes of the self-study process, the school has established the priorities used to create the school action plan included with this questionnaire (see Chart 5).

We agree that this electronic questionnaire, whether signed electronically or not, and supporting documents will be understood by the IB Organization to have been read and endorsed by the head of school, without a signed hard copy being necessary.

Name of head of school

John Gillespie

Signature Date

January 31, 2014

Name of head of section where PYP is implemented (if different from head of school)

David Harrold

Signature Date

January 31, 2014

Name of PYP coordinator

Kate Benson

Signature Date

January 31, 2014

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List of supporting documents to attach to this form Place an X in the box to indicate that you have attached the document to the form.

Self-study process

A description of the self-study process implemented in the school, including X

• timeline

• means used to gather feedback from the different stakeholders

• meeting schedule for the self study

• the school-developed descriptors for assessing the practices

Philosophy

School brochure and promotional literature produced by the school concerning the implementation of the PYP

X

Organization

School organization chart showing the PYP pedagogical leadership team situation (including the PYP coordinator) and reporting lines

X

Job description of the PYP coordinator, including all additional responsibilities besides the PYP coordination. Indicate the percentage of the coordinator’s weekly schedule that is devoted to complying with the coordination responsibilities.

X

Job description of the primary school principal X

Language policy X

Assessment policy X

Special educational needs policy X

Sample class schedules (include one per year/grade level) X

Curriculum

PYP programme of inquiry X

Three completed unit planners (stages 1–9) for each year/grade level X

Examples of school reports to parents from three different grade levels X

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A description of how the exhibition is organized and managed in the school, to include: X

• the structure in place to ensure coordination of the exhibition

• a description of how students and mentors are briefed

• the process for assessment

• a description of the previous year’s exhibition, indicating the type of projects involved

Documentation to be available at the school at the time of the evaluation visit Samples of work completed by students (this should be student work that indicates the process of/progress in learning, includes teacher feedback and student reflection and self assessment, and reflects learning within and outside of the transdisciplinary programme)

A current version of the school’s programme of inquiry

Updated and newly developed planners for all transdisciplinary units of inquiry for each year/grade level, including planners for the current unit of inquiry at each year/grade level

Unit planners for each year/grade level from outside of the programme of inquiry

Subject-specific scope and sequence documents

Samples of completed report cards from each year/grade level

Any policies/essential agreements regarding the implementation of the programme the school may have adopted or developed, if appropriate

Samples of exhibition portfolios (four samples is sufficient)

Complete the charts that appear in the following pages.

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Chart 1: Update of organization of teaching time

Year/grade Total teaching time in hours per week/cycle

Percentage of teaching time with classroom teacher

Percentage of teaching time with single-subject teachers *

Other (assemblies, special events)

Length of cycle: 5 days

3–4 years 1,125 minutes per week 100% n/a 300 minutes per school year

4–5 years 1650 minutes per week 100% n/a 300 minutes per school year

5–6 years 1575 minutes per week 80% 20% 450 minutes per school year






* This percentage includes teaching time with teachers in charge of specific subjects such as physical education, music or other subjects.

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Chart 2: Update of PYP teaching staff, qualifications and IB-recognized professional development • IB-recognized professional development is activities as listed on the IB events calendar on the IB public website (http://www.ibo.org) or in-school professional development activities

organized by the relevant IB office.

• Location: In the chart below, indicate where the training took place.

– For IB regional workshops attended name the city.

– For IB workshops organized in the school use “IS”.

– For IB online workshops, use “Online”.

• Add rows as necessary.

Teacher/role Name Qualifications of each teacher

(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)

IB activities in which teacher is or has been involved in period

under review (eg workshop leader, site visitor,

contributor to IB curriculum development)

IB-recognized professional development attended during the period under review

Location Date Workshop name and category

Year/grade 3–4 years

Chee Wan Yuen BA 7 FT Dubai

Dubai

May 2012

October 2013

Play-based learning: inquiry in the early years Cat. 3

Reading and Writing through Inquiry Cat. 3

Claudine Olver MA 1 FT Workshop leader Singapore

HCMC

Singapore

2009

2011

2012

Action Cat. 3

Collaborative Planning Cat 2

IBPYP Regional Conference

44



(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)






Soraya Parkinson BA 2 FT Dubai, UAE October 2013 Making the PYP Happen Cat. 1


Foster Itter M.Ed 2 FT Dubai

Amman

November 2008

February 2014

Making the PYP Happen Cat. 1


Ludmila Volodko BA, Post Graduate Diploma

7 FT Workshop leader Malta

The Hague

Amman

November 2011

August 2012

February 2014

Concept-based learning Cat. 3

IB Educator Workshop (workshop leader, site visitor, reader)


Anthony Hamblin BA 2 FT Dubai September 2012


45



(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)






Tara Greenall MA 1 FT

Dubai October 2013 Making the PYP Happen Cat. 1


Jean Watt MA 1 FT Dubai October 2013 Making the PYP Happen Cat. 1

Gina Hinds B.Ed Hons QTS 2 FT Zurich June 2012 Cat. 1 Making the PYP Happen

Terry Tiplady MA 5 FT Site visitor, workshop leader Berlin

Dubai

March 2011

May 2012

Concept-based Learning Cat. 3


Bridgette Henk-Gulatowska

MA 2 FT Dubai October 2012 Making the PYP Happen Cat. 1

46



(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)







Lucy Norton B.Ed (Hons) 1 FT Chang Mai

Hanoi

Hanoi

September 2009

March 2011

September 2012

The Role of Mathematics Cat. 3

The Role of Language

Concept Based Learning Cat 3

Maria Hamblin MA 2 FT Dubai

Online

November 2012

September 2013


Collaborative Planning Cat. 2

Scott Mathyk MA 1 FT Istanbul

Toronto

2011

July 2011


Assessment Cat. 2

Jasmin Penn B.Sc.Ed 1 FT -- -- --


Calvin James Hammer M.Ed 7 FT Austin

2010 Science and Social Studies in the PYP Cat. 3

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(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)






Sandy Tam Piyawannaphhong

MA 3 FT Online September 2013

Inquiry Cat. 3

Aileen Young B.Ed Hons 5 FT Zurich

Copenhagen

Dubai

July 2009

July 2010

February 2013


The Written Curriculum Cat. 2



Kimberlee Peters M.Ed 5 FT Baden

Lisbon

April 2011

April 2014


Trans-disciplinary Learning Cat. 3

Lucinda Palmer BA 2 FT Dubai, UAE 3-5 October 2013


David Phillips CNAA Teaching Certificate

2 FT Dubai October 2012 Making the PYP Happen Cat. 1

48



(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)







Andrea Withers MA 3 FT California

Brussels

July 2011

March 2013


Assessment in the PYP Cat. 2

Johanna Green B.Ed 6 FT Austria March 2011 The Role of Mathematics Cat. 3

Priscilla Wadworth Advanced Diploma of Teaching

3 FT -- -- --

Simon Norton B.Ed Hons 1 FT Hong Kong

Adelaide

February 2008

January 2011

The Role of Mathematics Cat. 3 ICT in the PYP Cat. 3


Nicholas Palmer B.Ed 5 FT Istanbul October 2009 Assessment Cat. 2

Matthew Franklin BA, PGCE 1 FT Online 2009 Assessment Cat. 2

Michael Hinds B.Ed 2 FT Zurich June 2012 Making the PYP Happen Cat. 1

49



(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)






Head of section/ principal

David Harrold BTch, Post grad diploma, PTC

4 FT Site Visitor, Workshop leader Singapore

Berlin

The Hague

Madrid

2008

2011

2011

2012

Site Visitor Training

Concept-based Learning Cat. 3

IBAEM Annual Conference


Assistant principal Kate Brown M.Ed 5 FT Workshop leader Hong Kong

Berlin

Dubai

Dubai

The Hague

2008

2011

2011

2012

2013

The Role of Arts Cat. 3

Concept Based Learning Cat 3

The Role of the Coordinator Cat. 3

Action Cat. 2


50



(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)






PYP coordinator Kate Benson M.Ed 1 FT Shanghai

Shanghai

Beijing

Shanghai

Online

Bangkok

Shanghai

The Hague

Oct 2010

Oct 2011

February 2011

October 2011

February 2012

September 2012

October 2012

October 2013

Making the PYP Happen Cat. 1 Teaching & Learning Cat. 2 ICT in the PYP Cat. 3 Inquiry in the PYP Cat. 3 The Exhibition Cat. 2 Concept Based Learning Cat. 3 The Role of Language Cat. 3 IBAEM Annual Conference

51



(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)






Others (physical education, music, administrators)

Performing Arts Elizabeth O’Neil BA 1 FT Singapore

Brussels

2008

2012



Performing Arts Livia McTaggart MA 2 PT Dubai October 2013 Making the PYP Happen Cat. 1

Performing Arts Emma Burns M.Ed 4 PT Melbourne

Dubai

2010

2012

MYP Arts Level 2


Performing Arts Alexander Gardner- McTaggart

M.Ed 3 FT Dubai September 2012


52



(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)






Performing Arts/Visual Arts

Eva Schlichting MA 1.5 PT Bangkok

Madrid

2009

2010

MYP Level 1

IB Language AB Initio

Visual Arts/Mother Tongue

Clara Ochoa BA 7 PT Madrid November 2011


Visual Arts Nicola Beale MA 2 FT Adelaide

Bangkok

Bangkok

Dubai

January 2008

March 2008

August 2009

May 2012

Pedagogical Leadership in the PYP Cat. 2 Assessment Cat. 2 Teaching and Learning Cat. 2


IT Integrator Dan Egorov MBA 2 FT Dubai October 2012 Making the PYP Happen Cat. 1

53



(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)






Library Resource Coordinator

Colleen MacDonell MA 7 FT Paris

Dubai

2010

2012

MYP Librarians

Inquiry and the Librarian across the three programmes Cat. 3

Physical Education Roelf Haverkamp MA 4 FT Dubai May 2012 The Role of Physical Education Cat. 3

Physical Education Natalya Newstead MA 16 FT Toronto October 2008 The Role of Physical Education Cat. 3

Physical Education Ruslan Gafarova BA 1 FT Dubai October 2013 Making the PYP Happen Cat. 1

EAL Samir Valiyev BA 1 FT Dubai October 2013 Making the PYP Happen Cat. 1

54



(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)






EAL Sean Barry MA 7 FT Bucharest

On-line

2008

2011


Assessment Cat. 2

EAL Gula Gafarova M.Ed 8 FT Madrid 2011 The Role of Language Cat. 3

EAL Fiona Williams MA 4 FT Berlin

Madrid

March 2011

November 2012


The Role of Language Cat. 3

Foreign Language/EAL

Rana Esper MA 9 FT Dubai

Madrid

May 2010

November 2012

Reading and Writing Through Inquiry Cat. 3

The Role of Language

55



(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)






Foreign Language Raul Poggi MA 2 FT Barcelona October 2012 IB DP Spanish Language B

Foreign Language Dilber Kuliyeva BA 7 FT Milan

Budapest

April 2008

June 2010


Language B Cat. 3

Mother Tongue Nezrin Samedova PhD 6 PT -- -- --

Mother Tongue Anar Rasulov MA 2 PT -- -- --

Learning Support Basilia Mudzudzu MA 4 FT Budapest

Istanbul

October 2012

February 2014

Inclusion Cat 3

Creating Inclusive Classrooms: Access for all students in the PYP Cat. 3

Learning Support Candice Macqueen MA 1 FT Dubai October 2013 Making the PYP Happen Cat. 1

Counsellor Christopher Klesch MA 1 FT Singapore October 2009 IB Global Recognition Forum

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Chart 3: Update of school facilities that support the implementation of the PYP Describe the changes that the school has made, if any, during the period under review, regarding its physical resources (for example, sports fields) to support the implementation of the PYP. Indicate the areas that are still in the process of improvement. Add rows as necessary.

Resource Changes since authorization/last evaluation Developments under way/future development (if applicable)

Library/multimedia centre Further development of library collection, new space for the ELC library

Arts provision Purchase of sound and lighting equipment Plans to build a Performing Arts Centre

Information technology provision Introduction of 1 to 1 Apple technology, projectors in each teaching space in P3 to P8, cameras for each classroom teacher, all wireless ports replaced, fibre-optic internet connection

Other (identify) Building of new sports facilities – TISA 5

Sports field completely re-seeded

4 additional classrooms built

New office space built

57


Chart 4: Update of implementation budget

Indicate the currency the school uses. If possible, use USD, GBP, CHF or CAD. USD

USD = US dollars GBP = Great British pounds CHF = Swiss francs CAD = Canadian dollars

IB World School

current year

Year 2 after evaluation




Academic year 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Annual school fee $8,700 $8,875 $9,150 $9,425 $9,700

Resources (specify)

Technology $455,000 $350,000 $350,000 $350,000 $350,000

Overseas books and equipment $63,000 $63,000 $63,000 $63,000 $63,000

Local order books and equipment $16,500 $16,500 $16,500 $16,500 $16,500

Local stationery $40,000 $40,000 $40,000 $40,000 $40,000

Exams and testing $8,000 $8,400 $8,820 $9,250 $9,700

Construction/loan repayment $376,000 $1,230,000 $730,000 $730,000 $730,000

IB professional development (specify)

Professional development workshops

$67,500 $67,500 $67,500 $67,500 $67,500

Other

School events and student trips $8,000 $8,000 $8,000 $8,000 $8,000

TOTAL $1,006,700 $1,367,505 $868,200 $868,905 $869,630

Approved by Position

John Gillespie Director

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