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Unpacking the IBO Programme Standards

Unpacking the IBO Programme Standards. David Ogden Amsterdam, Netherlands dogden@alumni.princeton.edu. Purpose: Learn about the IBO Programme Standards and Practices and how they can move your school community towards higher levels of practice. Aims/Objectives

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Unpacking the IBO Programme Standards

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  1. Unpacking the IBO Programme Standards David Ogden Amsterdam, Netherlands dogden@alumni.princeton.edu

  2. Purpose: Learn about the IBO Programme Standards and Practices and how they can move your school community towards higher levels of practice. IBARMS Level 3 Conference - November 2006

  3. Aims/Objectives • Review why we have standards and how they are frequently measured. • Become more familiar with the structure of the IBO Programme Standards and Practices. • Learn, or review, how to unpack a standard. • Make connections between standards-based practice and facilitating change at your school. IBARMS Level 3 Conference - November 2006

  4. Warm-up and introductions: What I know about the IBO Programme Standards and Practices. IBO Programme Standards self-evaluation: Knowledge level Skilled practice (4) High (4) High (3) Medium (3) Medium (2) Low (2) Low (1) New to me (1) No idea Share your personal ratings with any two other people and add your three scores (scoring range: 6 – 24). IBARMS Level 3 Conference - November 2006

  5. Why have standards? • Health/Safety • Ensure uniformity/level of quality • Improve communication • Allow separate things to work together • Set minimum requirements • Level the playing field • Other . . . IBARMS Level 3 Conference - November 2006

  6. Why have standards? • Standards reflect what professionals or communities think is “right” about certain practices. • Sometimes they are explicit, sometimes they are not. Moment of reflection: To what degree does a knowledge of “unwritten standards” reflect “international mindedness”? IBARMS Level 3 Conference - November 2006

  7. How we know when we have met a standard. • External: tests, documents, peers, authority figure (coaches, parent, religious leader, boss). • Internal: “Gut feeling,” sense of personal satisfaction. IBARMS Level 3 Conference - November 2006

  8. How do we measure standards in education? • tests or exams, percentages/cut scores, criteria, individual practice (a.k.a. “trial by fire”), projects, interviews, peer observations Assessment tools (for individuals): Evaluation tools (for organizations): • projects, criteria, interviews, observations, surveys or questionnaires, focus groups, self-evaluation or self-study IBARMS Level 3 Conference - November 2006

  9. How do we measure standards in education? Formative and Summative measures: Assessment / evaluation FOR learning vs. Assessment / evaluation OF learning - Richard Stiggins (and others) IBARMS Level 3 Conference - November 2006

  10. How do we measure standards in education? Formative and Summative measures: gathering, analyzing, sharing information about student / school performance along the way versus at the end IBARMS Level 3 Conference - November 2006

  11. How standards help improve learning. Standards provide a structure and direction for learning. Individuals learn more when feedback is: Specific. Connected to evidence (i.e., fact-based). Provides direction. Connected to interest. IBARMS Level 3 Conference - November 2006

  12. Tried Missed Improved Reached Refined Others . . . The connection between standards and practice. Practice converts standards into reality. It creates evidence of the degree to which a standard has been achieved. Practice and standards come together through the following verbs: IBARMS Level 3 Conference - November 2006

  13. The connection between standards and change. Schools are never in a static state. Implementing standards in schools will always require change. If changes are not occurring, individuals are not learning. IBARMS Level 3 Conference - November 2006

  14. The connection between standards and change. Effective change requires both the “right” knowledge and the “right” attitude (a.k.a. the will and the skill). IBARMS Level 3 Conference - November 2006

  15. Why does the IBO have programme standards? Think: Think about the answer on your own. Pair: Turn to friendly neighbor. Share: Share your answer with a neighbor. IBARMS Level 3 Conference - November 2006

  16. Why does the IBO have programme standards? • “The IBO is aware that for each school, the implementation of an IB programme is a journey, and that the school will meet these standards and practices to varying degrees along the way. Nevertheless, there is a need for the IBO to ensure quality in the implementation of its programmes.” (IBO Programme Standards and Practices. 2005.) IBARMS Level 3 Conference - November 2006

  17. Why does the IBO have programme standards? The IBO Programme Standards and Practice document was created by your colleagues/peers not by divine inspiration. IBARMS Level 3 Conference - November 2006

  18. THE NEED The number of IB World Schools is growing rapidly Common IBO Programme Standards Growth in one year exceeds the 1987 total Number of authorized IB schools 1981 - 2005 Added Primary Years Programme Added Middle Years Programme Source: IBO IBARMS Level 3 Conference - November 2006

  19. THE CHALLENGE The proportion of students participating in an IB programme (of the appropriate age-range) in IB World Schools is bi-modal In 37% of all schools less than half of students participate DP, MYP & PYP programmes in all IBO regions In 48% of DP schools less than half of students participate DP programme in all IBO regions Source: IBO IBARMS Level 3 Conference - November 2006

  20. The good news about the IBO standards and practices • They are achievable. • They correlate with research-proven best practice for improving learning. • You are already doing many of them. • You can apply them to your whole school. IBARMS Level 3 Conference - November 2006

  21. What are the IBO programme standards? • Section A: philosophy (2 standards) • Section B: organization (1 standard) • Section C: curriculum (4 standards) • Section D: the student (2 standards) Nine statements & four sections Those who rated their knowledge of the standards as 4 or “high” already knew this. IBARMS Level 3 Conference - November 2006

  22. What are the IBO programme standards? Each standard statement is accompanied by a list of practices associated with each standard. Most of the practices are common for all three programmes. Some practices are specific to an individual programme. IBARMS Level 3 Conference - November 2006

  23. Standard A1 There is close alignment between the educational beliefs and values of the school and those of the programme. Practices Common: 1.The school is committed to the principles defined in the IBO mission statement. 2.The school is committed to developing in students the qualities, attitudes and characteristics described in the IB learner profile. 3.There are clear and close connections between the school’s published statements of mission and philosophy, and the beliefs and values of the programme. 4.The beliefs and values that drive the programme are shared by all sections of the school community (including students, teachers, administrators, members of the governing body and others, as appropriate). 5.The school is committed to continuous improvement. 6.The school promotes student inquiry and the development of critical-thinking skills. 7.The school provides a climate that encourages positive innovation in implementing the philosophy of the programme. MYP: 8.The school works to strengthen holistic learning, communication and intercultural awareness within the programme. 9.The school ensures that teachers coordinate the curriculum to develop the areas of interaction, within and across subject groups, so that students acquire an understanding of each. 10.The school ensures concurrency of learning for each student across all subject groups. Diploma Programme: 11.The school promotes concurrency of learning for each student.

  24. Learning to unpack standards: Who does it (why should I be interested)? • Educators involved in standards-based instruction. • Teachers concerned with improving student learning. • Individuals and groups but it works better when shared with others. IBARMS Level 3 Conference - November 2006

  25. Learning to unpack standards: Where does it come from? • Understanding by Design. (1998) by Wiggins & McTighe. • “Beginning with the end in mind.” (a.k.a. Backwards Design or Backwards Mapping.) • “Unpacking a standard is the process of identifying what students will know and be able to do when they have mastered the standard.” (Source: Bering Strait School District Wiki) IBARMS Level 3 Conference - November 2006

  26. Learning to unpack standards: What does it mean? Unpacking is the first of three stages in the backwards mapping process which provides: • A method of better understanding or clarifying what a particular standard means. • A way to pull out what practices will create evidence of a particular standard. • A means to identify what resources or support will be needed to help individuals reach a particular standard. IBARMS Level 3 Conference - November 2006

  27. Learning to unpack standards: What’s it mean for IB Schools? You can use the unpacking standards and backwards mapping process to: • Better understand or clarify what the IBO Programme Standards mean. • Pull out what practices at your school will create evidence of a particular standard for evaluation purposes (formative or summative). • Identify what resources or support you or your school will need to reach a particular standard. IBARMS Level 3 Conference - November 2006

  28. Learning to unpack standards: How do you do it? • There are essentially 3 stages. The work can be non-linear. You can work on any stage at any time but in the end need to be sure that the stages are complete, connect and align one to another. IBARMS Level 3 Conference - November 2006

  29. Learning to unpack standards: How do you do it? • Look at the action verbs. What levels of knowledge and skill are needed (Bloom’s taxonomy). Stage 1: Unpack the standard to identify the desired results. (a close reading of the standard) IBARMS Level 3 Conference - November 2006

  30. Learning to unpack standards: What’s Bloom’s Taxonomy? • Bloom’s Taxonomy of the Cognitive Domain • Involves knowledge and the development of intellectual skills. • Six major categories starting from the simplest behavior to the most complex. IBARMS Level 3 Conference - November 2006

  31. Learning to unpack standards: What’s Bloom’s Taxonomy? • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation IBARMS Level 3 Conference - November 2006

  32. Learning to unpack standards: How do you do it? Stage 1 (cont.): Unpack the standard to identify the desired results. • Agree on what the nouns mean, some might be open to shades of interpretation. • Think about the prerequisite skills and knowledge needed. IBARMS Level 3 Conference - November 2006

  33. Practicing Stage 1:Unpack the standard to identify the desired results. IBO Programme Standard A1: There is close alignment between the educational beliefs and values of the school and those of the programme. (1) action verbs (Bloom’s) (2) nouns (interpretation) (3) prerequisite skills and knowledge. UNPACK THE: IBARMS Level 3 Conference - November 2006

  34. Stage 1: action verbs (Bloom’s); nouns (interpretation); prerequisite skills and knowledge. Standard A1: There is close alignment between the educational beliefs and values of the school and those of the programme. Bloom’s Taxonomy: Comprehension & Analysis IBARMS Level 3 Conference - November 2006

  35. Stage 1: action verbs (Bloom’s); nouns (interpretation); prerequisite skills and knowledge. Standard A1: There is close alignment between the educational beliefs and values of the school and those of the programme. Interpretation: Do we know our own educational beliefs and values? Which school & which programme? IBARMS Level 3 Conference - November 2006

  36. Stage 1: action verbs (Bloom’s); nouns (interpretation); prerequisite skills and knowledge. Standard A1: There is close alignment between the educational beliefs and values of the school and those of the programme. Prerequisite knowledge 1) current beliefs & values 2) how & where they are expressed IBARMS Level 3 Conference - November 2006

  37. Stage 2: Determine acceptable evidence / practice (The IBO has done this for you to some extent). • Think about what this should look like at your school. • Think about how to best collect the evidence. • Talk about what constitutes credible evidence. IBARMS Level 3 Conference - November 2006

  38. Practicing Stage 2: What evidence might exist and how to collect it. Standard A1 practice 1: • There are clear and close connections between the school’s published statements of mission and philosophy, and the beliefs and values of the programme. Sources of school evidence: • School mission statement in school publications. • Articles from student publications. • Copies of course outlines or unit designs for each grade and course. IBARMS Level 3 Conference - November 2006

  39. Practicing Stage 2: What evidence might exist and how to collect it. Standard A1 practice 6: • The school promotes student inquiry and the development of critical-thinking skills. Sources of school evidence: • Survey of students and parents. • Copies of course outlines or unit designs for each grade and course. • Classroom observations. • School budget. IBARMS Level 3 Conference - November 2006

  40. Practicing Stage 2: What evidence might exist and how to collect it. Standard A1 practices 10 & 11: • The school promotes concurrency of learning for each student (DP & MYP). Sources of school evidence: • Daily school schedule. • Graduation or promotion requirements. • Survey of students and parents. IBARMS Level 3 Conference - November 2006

  41. Stage 3: Plan learning experiences and assessments (i.e., professional development and accountability). • Think about the current knowledge and skill level of your staff. • Identify how the school can best meet the differing needs of the school community. • Follow-through. IBARMS Level 3 Conference - November 2006

  42. Practicing Stage 3: Professional development needs and accountability. Standard A1 practice 1: • There are clear and close connections between the school’s published statements of mission and philosophy, and the beliefs and values of the programme. PD / accountability: • Discussion of school and programme missions at parent’s nights led by administrators and parent council. • New staff induction programs. • Rules for student and staff conduct. IBARMS Level 3 Conference - November 2006

  43. Practicing Stage 3: Professional development needs and accountability. Standard A1 practice 6: • The school promotes student inquiry and the development of critical-thinking skills. PD / accountability: • Lead teachers regularly review units from every teacher in dept. or grade. • Teachers model instructional ideas during monthly staff meeting. • Peer classroom observations and structured feedback. IBARMS Level 3 Conference - November 2006

  44. Practicing Stage 3: Professional development needs and accountability. Standard A1 practices 10 & 11: • The school promotes concurrency of learning for each student (DP & MYP). PD / accountability: • Teachers collaborate on cross-disciplinary units. • Resources available for team teaching of lessons on regular basis. • Follow-up survey of students and parents. IBARMS Level 3 Conference - November 2006

  45. Unpacking IBO Programme Standards: World Cafes • Practice unpacking additional IBO Programme Standards. • Share examples of IBO Programme Standards and Practice that exist in our schools. • Answer questions about the presentation. • Be amazed at how much the PYP / MYP / DP have in common. IBARMS Level 3 Conference - November 2006

  46. Thank you & Tot ziens! David Ogden Amsterdam, Netherlands dogden@alumni.princeton.edu

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