SCENARIOS

The school is having a single-programme evaluation. The programme coordinator created this plan to guide the staff through its IB evaluation. The school creates an internal site to store and share all parts of the process. The milestones plan appears on the site, with hyperlinks to the resources and documents to be used during the process. 

The school offers the continuum of IB programmes — Primary Years Programme (PYP), Middle Years Programme (MYP), DP and Career-related Programme (CP). The school has chosen a multi-programme evaluation (PYP, MYP, DP and CP) as a driver to build a continuum IB education experience for its students. The programme coordinators meet several times before the start of the self-study period to devise a detailed timeline. The timeline ensures that all requirements are accounted for and clear expectations are communicated to school leaders and teachers. The school has intentionally structured the self-study groups to be cross-programme, so all members of the school community can maximize the benefits of learning from each other. The coordinators also aim to submit the programme development plan developed as part of the “Continuum initiative” . 

The two schools are in an MYP partnership, and both are working together on the self-study. The programme coordinators have agreed to take each component of the programme evaluation process one at a time to gain the maximum benefit from the time given to reflect on and review their practice. The schools create folders, which staff can access, on their online platform to collaborate and store all necessary documents. The schools decide to start by completing their self-assessment. This helps the schools identify which documents need updating before the preliminary review. The schools have completed several programme development cycles and allocate only the final month of their timeline to selecting the plan to include in Part 2 of the self-study questionnaire.