I write today's Headlines as the International Baccalaureate Middle Years Program (MYP) team concludes their authorization visit. In reality, our authorization process started months ago when our IB-appointed MYP consultant gave the go ahead for the visit. Since that time, we have sent numerous documents for full review: policies, protocols, procedures, schedules, unit plans for all subjects and all grade levels, etc. The authorization team has, for two days, met with every teacher in MYP (grades 6-10). They met with parents, Board members, administrators, and students. They are reviewing student work. They're thorough to say the least. Remember, the authorization process comes after years of demonstrable progress through training, reorganization, reflective practice, and implementation.
This is all part of what IB terms its Quality Assurance Framework. Schools must prove they are student-centered, inquiry-based, internationally-minded, and committed to holistic assessment, before they can become an IB authorized school. It's a rigorous process for all, and only the beginning for us. Once authorized in any of the three programs, we are back on the clock, and must show continuing commitments to pedagogy and professional development, and to improvement in impactful and measurable ways.
Every school is assessed relative to three rigorous standards. Standard A, Philosophy, measures the philosophical alignment of our mission and vision to that of the broader aims of the International Baccalaureate. It also measures our commitment to inclusiveness for all our students. Standard B, Organization, measures the effectiveness of our leadership model and school structure in delivering the program, as well as the sustainability of our financial and professional development efforts.
Standard C assesses our written and taught curriculum. As you can well imagine, this is the most significant and comprehensive of the three standards. Examples of criteria within this standard are, "Collaborative planning and reflection facilitates interdisciplinary learning to strengthen cross-curricular skills and the deepening of disciplinary understanding", "There is a system for regular review of individual unit plans and of the planning of approaches to learning (learning how to learn) skills", "Teaching and learning engages students as inquirers and thinkers", and "Teaching and learning supports students to become actively responsible for their own learning."
For all three Standards, paperwork alone does not suffice. Teachers are interviewed, and must demonstrate understanding and provide classroom examples of the same. Students are asked to share their experiences in the classroom to corroborate teacher testimony. Examples of student work are reviewed. In other words, we must live what we say we do. Authorization acknowledges that this is an ongoing developmental process for students and schools, but the preponderance of evidence must indicate significant progress towards expected outcomes. There is no finish line, only a continuous commitment to growth and excellence.
In two weeks, we begin again, next with the Diploma Program authorization process. For all three programs, we shift now to optimization efforts, and begin preparations for re-authorization in a few years’ time. We still have lots to work on, much to do, plenty to improve. We are fully transparent about this, even as we celebrate our significant accomplishments as a school. I would be remiss if I did not acknowledge the heroic work of my colleagues in making this and days like it possible. We have an exceptional group of educators, and I could not be prouder of their efforts. And yes, we are becoming a world-class school, and our peers know it.
See you around campus.