WIS+Action+Plan+-+In+Action

WIS Action Plan Based on the MYP IBO Standards and Practices


 * Philosophy **


 * Section A: Philosophy: ** The school's educational beliefs and values reflect IB Philosophy.

and Ongoing || * Posted in every classroom and commons March 18 - AFM || * Parent Survey - Data collected and being analyzed
 * **Objective** || **Date Achieved** || **Evidence of Achievement / Process** ||
 * A1. The school’s published statements of mission and philosophy align with those of the IB. || August 2012 || * Posted in every classroom and commons.
 * Reviewed during the Teacher Induction Program
 * Reviewed during the Returning Teachers Orientation Program ||
 * A2. The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy. || August 2012
 * Reviewed during the Teacher Induction Program
 * Reviewed during the Returning Teachers Orientation Program ||
 * A3. The school community demonstrates an understanding of, and commitment to, the programme(s). || March 2013
 * Teacher Survey - Data collected and being analyzed
 * Student Survey - Data collected and being analyzed
 * Survey results will be published internally to the staff during an all faculty meeting. ||
 * A3a. The school shows evidence of developing the fundamental concepts of the Middle Years P rogramme. || Ongoing || * All MYP Teachers are required to read and reflect upon the following IBO Publications in their Teacher Reflection Journals
 * MYP From Principles into Practice
 * MYP Subject Guide
 * IBO Position Statement on Academic Honesty
 * Learner Profile Booklet
 * Learner Profile in Review: Resources for Reflection - Group presentations pending our next Campus Curriculum Meeting
 * All Faculty Meeting Agendas
 * Pictures
 * Campus Curriculum Meeting Agendas ||
 * A3c. The school ensures that all staff, students and parents understand the central importance of the personal project for students in year 5 of the programme. || March 2012 and Ongoing || * MYP 4 Student and Parent Meeting
 * MYP 5 Supervisors Meeting and Student documentation
 * Student work in progress
 * MYP 5 PP Journals
 * MYP 5 Assembly programs ||
 * A4. The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community. || November 2012 and Ongoing || * Mother Tongue Week Committee
 * Pictures and Activities from Mother Tongue Week
 * Model UN with MYP 5 ||
 * A5. The school promotes responsible action within and beyond the school community. A5. The school promotes responsible action within and beyond the school community. || April 2013 and Ongoing || * Earth Day Committee Agendas
 * Earth Day Committee Minutes
 * Anti Worksheet Week ||
 * A6. The school promotes open communication based on understanding and respect. ||  || * Parent Survey - Data collected and being analyzed
 * Teacher Survey - Data collected and being analyzed
 * Student Survey - Data collected and being analyzed
 * Survey results will be published internally to the staff during an all faculty meeting.
 * Weekly WIS Newsletter
 * Monthly WIS MYP Newsletters
 * Parent Workshops
 * Individual Meetings with Parents (face to face or via telephone) ||
 * A7. The school places importance on language learning, including mother tongue, host country language and other languages || Ongoing and March 2013 || * Review of Language B: Polish to ensure the implementation of Phases
 * Review of Language B: French to ensure the implementation of Phases
 * Mother Tongue Week Activities ||
 * A8. The school participates in the IB world community. || Ongoing || * Mr. Hewa Thompson
 * PYP School Evaluation Team Leader
 * PYP School Evaluation Team Member
 * PYP School Consultant
 * Mrs. Nina Franco
 * MYP Reader and Consultant
 * MYP Workshop Leader
 * MYP School Evaluation Team Member ||
 * A9. The school supports access for students to the IB programme(s) and philosophy. || Ongoing || * Curriculum Documents
 * MYP Course Outlines
 * MYP Parent Conferences
 * MYP Optional Parent Conferences
 * A9a. The school strongly encourages participation for all students. || Ongoing || * All students participate in the MYP Programme at WIS ||
 * A9a. The school strongly encourages participation for all students. || Ongoing || * All students participate in the MYP Programme at WIS ||


 * Reflection: **


 * Section B: Organization**


 * B1: Leadership and Structure:** The school's leadership and adminstrative structures ensure the implementation of the Middle Years Programme.
 * = **Objective** ||= **Date Achieved** ||= **Evidence of Achievement** ||
 * B1.1. The school has developed systems to keep the governing body informed about the ongoing implementation and development of the programme(s). ||  ||   ||
 * B1.2. The school has developed a governance and leadership structure that supports the implementation of the programme(s). ||  ||   ||
 * B1.3. The head of school / school principal and programme coordinator demonstrate pedagogical leadership aligned with the philosophy of the programme(s). ||  ||   ||
 * B1.4. The school has appointed a programme coordinator with a job description, release time, support and resources to carry out the responsibilities of the position. ||  ||   ||
 * B1.4a. The Middle Years Programme coordinator is part of the school pedagogical leadership team. ||  ||   ||
 * B1.5. The school develops and implements policies and procedures that support the programme(s). ||  ||   ||
 * B1.5a. The school has developed and implements a language policy that is consistent with IB expectations. ||  ||   ||
 * B1.5b. The school has developed and implements a special educational needs policy that is consistent with IB expectations and with the school’s admissions policy. ||  ||   ||
 * B1.5c. The school has developed and implements an assessment policy that is consistent with IB expectations. ||  ||   ||
 * B1.5d. The school has developed and implements an academic honesty policy that is consistent with IB expectations. ||  ||   ||
 * B1.5e. The school’s organizational structures support the implementation of all subject groups, of the areas of interaction and of the personal project. ||  ||   ||
 * B1.6. The school has systems in place for the continuity and ongoing development of the programme(s). ||  ||   ||
 * B1.7. The school carries out programme evaluation involving all stakeholders. ||  ||   ||
 * Reflection:**


 * Section B: Organization**

**B2: Resources and support:** The school’s resources and support structures ensure the implementation of the Middle Years Programme.

 * = **Objective** ||= **Date Achieved** ||= **Evidence of Achievement** ||
 * B2.1. The governing body allocates funding for the implementation and ongoing development of the programme(s). ||  ||   ||
 * B2.2. The school provides qualified staff to implement the programme(s). ||  ||   ||
 * B2.3. The school ensures that teachers and administrators receive IB-recognized professional development. ||  ||   ||
 * B2.3a. The school complies with the IB professional development requirement for the Middle Years Programme at authorization and at evaluation. ||  ||   ||
 * B2.4 . The school provides dedicated time for teachers’ collaborative planning and reflection. ||  ||   ||
 * B2.5. The physical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the programme(s). ||  ||   ||
 * B2.6. The library / multimedia / resources play a central role in the implementation of the programme(s). ||  ||   ||
 * B2.7. The school ensures access to information on global issues and diverse perspectives. ||  ||   ||
 * B2.8. The school provides support for its students with learning and/or special educational needs and support for their teachers. ||  ||   ||
 * B2.9. The school has systems in place to guide and counsel students through the programme(s). ||  ||   ||
 * B2.10. The student schedule or timetable allows for the requirements of the programme(s) to be met. ||  ||   ||
 * B2.10a. The schedule or timetable provides a minimum requirement of 50 teaching hours per subject group per year. ||  ||   ||
 * B2.10b. The schedule or timetable provides a broad and balanced choice of subjects, including at least one subject from each of the eight subject groups, and promotes concurrency of learning. ||  ||   ||
 * B2.11. The school utilizes the resources and expertise of the community to enhance learning within the programme(s). ||  ||   ||
 * B2.12. 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. ||<  ||<   ||


 * Reflection:**


 * Section C: Curriculum**

**C1: Collaborative planning:** Collaborative planning and reflection supports the implementation of the Middle Years Programme.

 * = **Objective** ||= **Date Achieved** ||= **Evidence of Achievement** ||
 * C1.1. Collaborative planning and reflection addresses the requirements of the programme(s). ||  ||   ||
 * C1.1a. The school has an approach to curriculum planning that involves all Middle Years Programme teachers. ||  ||   ||
 * C1.1b. The school follows the Middle Years Programme planning process. ||  ||   ||
 * C1.1c. Collaborative planning and reflection facilitates interdisciplinary learning to strengthen cross-curricular skills and the deepening of disciplinary understanding. ||  ||   ||
 * C1.2. Collaborative planning and reflection takes place regularly and systematically. ||  ||   ||
 * C1.3. Collaborative planning and reflection addresses vertical and horizontal articulation. ||  ||   ||
 * C1.4. Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences. ||  ||   ||
 * C1.5. Collaborative planning and reflection is based on agreed expectations for student learning. ||  ||   ||
 * C1.6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles. ||  ||   ||
 * C1.7. Collaborative planning and reflection is informed by assessment of student work and learning. ||  ||   ||
 * C1.8. Collaborative planning and reflection recognizes that all teachers are responsible for language development of students. ||  ||   ||
 * C1.9. Collaborative planning and reflection addresses the IB learner profile attributes. ||  ||   ||


 * Reflection:**


 * Section C: Curriculum**

**C2: Written curriculum:** The school’s written curriculum reflects IB philosophy.

 * = **Objective** ||= **Date Achieved** ||= **Evidence of Achievement** ||
 * C2.1. The written curriculum is comprehensive and aligns with the requirements of the programme(s). ||  ||   ||
 * C2.1a. The curriculum fulfills the aims and objectives of each subject group and, where applicable, the personal project. ||  ||   ||
 * C2.1b. The school uses the prescribed Middle Years Programme objectives to develop and document interim subject-specific objectives. ||  ||   ||
 * C2.1c. The written curriculum includes the following: a subject-specific vertical planning document; vertical planning for the student learning expectations of each area of interaction; horizontal planning for approaches to learning. ||  ||   ||
 * C2.1d. The units of work are documented on unit planners and follow the Middle Years Programme unit planning process. ||  ||   ||
 * C2.1e. The curriculum develops the student learning expectations for the areas of interaction within and across subjects to foster disciplinary and interdisciplinary relationships. ||  ||   ||
 * C2.1f . The curriculum defines expectations for involvement in service in each year of the programme. ||  ||   ||
 * C2.1g. There is a system for the regular review of individual units of work, vertical and horizontal subject documentation and documentation of the areas of interaction. ||  ||   ||
 * C2.2. The written curriculum is available to the school community. ||  ||   ||
 * C2.3 . The written curriculum builds on students’ previous learning experiences. ||  ||   ||
 * C2.4 . The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time. ||  ||   ||
 * C2.4a. The school documents the curriculum in terms of subject content, including conceptual understanding and skills that will allow students to reach the prescribed objectives. ||  ||   ||
 * C2.5. The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others. ||  ||   ||
 * C2.6. The written curriculum incorporates relevant experiences for students. ||  ||   ||
 * C2.7 . The written curriculum promotes students’ awareness of individual, local, national and world issues. ||  ||   ||
 * C2.8. The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives. ||  ||   ||
 * C2.9. The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s). ||  ||   ||
 * C2.10. The written curriculum integrates the policies developed by the school to support the programme(s). ||  ||   ||
 * C2.11. The written curriculum fosters development of the IB learner profile attributes. ||  ||   ||


 * Reflection:**

**C3: Teaching and learning:** Teaching and learning reflects IB philosophy.

 * = **Objective** ||= **Date Achieved** ||= **Evidence of Achievement** ||
 * C3.1. Teaching and learning aligns with the requirements of the programme(s). ||  ||   ||
 * C3.1a. Teaching and learning at the school addresses the students’ learning expectations for each area of interaction. ||  ||   ||
 * C3.1b. Teaching and learning at the school uses the areas of interaction as contexts. ||  ||   ||
 * C3.1c Teaching and learning allows students to meet the Middle Years Programme objectives in each subject group. ||  ||   ||
 * C3.1d. Teaching and learning creates opportunities for involvement in service in every year of the programme and ensures its qualitative monitoring ||  ||   ||
 * C3.2. Teaching and learning engages students as inquirers and thinkers. ||  ||   ||
 * C3.3. Teaching and learning builds on what students know and can do. ||  ||   ||
 * C3.4 . Teaching and learning promotes the understanding and practice of academic honesty. ||  ||   ||
 * C3.5. Teaching and learning supports students to become actively responsible for their own learning. ||  ||   ||
 * C3.6. Teaching and learning addresses human commonality, diversity and multiple perspectives. ||  ||   ||
 * C3.7. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue. ||  ||   ||
 * C3.8. Teaching and learning demonstrates that all teachers are responsible for language development of students. ||  ||   ||
 * C3.9 . Teaching and learning uses a range and variety of strategies. ||  ||   ||
 * C3.10 Teaching and learning differentiates instruction to meet students’ learning needs and styles. ||  ||   ||
 * C3.11. Teaching and learning incorporates a range of resources, including information technologies. ||  ||   ||
 * C3.12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and the needs of others. ||  ||   ||
 * C3.13. Teaching and learning engages students in reflecting on how, what and why they are learning. ||  ||   ||
 * C3.14. Teaching and learning fosters a stimulating learning environment based on understanding and respect. ||  ||   ||
 * C3.15. Teaching and learning encourages students to demonstrate their learning in a variety of ways. ||  ||   ||
 * C3.16. Teaching and learning develops the IB learner profile attributes. ||  ||   ||


 * Reflection:**

**C4: Assessment:** Assessment at the school reflects IB assessment philosophy.

 * = **Objective** ||= **Date Achieved** ||= **Evidence of Achievement** ||
 * C4.1. Assessment at the school aligns with the requirements of the programme(s). ||  ||   ||
 * C4.1a. The school uses the prescribed assessment criteria for each subject group in year 5 of the programme. ||  ||   ||
 * C4.1b. The school implements a coherent framework of assessment criteria aligned with the school’s interim objectives. ||  ||   ||
 * C4.1c. Teachers standardize their understanding and application of criteria before deciding on achievement levels. ||  ||   ||
 * C4.1d. The school provides students with task-specific clarifications for assessment. ||  ||   ||
 * C4.2. The school communicates its assessment philosophy, policy and procedures to the school community. ||  ||   ||
 * C4.3. The school uses a range of strategies and tools to assess student learning. ||  ||   ||
 * C4.4. The school provides students with feedback to inform and improve their learning. ||  ||   ||
 * C4.5. The school has systems for recording student progress aligned with the assessment philosophy of the programme(s). ||  ||   ||
 * C4.6. The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s). ||  ||   ||
 * C4.7. The school analyses assessment data to inform teaching and learning. ||  ||   ||
 * C4.8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work. ||  ||   ||
 * C4.9. 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. ||  ||   ||


 * Reflection:**