MIST CIS Self Study

Closed Blog

2009-02-18T13:18:00.001+01:00

Please be advised that I am no longer at MIST and the Blog is no longer being updated.

Thanks to all who have participated in creating the Blog as well as those who have read and commented.

Dr. Rod

Self Study Progress Update:

2008-06-03T15:00:00.002+02:00

The following represents the progress as of the week ending June 6th, 2008.

Self Study Progress Update:

2008-05-26T16:53:00.001+02:00

The following is the graphic chart representing progress for the Self Study - things have slowed due to the end of the school year.

Self Study Progress Update:

2008-05-18T14:35:00.003+02:00

Currently we are behind on receiving progress reports from ALL committees and sub-committees. Whereas some of the Part B Horizontal and Vertical committees have met 3 or 4 times, others have only met once and one or two not met at all. Likewise various major section committees have NOT met and have not forwarded their minutes.

NOTE: The Summer School afternoon schedule will be released in the next week. It is very important that all sub committees meet and concluded their reports during this time.

Just 3 weeks left before the Summer School CIS Conference sessions!

Sub Committee B - Horizontal KG - Y2 Minutes

2008-05-02T16:09:00.003+02:00

This report includes the steps that were discussed in the meeting of the sub-committee B Horizontal ~ Kindergarten through Year 2

Chair person Mr. Mark (Y 1 - 2 Teacher)

Members: Ms. Ilda (teacher)
Ms. Valmira (KG teacher)

The meeting was held on 30.04.2008.

Weekly meetings have been changed to Fridays, period 7. Last week meeting was cancelled due to the chairperson called in sick.
STEP ONE is finished. All the relevant information has been gathered, including a new philosophy for the KG-Y2 division that was created.
Each member has their first set of questions to be completed for Friday May 9th based on STEP TWO. At this meeting the second set of questions will be distributed to each member.
STEP TWO is to be completed approximately by May 23rd.

Member Discussion Item

2008-05-01T04:35:00.002+02:00

The following presentation is being made available for the various committee members to discuss within their groups. It is based on the Scottish Ministry of Educations 'Curriculum for Excellence' model. Each part of this model looks at the purpose of our children being in school and the rationale for what we as teachers deliver to the student population. Many of the factors should be considered as to their relevance to the MIST Mission and Vision statement as they reflect the needs and desires of parents, the business community and the students themselves in our global economic environment and the best way to prepare our students for success.

Besides this overview graphic the video takes us step by step through the process of rationale and delivery.

Committees are encouraged to comment on the above material and to try to infuse this into their self study process. Drawing on outside materials is crucial in empowering us to develop a comprehensive and far reaching curriculum.

Sub Committee B - Mathematics VERTICAL

2008-04-30T16:31:00.002+02:00

This report includes the steps that were discussed in the initial meeting of the sub-committee B: Vertical - Mathematics group who met on April 18, 2008. This is their report:

Chair person: Mr. Ismail

Members: Mr. Mehmet.

The Mathematics vertical sub committee met and discussed the following points:

Purpose of the committee and what aspects should be tackled first.

Since text book appropriation is currently a major point within the school it was decided that today they would focus on this area.

Primary Mathematics syllabus and curriculum. Specifically the appropriateness of our text books within years three to five.

We agreed the books were appropriate to the needs of the students and that we would continue to use them in the future.

Teaching style for primary mathematics:
Assisted teaching is more appropriate that lecturing for the primary classes. This should be developed further.

Years six through eight text books. The books are good however we need additional time within the schedule to allow the students to explore and demonstrate their understanding of the materials covered.

Secondary section – Year 9 and above. There will be a new text book for year 12 as this is our first year to have this grade level. Additionally we will change the text book for year 11. Years 9 and 10 will continue to use the present text book as it is appropriate to the needs of our students.

The next meeting will be on May 12, 2008.

Progress Report / Timeline 3

2008-04-28T00:17:00.000+02:00

Sub-committees are now on their third and fourth meetings. Progress reports / minutes are slowly coming in. Please be sure to send me the meeting minutes as soon after your meetings as possible. I know there have been a lot of meetings but I don't have a 'lot' of mnutes to match them!

Documentation has been collected and is available in the secretarial office, or the office of Mr. Mehmet or Dr. Rod. Please RETURN all materials borrowed so others can use them.

Just 6 weeks left before the Summer School CIS Conference sessions!

IMPORTANT REMINDER - Academic Fair

2008-04-26T01:58:00.001+02:00

Memorial International School of Tirana would like to remind all parents that the 'Academic Fair' will be held at the school on Friday, 9th of May. Every student will have some work on show. The students have participated in various projects and assignments during the second semester to show 'how' what they learn in school can be 'applied'.

Parents are asked to encourage their children in these final two weeks to complete their projects and work hard in refining their work. Students have plenty of time 'in school' to work in their groups as well as with their teachers.

Full details of times and activities will be announced next week.

Important Dates

2008-04-25T02:58:00.001+02:00

School will be CLOSED on the following dates:

MONDAY 28th, April, 2008 to celebrate Orthodox Easter

THURSDAY 1st May, 2008 for May Day.

Thank you.

Sub-Committee B: Horizontal Primary Meeting

2008-04-25T02:48:00.000+02:00

This report includes the steps that were discussed in the meeting of the sub-committee B: Horizontal - Primary who met on Friday April 4, 2008. This is their report:

Chair person: Miss Tinah

Members: Mr. Ahmet
Ms. Entela

The following was discussed and decided:

1. We must gather all necessary paper work in order to continue.

2. Request curriculum from Mr. Mehmet or Mr. Durmez

3. Obtain list of all teachers, their grades, and their qualifications from Mr. Mehmet or Mr. Durmez

4. Obtain timetable of all classes from Mr. Mehmet

5. Obtain documentation regarding which classes are required and which are elective, from Mr. Mehmet.

6. What is the school philosophy? Ask Dr. Rod. (Completed April 24, 2008 via email)

7. Summary of professional development activities. -> Saturdays at the complex, Turkish and Albanian teachers. Summary to be prepared by Miss Entela.

8. Obtain copies of assessment teachers from all teachers years 3-6.

9. Obtain documentation of learning activities.

10. Request resuts of student achievement for past three years.

Sub Committee B - English Vertical Meeting

2008-04-24T09:27:00.004+02:00

This report includes the steps that were discussed in the meeting of the sub-committee B: Vertical - English/ESL who met on April 22, 2008. This is their report:

Chair person: Dr. Rod

Members: Mr. Timothy
Ms. Juna

The meeting opened at 13:40 and ended at 14:20.

The members discussed the following items:

1) Today's meeting would focus on Books and Materials

Creating a Student CD of English Resources: and Together the English teachers for grades 6 and higher will research materials to provide a resource CD for students in each grade. With the advent of many 'non copyright' books being available on line we can copy and create a mini library for each year. These could consist of the recommended reading books and the summer reading lists as well as poems and anthologies. For next week each teacher will create a list of recommended books and if possible sources for these book. We will then discuss which books fit with each year.
Summer Reading List - Create a recommended Summer Reading list for years 6 and higher
Concern over Year 11 and 12 Books:- the teachers of years 11 and 12 reflected their concern over the student text books for year 11 and 12. The debate centers around 'Are we teaching the English Curriculum and preparation for IGCSE or should we be developing the students understanding of Western Literature.' Specifically it is felt the books are inappropriate for our students and that the American Grade 11 and 12 English text books would be more beneficial to our students.
English Department meetings must be created and there needs to be open cooperation between the various teachers teaching English to specific classes. There are many times the 'right hand has no idea what the left hand is doing.' Likewise there should be cross curricular meetings with each Grade level.

Meeting ended.

Sub-Committee B - VERTICAL - English / ESL

2008-04-17T11:01:00.002+02:00

This report includes the steps that were discussed in the meeting of the sub-committee B: Vertical - English/ESL who met on April 16, 2008. This is their initial report:

Chair person: Dr. Rod

Members: Mr. Timothy
Ms. Juna

The meeting opened at 13:00 and ended at 14:10.

The members discussed the following items and made the following preliminary decisions:

1) Role of this committee - Why we are meeting and what we will discuss
Five areas were identified initially for our attention:

ESL Curriculum / standards and preparatory classes for students entering school with grade inappropriate English levels or no English. Area of concern: How and when students should be returned to class and what support needs to be given.
English Classes - Scope and Sequence
Books and Materials - especially in the higher grades. Appropriateness. Cultural aplicability. Academic level.
English vocabulary and useage in cross curricular classes especially Social Studies and Science.
Using KSAT and Pre SAT assessments in years 9 and 10

The above will be discussed and reviewed in detail.

2) Meeting schedule: We will meet each Wednesday during PERIOD 6

3) Format of Committee:

It was decided to rotate the chair position. The first month it will be Dr. Rod followed by another member of the committee
Guests will be encouraged to participate especially other English teachers. If we need to co-opt additional short term members this will be done and the schedule of the meetings changed to accomodate the guests.

Meeting ended.

Vertical English REMINDER

2008-04-14T13:49:00.002+02:00

There will be a meeting of the Section B, Vertical English sub committee on WEDNESDAY April 16th from 13:00 ~ 13:30 in Dr. Rod's office. Please bring your materials.

This will be our first meeting and we will discuss the objectives and goals of the committee, check resources we have received and set a schedule and timeline for ourselves.

What the Self Study means to me...

2008-04-14T04:47:00.000+02:00

As Tennyson's poem Ulysses states...

I am part of all that I have met;
Yet all experience is an arch wherethrough
Gleams that untravelled world, whose margin fades
For ever and for ever when I move.
How dull it is to pause, to make an end,
To rust unburnished, not to shine in use!
As though to breath were life. Life piled on life
Were all too little, and of one to me
Little remains: but every hour is saved
From that eternal silence, something more,
A bringer of new things; and vile it were
For some three suns to store and hoard myself,
And this grey spirit yearning in desire
To follow knowledge like a sinking star,
Beyond the utmost bound of human thought.

I continue to be molded and shaped by the relationships I form around the world. The Self Study process is part of this lifelong journey and part of the shaping and molding that continues in my life.

Collaboration...

2008-04-13T16:32:00.004+02:00

WHY IS IT EASIER TO COLLABORATE TOGETHER ONLINE THAN IN OUR SCHOOLS?

In a recent conversation online Anne Jolly, a professional learning community expert asked teachers if they liked collaboration and if not, why not. In her true researcher form she compiled the results. Frustrations that lead to a preference for working alone in some cases. These include . . .

Not knowing what collaboration really means
Not knowing what is actually expected from those collaborating
Insufficient implementation support
Not finding real value in collaboration
Different teaching philosophies among participants/ little to share
Doesn't spring from teacher's needs
Dictates and limits from administrators about content for collaborative meetings
Teachers left out of decision-making
Lack of modeling/understanding of collaboration by administrators
Need space to be creative - tricky to do this in teams
Lack of training for collaboration
Lack of trust and comfort in sharing with other teachers - feeling threatened
Not enough time
Getting everyone on the team on the same page is hard
"I don't like meetings!" :-) - a waste of time that could be spent grading and preparing
Need more time for self-reflection rather than group reflection
Others on the team pass off other's work as their own
Too much talk and not enough action
Not enough clout - except in the classroom
One person does all the work
Merit pay breeds competitiveness rather than sharing
The education system is designed for isolation - and the status quo is strong
The atmosphere can be punitive
The school setting doesn't support collaboration
Teachers are overwhelmed and trying to survive difficult situations
Lack of communication about changes and the reason for changes

Feeling that collaboration works at times too, such as when . . .

Teachers see value in the collaboration
Teachers have similar teaching philosophies and complementary skills
Collaboration is more natural and spontaneous than structured
Collaboration springs from teachers' needs
Collaboration is not mandated
Teachers make decisions about what they collaborate on
Administrators practice what they preach
The atmosphere is trusting, respectful, and comforting
The school is successful at supporting collaboration
Teachers have time to think through together what they want for their kids
There is time for introspection as well as collaboration

I am curious- How do you feel about collaboration? Do you feel safe enough in your school to "seize the ground" or do you hesitate to share for fear of ridicule or reprisal. Do you feel collaboration online is easier than it is locally in your own schools or organizations? Or do you feel the same hesitancy to publish and as a result become "clickable?" Do walled gardens (private online communities of practice) make you feel safer in terms of being transparent enough to hold each other accountable for what kids are learning in our schools?

What is your take?

Progress Report / Timeline 2

2008-04-12T08:00:00.000+02:00

Initial meetings have concluded and many sub-committees are now on their second and third meetings. Progress reports / minutes are all coming in - Thank you and Well Done!

If you did not yet hand in your assessment documentation please do so before we come looking for it. We need it from every teacher. Additional documentation has been is collected and is available in the secretarial office, or the office of Mr. Mehmet or Dr. Rod. Please RETURN all materials borrowed so others can use them.

Just 8 weeks left before the Summer School CIS Conference sessions!

Sub-Committee B: Horizontal ~ Secondary MINUTES

2008-04-09T14:19:00.005+02:00

This report includes the steps that were discussed in the meeting of the sub-committee B: Horizontal Secondary met on April 9, 2008. This is their initial report:

Chair person: Mr. Timothy

Members: Mr. Jeff (Teacher)
Ms. Pjereta (Teacher)

To date we have met twice.
We have looked over the responsibilities of the sub-committee and have been engaged in Step 1, the data collection process.
The group developed a document request form to assist teachers identify and present the data needed for all the Section B sub-committees.

We are currently still in Step 1, the data collection process. We hope to meet again on April 18th to review the information and move on to Step 2.

Meeting adjourned.

REMINDER

2008-04-09T12:18:00.002+02:00

Everyone is reminded to complete and hand in to Mr. Mehmet's office the narrative on each class you teach and methods of assessment. In addition attach three examples of assessment.

Due no later than April 11, 2008

Sub-Committee B: Horizontal KG - Y 2 PROGRESS REPORT

2008-04-09T11:08:00.004+02:00

Progress as of April 02, 2008

The following Progress report has been submitted by the chair of the Kindergarten through Y 2 committee:

Scheduled Meetings: Wednesdays during sixth period

Mr. Mark:

Self Study Committee B Documentation Request COMPLETED
Photocopied evidence of 3 assessments and / or activities of class work attached. COMPLETED

Miss. Valmira:

Self Study Committee B Documentation Request COMPLETED

Photocopied evidence of 3 assessments and / or activities of class work IN PROGRESS.

Miss. Ilda:

Self Study Committee B Documentation Request IN PROGRESS

Photocopied evidence of 3 assessments and / or activities of class work attached. IN PROGRESS

Summary:

Documentation is on track and will be ready for Mr. Mehmet by Friday, April 11, 2008

Sub-Committee B: Horizontal - KG - Y 2 Minutes

2008-04-09T10:41:00.003+02:00

This report includes the steps that were discussed in the meeting of the sub-committee B Horizontal ~ Kindergarten through Year 2

Chair person Mr. Mark (Y 1 - 2 Teacher)

Members: Ms. Ilda (teacher)

Ms. Valmira (KG teacher)

The meeting was held on 02.04.2008.

Members reviewed documentation written by Mr. Hagan to be completed by April 11th so ensure everyone was clear on what had to be done.

Members were given a complete example of the documentation required by the chairperson to guide them

Photocopies of the documentation was handed out to the members to ensure they had enough copies for each of their classes

Members calculated how many classes per week they taught per subject

Members reviewed and discussed what assessments were used and gave specific examples from their respective areas.

Members agreed to meet each week on Wednesdays during 6th period.

Meeting adjourned.

Progress Report / Timeline

2008-04-05T06:09:00.001+02:00

Initial meetings have started to take place and within the coming week all sub committees - horizontal and vertical will convene. Additional documentation is in the process of being collected and will be available in the secretarial office, or the ofice of Mr. Mehmet or Dr. Rod. Please RETURN all materials borrowed so others can use them.

Just 9 weeks left before the Summer School CIS Conference sessions!

Committee G ~ Initial Meeting

2008-04-04T17:58:00.005+02:00

This meeting was called by the Chair of the Part G ~ Student Services Committee:

The committee met on April 1, 2008

Chairmen: Mr.Ahmet
Secretary: Ms. Iris buzi
Member: Mrs.Armida

This was the first meeting of our committee. There were a lot of issues discussed. The primary thing was the duty we have towards making our school social life better for students, teachers and even the parents. The committee decided to organize various trips, a barbeque and a picnic.

A secondary issue was the gathering of the documentation and the needed information about the structure of our extra curricular life. This meeting was opened by Mr. Ahmet and his main concern was the discussion of the results from the online survey and the ways we could increase the percentages in our favour.

We ajorned until our next meeting April 9. In the mean time we will review the documentation we received.

Section B Committee Meeting ~ Minutes:

2008-04-04T14:04:00.005+02:00

This meeting was called by the Chair of the Part B Curriculum Committee to set the agenda for the upcoming Section B Sub Committees:

Chairperson: Mr. Mehmet

Members: Dr. Rod,

Ms. Denada.

The meeting was held Wednesday 2nd April, 2008 in Dr. Rod's office.

The committee discussed agenda items and progress regarding the Horizontal and vertical committees. Concern was raised in that many teachers have multiple meetings scheduled in one week, for example next week there are Parent Conferences plus CIS meetings scheduled. This is affecting the morale of the teachers. The meeting for the Sub Committee chairpersons will be at lunch time Monday - where possible meetings will NOT be after school.

Items to be discussed are as follows:

Clarification of the steps to be taken.

Clarification of the Self Evaluation

Clarification of the minute format

Creating a sub committee time line culminating with Summer School week 2008.

Questions and Answers

It was decided Ms. Denada would be the minute secretary for the Section B committee (main).

The committee decided to meet after we received the initial reports from each sub committee within two weeks.

Signed Committee Chair.

Section B - Sub Committe Chair Meeting

2008-04-04T14:00:00.003+02:00

The Section B Sub Committee Chairperson meeting has been moved. It will be on MONDAY 7th April, 2008 at 1:00 pm in Dr. Rod's Office. Only the Horizontal and Vertical Chairs need attend. The subject is to clarify anything that the chairs require to discuss. Please see Mr. Mehmet for details. Thank you

Sub Committee Albanian French Vertical Minutes:

2008-04-04T11:00:00.004+02:00

This report includes the steps that were discussed in the meeting of the sub-committee B Vertical Albanian & French

Chair person Ms. Pjereta (Albanian teacher)
Members:
Ms. Elda (French teacher)
Ms. Denada (Albanian History teacher)
Ms. Etleva (Albanian teacher primary school)

The meeting was held on 1.04.2008.

The committee discussed the introduction about the curriculum. They discussed the steps as well. They decided first to collect and review all the materials requested in step one for each subject and then to organize them clearly. All the members reached the conclusion that this work will need two weeks to be done. The committee decided to meet once in week o discus about the level reached in collecting the material requested in step one.

Chair person
Ms. Pjereta

Example of Curriculum Assessment Form Completion

2008-04-02T13:47:00.004+02:00

Here is an example of how to complete the Curriculum Assessment form for Mr. Hagen.

Complete one of these documents for each class you teach.

Your name: Dr. Rod

Subject and grade-level taught: English Year 11

The number of hours you teach this class each week: 4 hours

How do you assess student learning in your class? That is, how do you find out if students have mastered the objectives of your annual and daily lesson plans? You may give a general description for all your classes or individualized descriptions for each class. For example, do you assess your students on homework, written exams, projects, oral presentations and exams, group work, task completion, class participation, or in other ways? Do you use grading rubrics (a rubric is a pre-determined guide or scale to help you evaluate the quality of student work)? How do you design your assessments to ensure that they properly measure student learning in relation to your course objectives? (You may use a separate sheet for a longer response if needed).

For Year 11 much of the assessment is in project and research level works. In keeping with the English ‘A’ level and US APT work the students are given individual and pair work topics to undertake. Each project assessment has different components, for example Presentation, Oral Presentation, Research, Compilation etc. Each phase is graded as per the rubric given at the time the assignment is issued.

Vocabulary / Spellings are given weekly. Ten words are given from the 100 Words Every High School Senior should know and 100 Words Every High School Freshman should know. These are tested via crosswords / anagram puzzles / letter puzzles and traditional oral testing. In addition to knowing the spelling the students are required to demonstrate understanding of the meaning and use of each word. PowerPoint presentations and video presentations are required components of their English course

Shakespeare – again based on rubrics and given at the time of the assignment. Reading, Role Play, Comparisons in narrative, argumentative essay and oral presentations.

Module tests for each module are given as well as the semester end and year end tests.

Homework is graded and that grade is added to the various section grades to reflect overall performance and standard.

Assessments are designed from recommended resources from the course book publishers as well as from internet resources. AskEric, University and Junior college sites plus other teacher resources. Additionally many of the tests are created by myself.

All work is placed on the class blog site: http://drrodenglish.blogspot.com/ as well as their answers and examples of student work. Parents are then able to keep abreast of their child’s work. Grades ARE NOT put on the web site due to confidentiality issues.

We must also document the range of learning activities typical of our classes. Please provide photocopies or originals of documents that could prove that we use different learning activities in our teaching, ranging from reading, lecture, discussion, group work, field trips, hands-on experiments, research, multi-media, essay or writing assignments, or other modes of teaching and learning. Some of these learning activities, such as group discussion, are difficult to directly document, but you could include a copy of lesson plans that list group discussion, and then some written student responses that list knowledge gathered in group discussion. Please try to include at least three different learning activities from each of your classes.

Attached are examples of documents. Also you can view these and others, including student samples at the class blog site http://drrodenglish.blogspot.com/ where if you select Label 11 all Year 11 work will be shown.

FORM ENDS: ----------------------------------------------------------

Complete one of these documents for each class you teach.

Your name: Dr. Rod

Subject and grade-level taught: English Year 10 (Both A and B in the same class)

The number of hours you teach this class each week: 4 hours

How do you assess student learning in your class? That is, how do you find out if students have mastered the objectives of your annual and daily lesson plans? You may give a general description for all your classes or individualized descriptions for each class. For example, do you assess your students on homework, written exams, projects, oral presentations and exams, group work, task completion, class participation, or in other ways? Do you use grading rubrics (a rubric is a pre-determined guide or scale to help you evaluate the quality of student work)? How do you design your assessments to ensure that they properly measure student learning in relation to your course objectives? (You may use a separate sheet for a longer response if needed).

For Year 10 much of the assessment is in project and research level works. In keeping with the English ‘IGCSE’ and ‘A’ level and US APT work the students are given individual and pair work topics to undertake. Each project assessment has different components, for example Presentation, Oral Presentation, Research, Compilation etc. Each phase is graded as per the rubric given at the time the assignment is issued. PowerPoint presentations and video presentations are required components of their English course.

Vocabulary / Spellings are given weekly. Ten words are given from the 100 Words Every High School Senior should know and 100 Words Every High School Freshman should know. These are tested via crosswords / anagram puzzles / letter puzzles and traditional oral testing. In addition to knowing the spelling the students are required to demonstrate understanding of the meaning and use of each word.

Shakespeare – again based on rubrics and given at the time of the assignment. Reading, Role Play, Comparisons in narrative, argumentative essay and oral presentations.

Module tests for each module are given as well as the semester end and year end tests.

Homework is graded and that grade is added to the various section grades to reflect overall performance and standard.

Assessments are designed from recommended resources from the course book publishers as well as from internet resources. AskEric, University and Junior college sites plus other teacher resources. Additionally many of the tests are created by myself.

All work is placed on the class blog site: http://drrodenglish.blogspot.com/ as well as their answers and examples of student work. Parents are then able to keep abreast of their child’s work. Grades ARE NOT put on the web site due to confidentiality issues.

We must also document the range of learning activities typical of our classes. Please provide photocopies or originals of documents that could prove that we use different learning activities in our teaching, ranging from reading, lecture, discussion, group work, field trips, hands-on experiments, research, multi-media, essay or writing assignments, or other modes of teaching and learning. Some of these learning activities, such as group discussion, are difficult to directly document, but you could include a copy of lesson plans that list group discussion, and then some written student responses that list knowledge gathered in group discussion. Please try to include at least three different learning activities from each of your classes.

Attached are examples of documents. Also you can view these and others, including student samples at the class blog site http://drrodenglish.blogspot.com/ where if you select Label 10 all Year 10 work will be shown.

FORM ENDS: ----------------------------------------------------------

Complete one of these documents for each class you teach.

Your name: Dr. Rod

Subject and grade-level taught: English Year 9 (Both A and B follow the same outline)

The number of hours you teach this class each week: 5 hours each class

How do you assess student learning in your class? That is, how do you find out if students have mastered the objectives of your annual and daily lesson plans? You may give a general description for all your classes or individualized descriptions for each class. For example, do you assess your students on homework, written exams, projects, oral presentations and exams, group work, task completion, class participation, or in other ways? Do you use grading rubrics (a rubric is a pre-determined guide or scale to help you evaluate the quality of student work)? How do you design your assessments to ensure that they properly measure student learning in relation to your course objectives? (You may use a separate sheet for a longer response if needed).

For Year 9 much of the assessment is in essay and text book assignments however in the second semester there is a shift in emphasis towards project and basic research level works. In keeping with the English ‘IGCSE’ level and US SAT (Vocabulary) work the students are given individual and pair work topics to undertake.

In the first semester much of the work is originated from the text books however there is a strong literature based factor which in line with the KS 3 and KS4 outcomes uses various media types to reach its goal. We follow closely the KS3 and KS4 requirements especially since we do not have class sets of reading books which are essential.

Each project assessment has different components, for example Presentation, Oral Presentation, Research, Compilation etc. Each phase is graded as per the rubric given at the time the assignment is issued. PowerPoint presentations and video presentations are required components of their English course.

Vocabulary / Spellings are given weekly. Ten words are given from the 100 Words Every High School Freshman should know. These are tested via crosswords / anagram puzzles / letter puzzles and traditional oral testing. In addition to knowing the spelling the students are required to demonstrate understanding of the meaning and use of each word.

Shakespeare – again based on rubrics and given at the time of the assignment. Reading, Role Play, Comparisons in narrative, argumentative essay and oral presentations.

Module tests for each module are given as well as the semester end and year end tests.

Homework is graded and that grade is added to the various section grades to reflect overall performance and standard.

Assessments are designed from recommended resources from the course book publishers as well as from internet resources. AskEric, University and Junior college sites plus other teacher resources. Additionally many of the tests are created by myself.

All work is placed on the class blog site: http://drrodenglish.blogspot.com/ as well as their answers and examples of student work. Parents are then able to keep abreast of their child’s work. Grades ARE NOT put on the web site due to confidentiality issues.

We must also document the range of learning activities typical of our classes. Please provide photocopies or originals of documents that could prove that we use different learning activities in our teaching, ranging from reading, lecture, discussion, group work, field trips, hands-on experiments, research, multi-media, essay or writing assignments, or other modes of teaching and learning. Some of these learning activities, such as group discussion, are difficult to directly document, but you could include a copy of lesson plans that list group discussion, and then some written student responses that list knowledge gathered in group discussion. Please try to include at least three different learning activities from each of your classes.

Attached are examples of documents. Also you can view these and others, including student samples at the class blog site http://drrodenglish.blogspot.com/ where if you select Label 9 all Year 9 work will be shown.

FORM ENDS: ----------------------------------------------------------

Self-Study Committee B Documentation Request for Teachers

2008-04-01T14:28:00.003+02:00

Mr. Hagen has requested that the following be completed by all teachers and the supporting documentation provided:

In order to complete our self-study for CIS, we need to document many aspects of our curriculum. We need your help in gathering this documentation. Please take some time over the next two weeks to gather the information below and submit it to Mr. Mehmet, who will then pass it on to the appropriate horizontal and vertical committees for each subject and grade-level combination that you teach. Remember, the CIS self-study is not an evaluation of you as an individual teacher, but an evaluation of the entire school.

Complete one of these documents for each class you teach.

Your name: ________________________

1) Subject and grade-level taught: ____________________________

2) The number of hours you teach this class each week: ____

3) How do you assess student learning in your class? That is, how do you find out if students have mastered the objectives of your annual and daily lesson plans? You may give a general description for all your classes or individualized descriptions for each class. For example, do you assess your students on homework, written exams, projects, oral presentations and exams, group work, task completion, class participation, or in other ways? Do you use grading rubrics (a rubric is a pre-determined guide or scale to help you evaluate the quality of student work)? How do you design your assessments to ensure that they properly measure student learning in relation to your course objectives? (You may use a separate sheet for a longer response if needed).

4) We must also document the range of learning activities typical of our classes. Please provide photocopies or originals of documents that could prove that we use different learning activities in our teaching, ranging from reading, lecture, discussion, group work, field trips, hands-on experiments, research, multi-media, essay or writing assignments, or other modes of teaching and learning. Some of these learning activities, such as group discussion, are difficult to directly document, but you could include a copy of lesson plans that list group discussion, and then some written student responses that list knowledge gathered in group discussion. Please try to include at least three different learning activities from each of your classes.

Due Date: Please submit this form with documentation of three different learning activities typical of each of your classes to Mr. Mehmet by Friday, April 11, 2008.

Thank you for your time and effort in aiding the Self-Study process!

Curriculum Committee Chair Meeting

2008-03-31T17:20:00.002+02:00

There will be a BRIEF Curriculum Committee / Sub-Committee chair person meeting to clarify some objectives and requirements on WEDNESDAY 2nd APRIL 15:20 - 16:00.

Progress Reports are due NO LATER than FRIDAY 15th APRIL to Dr. Rod in word doc format.

Curriculum Committee Requirements

2008-03-31T17:12:00.004+02:00

Sub Committee Chair Request:

Mr Hagan has requested that all teachers compile a small portfolio to represent their ASSESSMENT methods for each class / subject and also a narrative of their course objectives.

For the assessment we suggest you have:

Rubrics
Sample Tests / Quiz's
Grading Systems
Student Work
Complete the Word Doc request form on the staff room computer

These should be compiled and given to Dr Rod where they will be copied for both horizontal division subcommittees and vertical subject committees. DEADLINE for this is FRIDAY 15th APRIL.

Progress Report

2008-03-29T21:22:00.003+01:00

We are falling behind schedule. Please note that the progress report deadlines have been changed by 7 days each. Thank you

Time Line Up-Date

2008-03-19T19:01:00.004+01:00

Progress to date:

Note: Committee chairpersons have NOT returned the names of their secretaries / report writers - this was due Monday 17th, March. Please also forward to me as soon as possible your schedule to meetings.

Part B Committee Update

2008-03-17T18:20:00.001+01:00

All chairpersons for the PART B subcommittees should have received all additional documentation from Mr. Mehmet today. Please read CAREFULLY all attached documentation and prepare for a follow up meeting on the 25th of March.

Student Representative to the Steering Committee

2008-03-11T17:52:00.004+01:00

Besarta was the third student to become part of the Self Study process and serves on the Steering Committee as well as one of the additional committees. Here, in her words, is why she wanted to become part of this project:

"I waited for this committee invitation with pleasure because since the first months when I came in to this school, I saw the good aspects of the school but at the same time, right alongside, the things that could be made better. Things that it would take the 'community' to fix, not just the teachers or the administration. In all with modesty I must say that I have also had some ideas of how things here should be changed - from the student's perspective.
With environment here in the school and the with the available space, resources and commitment from others, I have tried to be proactive all the time and to try to change those things that didn't seem normal or could be different.
We are part of this school: part of its duties, and at the same time have responsibility to contribute. That's why I have called it a duty of mine and I will always consider it like this.
I have always considered the relation with my school, as a two way street, student-school, where the school is proud of its students and we are proud of the school that educates us.
I must say that I have always known that something is missing in our school, but to be honest I never thought that the mechanism that was missing is in fact this type of self evaluation.
I am very pleased, that I was invited because now this is the arena where I can make the maximum contribution myself, to the student community of this school, to the school itself and to my teachers and the parents.
Through the results of my work on these committees, I want to see that our school is admitted into CIS and I can share the joy with my school friends, before I leave. I will be proud of my contribution and know that I have left my stamp or sign, in the long journey of this school towards its great values - reaching its potential."
Welcome Besarta!

Making a difference - Student Perspective

2008-03-10T19:32:00.007+01:00

Student Silvester from Year 11 explains why he wants to work on the accreditation committee:

" Hello my name is Silvester. Being part of the CIS PHILOSOPHY AND OBJECTIVES (Committee A) committee is a wonderful opportunity in giving my effort for helping the school get accredited.

Not only do we get benefits from having a professional education that is recognized around the world by other International as well as local schools, but also it helps us by interacting with teachers who have had previous experience and knowledge on such subjects.

It would allow us to share opinions and put ideas into making our school a better place. The school has given us a vital opportunity which I would use to assist its further development and help my further education. "

Thanks to Silvester for being a part of the process for change.

Staff Meeting 10th March

2008-03-10T16:57:00.001+01:00

All materials were issued to the respective committee chairpersons for distribution to the various members of their committees.

We covered the reporting aspects of the committees as well as the different deadlines and expectations for each committee in general.

Student and support staff members were introduced to their staff colleagues.

Questions and answers.

Mr. Durmaz made closing comments.

Timeline January - June 2008

2008-03-10T06:00:00.001+01:00

The attached outlines the expectations of the Steering Committee for the various committees to work on their respective tasks.

Why I am part of the process of change...

2008-03-10T00:16:00.003+01:00

A students voice:

Year 11 student Iris has written what has motivated her to participate in the Self Study process. She realizes that this is not simply a matter of showing up at a few meetings, but truly listening and being listened to. To taking her school - our school to the next level.

" When our school first opened there were just five of us who took the chance to risk our future and our dreams and give credit to the new step the teachers and administrators of MIST were trying to take.
Today six years from that moment I can say that I don’t regret my choice. Obviously there is no doubt about the changes that should be made not only as a result of the staff who teach us and the different culture they bring to us and share with us. However we also need to make a change and this is a wonderful opportunity to be part of the decision making process.
When Dr.Rod told me of the committees created and the job they had towards taking the school to the next level it made me not only proud to be a member but also optimistic of changing the school and realizing our dreams. The role of the student committee (Committee G) is to actually be the voice of those who can’t speak. To improve our teacher, our school and most of all to actually make a difference. I am honoured to be part of this process and promise to dedicate not just my time but most of all my energy.
If people work side by side they can learn to put away their differences and for the good of the majority improve the present, learn from the past and work for the future. Side by side we can make the school be the first choice not only from the parents but from the students themselves. I look forward to this work together."

We look forward to working side by side with Iris, Besarta and Silvester in designing an Action Plan for a clearer future for Memorial International School of Tirana.

Curriculum Section B Sub-Committee Structure

2008-03-08T22:07:00.000+01:00

The following is a graphic representation of the MIST CIS Curriculum Sub Committee structure:

Committee Structure

2008-03-08T22:04:00.000+01:00

The following is a graphic representation of the overall MIST Self Study Committee structure:

Strategic Plan

2008-03-08T21:21:00.001+01:00

Graphic representation of our Strategic Planning sheet for use within the various committees:

One Page Action Plan

2008-03-08T21:18:00.000+01:00

Using Mind Mapping to Help Your Committee

2008-03-08T21:10:00.001+01:00

Try using Mind Mapping techniques to process your committee ideas and show what you have discussed and decided in a more 'graphic' format.

STAFF MEETING

2008-03-08T10:02:00.003+01:00

Staff Meeting -

Monday 10th March

3:20 - 4:20

Media Room - Upper School Level

Re: Self Study Committee Proceedures

SELF STUDY COMMITTEES

2008-03-08T09:12:00.002+01:00

SELF STUDY COMMITTEES

2008-03-08T09:06:00.001+01:00

The following are the members of the various committees for the following six months:

Steering Committee:

Chairperson	Dr. Rod
Management	Miss Denada
Staff	Mr. Mehmet
Parents	Mr. Bilal
Students	Besarta (Year 11)

PART A COMMITTEE: - Philosophy and Objectives

Chairperson	Mr. Mehmet
Management	Mr. Durmaz
Member	Dr. Rod
Member	Miss. Pjereta
Students	Silvester (Year 11)

PART B COMMITTEE: - Curriculum

Chairperson	Mr. Mehmet
Management	Miss Denada
Staff	Dr Rod
Other	T.B.A.

PART C COMMITTEE: - Governance and Management

Chairperson	Mr. Durmaz
Management	Mr. Hamza
Staff	T.B.A.
Parent	Mr. Bilal

PART D COMMITTEE: - Staff

Chairperson	Mr. Murat
Management	Mr. Leonardi
Staff	Dr. Rod
Other	T.B.A.

PART E COMMITTEE: Student Support Services

Chairperson	Miss. Mary
Management	Mr. Leonardi
Staff	Miss Tinah
Student	Besarta (Year 11)

PART F COMMITTEE: Resources

Chairperson	Mr. Leonardi
Member	Mr. Hakan
Member	Miss Marinela

PART G COMMITTEE: Student and Community Life

Chairperson	Mr. Ahmet
Member	Miss Armida
Member	Miss Tinah
Student	Iris (Year 11)

PART B- SUB COMMITTEES - CURRICULUM

HORIZONTAL - KG - Y 2

Chairperson	Mr. Mark
Member	Miss Ilda
Member	Miss Valmira

HORIZONTAL - PRIMARY - Y 3 - Y 6

Chairperson	Miss Entela
Member	Mr. Ahmet
Member	Miss Tinah

HORIZONTAL - SECONDARY - Y 7 - Y 12

Chairperson	Mr. Timothy
Member	Miss Pjereta
Member	Mr. Jeff

VERTICAL - MATHEMATICS

Chairperson	Mr. Ismael
Member	Mr. Dogan
Member	Mr. Mehmet

VERTICAL - ENGLISH AND ESL

Chairperson	Dr. Rod
Member	Miss Juna
Member	Mr. Timothy

VERTICAL - ALBANIAN AND FRENCH

Chairperson	Miss Pjereta
Member	Miss Denada
Member	Miss Etleva
Member	Miss Elda

VERTICAL - ARTS - Music, PE and Art

Chairperson	Miss Marinela
Member	Miss Armida
Member	Miss Klarita

VERTICAL - SCIENCES - General Science, Biology, Physics, Chemistry and ICT

Chairperson	Mr. Murat
Member	Miss Entena
Member	Mr. Hakan
Member	Mr. Mehmet

VERTICAL - SOCIAL STUDIES - Geography, History, Psychology, Philosophy, Social Studies etc

Chairperson	Miss Denada
Member	Mr. Mehmet
Member	Mr Jeff

Note:

Other persons will from time to time be co-opted onto the committees and sub committees as the need arises.
Each committee will elect a secretary who will be responsible for submitting all minutes as well as interim and final reports to the Steering Committee Chairperson.

SELF STUDY COMMITTEE PART A – PHILOSOPHY AND OBJECTIVES - REPORT

2008-03-08T00:01:00.000+01:00

The members of the PART A ~ Self Study Philosophy and Objectives Committee met on several occasions within small groups as well as a whole to review the original Mission Statement, Objectives, Philosophy and Vision Statement of Memorial International School of Tirana.

The original Mission Statement, Objectives, Philosophy and Vision Statement for MIST were created when the school was founded in 2001. Since that time they have been reviewed and revised to meet the ever changing evolution of our school. Initially a KG – Y 6 the school is presently KG – Y 11 with Year 12 opening in the 2008 / 2009 school year. In as much as the student population has changed so to have the needs and requirements of the graduating students. Our Mission Statement, Objectives, Philosophy and Vision Statement are therefore designed to capture those needs.

The attached is the final resolution which we believe encompasses the role of MIST within the International setting. As Albania moves into becoming a fully integrated member of NATO this year (2008) and as it continues on its road for acceptance into the European Community, so the demands upon education increase. At Memorial International School of Tirana we are ready to not only embrace this challenge but to go beyond it and set high standards for our alumni.

Thus the members of the Council of International School Self Study PART A Committee for the review and declaration of the Mission Statement, Objectives, Philosophy and Vision Statement hereby sign off on the revised documents.

Committee Position

Chairperson: Mr. Mehmet

Management: Mr. Durmaz

Member: Dr. Rod

Member: Miss Pjereta

Student Representative: Silvester

Dated March 5^th, 2008 ~ In Tirana, Albania

MEMORIAL INTERNATIONAL SCHOOL OF TIRANA

Mission Statement

We endeavour to provide a safe and caring learning environment, an environment where every student has the right to learn. Where students are challenged to make use of their potential and integrate into a multicultural, global community.

Objectives:

· To provide the best curriculum, faculty, learning facilities and environment for our students to attain their highest potential.

· To give every student access to a coherent English style international curriculum.

· To prepare our students for life-long learning, equipped with skills and the adaptability to cope confidently in a rapidly changing world.

· To promote high standards of behaviour and to foster caring, tolerant, supportive and respectful relationships between all members of our international school community.

· To strive to attain the highest standards of international education in order that students respond to their challenges and integrate into a multicultural global community.

· To provide a broad based curriculum which emphasizes strong academic and creative expressions and which facilitates entry to schools with similar a program.

· To recruit and retain suitably qualified, experienced, professional and highly capable teachers.

· To develop an understanding and appreciation of diversity of cultures within our community.

· To foster respect for people from different cultures and ethnic backgrounds.

· To prepare our students to grow up with self – confidence, self – discipline and high ethical standards – ready to communicate and operate within today’s global community.

Philosophy

We believe …

· that each child has a unique talent and potential, we encourage each child to explore his/her talents and help bring out the best in them.

· in the dignity and worth of our school community and recognize the importance of our mutual responsibilities towards each other and to others in the global community.

· that knowledge is acquired through a constructive process; and therefore our curriculum should emphasize experiential learning at all levels.

· that education in an international school community of diverse cultural and religious backgrounds should provide and promote understanding and appreciation of all creeds and cultures.

· that education should be student entered and is a partnership among students, teachers, parents and the broader community.

· in measuring our value as human beings by our humanity towards others. Goodness, generosity, tolerance and honesty can not be forced or ordered. They can function only by being modelled upon. MIST is the embodiment of all good features and qualities.

Vision Statement:

“MIST: The first choice for international education in Albania”

Revised March 6^th, 2008

STEP THREE: RATE THE SCHOOL AGAINST THE INDICATORS AND THE STANDARDS FOR ACCREDITATION

The Committee should use the information collected in Step One as a source of evidence upon which the ratings in this step will be based.

i. For each Standard, the Self-Study Committee should first consider all the Indicators provided and rate the school's own practice against each one (W = Widely Implemented; P = Partially Implemented; N = Not Implemented). Given that the circumstances of each school are unique, the Committee may wish to add one or more of its own Indicators to the list and also give a rating against them. The Committee may comment on any of its ratings if considered to be appropriate.

ii. The Self-Study Committee should then examine each Standard for Accreditation, and rate the school accordingly (M = Meets the Standard; D = Does Not Meet the Standard; E = Exceeds the Standard). The Committee's work in rating the school against the Indicators, both those provided and any others added, will guide the process of rating the Standard. All ratings of "D" or "E" must be accompanied by brief explanatory comments. The Committee is also encouraged to comment on any "M" rating where this would help to clarify the response.

Section A: INDICATORS RELATED TO STANDARD ONE

Rating

W, P or N

The Philosophy and Objectives Statement defines the core values and mission of the school.

The Philosophy and Objectives Statement addresses the needs of students, and provides some indication of the ways in which the school intends to meet them.

The Philosophy and Objectives Statement establishes expectations for high quality education.

The school's admissions policies and procedures require that adequate information be obtained, and that appropriate evaluations be carried out, to ensure that there is a reasonable match between a student's needs and the programme offered.

On-going assessment procedures monitor the extent to which any given student is benefiting from school programmes. If a student is not benefiting from the programme, clear and effective procedures assist such an individual to find a more appropriate education.

Section A: STANDARD ONE

Rating

E, M or D

The school shall have a clear and effective written statement of its philosophy and objectives, appropriate for the students it serves

Comment (if applicable):

Section A: INDICATORS RELATED TO STANDARD TWO

Rating

W, P or N

The Philosophy and Objectives Statement was created by a process involving input from the broad school community.

The Philosophy and Objectives Statement is widely published in all major school documents, and is appropriately displayed on school premises.

Promotional documents and activities project a realistic picture of the school.

Promotional documents and activities provide parents with an adequate basis for appraising the suitability of the school for their children.

There are periodic reviews of the Philosophy and Objectives which involve the broad school community.

Section A: STANDARD TWO

Rating

E, M or D

The school’s philosophy and objectives shall be generally known, understood and accepted by the governing body, school management, staff, parents, and students.

Comment (if applicable):

Section A: INDICATORS RELATED TO STANDARD THREE

Rating

W, P or N

Appropriate action planning procedures are in use to translate the Philosophy and Objectives into practice.

Appropriate procedures are used to monitor the effectiveness of the Philosophy and Objectives in the life of the school.

Appropriate reference is made to the Philosophy and Objectives in decision-making processes.

Effective procedures are used to collect and analyse hard data and opinions to determine the school's degree of success in achieving the aspirations expressed in its Philosophy and Objectives.

Effective procedures are used to enable the school to react positively if evidence shows that the aspirations expressed in the Philosophy and Objectives are not being achieved.

Section A: STANDARD THREE

Rating

E, M or D

There shall be procedures which enable the school to determine its degree of success in putting its Philosophy and Objectives into practice.

Comment (if applicable):

Section A: INDICATORS RELATED TO STANDARD FOUR

Rating

W, P or N

The Philosophy and Objectives Statement is consistent with the spirit of the United Nations Universal Declaration of Human Rights.

In practice, the school operates within the spirit of the United Nations Universal Declaration of Human Rights.

Section A: STANDARD FOUR

Rating

E, M or D

The school’s Philosophy and Objectives shall lead the school to act within the spirit of the United Nations Universal Declaration of Human Rights.

Comment (if applicable):

Section A: INDICATORS RELATED TO STANDARD FIVE

Rating

W, P or N

The Philosophy and Objectives Statement clearly states the school's commitment to promoting international and intercultural experiences for its students.

In practice, all students at all levels are receiving experiences in internationalism and interculturalism through the formal curriculum and/or activities programme offered at the school.

Section A: STANDARD FIVE

Rating

E, M or D

The Philosophy and Objectives shall commit the school to promoting international and inter-cultural experiences for its students.

Comment (if applicable):

Reminder: Comments should have been made in the appropriate box for any Standard rated "D" or "E". Comments are optional for any Indicators as well as for Standards rated “M”.

INTRIM REPORT

Chairperson’s Support Materials

2008-03-07T21:46:00.001+01:00

A Compendium of Materials and Information for Committee Chairpersons

The following materials are the basis of your support library for the duration of the working committee stage. Each committee will be provided various materials for use during their meetings and for the compilation of their final report to be submitted to the steering committee no later than June 25^th, 2008.

On Line Self Study Results: Pages 1-60 of the compiled results. (Pages 61 – 113 are available from Dr Rod if required either in Adobe PDF format or in printed copy – there is also a full copy on the computer in the staff room.)

How to Run a Committee – simple suggestions to make your committee successful and painless

Timeline – Suggested Timeline for completion of the committee stage.

Goals and Objectives of YOUR committee

Revised and approved copy of the Philosophy, Mission, Vision Statements and Summary of objectives for Memorial International School of Tirana as prepared by Committee A.

List of committee members of all committees (for reference).

PowerPoint Notes from introductory presentation.

Strategic Plan Template (Make additional copies if required)

RFB / February 2008

Interpreting Section C - Governance and Management

2008-03-07T21:43:00.001+01:00

The "Outcomes" Approach

Rather than concentrating on "structure", the school evaluation process should concentrate on "outcomes" or "how things work in practice". That is to say that the over-riding concern should be whether the school's governance and management serves, at present and in the foreseeable future, the best educational interests of the school community.

Nevertheless, certain features are deemed to be absolute requirements, whatever the school structure:

The school's Educational Leader must:

a) have appropriate qualifications and experience in education

b) be the final arbiter in curriculum matters (design, delivery, assessment and review)

c) appoint, allocate, appraise and if necessary terminate the contracts of academic staff

d) have power to manage the educational budget, once approved

e) not be subjected to “micro-management” by the Governing Body

f) be able to contribute to Governing Body deliberations

g) maintain effective communication with the Governing Body

h) delegate appropriately to colleagues, and maintain effective working relations with them

The Governing Body must:

a) appoint, appraise, and where necessary terminate the contract of the Educational Leader

b) be so constituted that there is reasonable and informed debate on school issues, hence ensuring that those making final decisions receive good advice (debate must involve the Educational Leader)

c) not micro-manage, concentrating instead on broad strategy and policy (i.e. longer-term issues)

d) have its modus operandi and major decisions in writing

e) assume trustee status for finances, to ensure that the law is obeyed and that the school is secure

f) be trained as an entity

g) operate effective processes for appraisal of its own performance

The Governing Body and the Educational Leader must:

a) ensure that the essential features of their respective roles are clearly written down

b) maintain a co-operative working relationship

SOME PRACTICAL GUIDELINES FOR THE GOVERNANCE AND MANAGEMENT OF PROPRIETARY SCHOOLS

These guidelines are designed to help proprietary schools to respond to the Standards for Accreditation in Section C of the CIS Guide to School Evaluation and Accreditation (7th Edition) and the ideas described on the first page of this document. They should also prove useful to accreditation visitors to such schools.

Being "guidelines" these are not hard and fast "rules". It should be remembered that all Standards for Accreditation should be interpreted in the light of the school's philosophy and objectives as well as the school's current state of development.

Although the Governing Body must comply with all Section C Standards, Standards C1, C2, and C3 (with their corresponding Indicators) are probably the most difficult to interpret in a proprietary school. Hence the guidelines shown below:

STANDARD C1

The following is considered reasonable for the composition of Governing Bodies/Advisory Councils in proprietary schools:

a) a Governing Body/Advisory Council of at least five people.

b) a combination of people from inside and outside the "ownership group".

c) the people from outside the ownership group may be from within the school itself or from outside it -

i. Governing Body/Advisory Council members from inside the school may be members of one or more of these groups: parents of students or ex-students from the school, personnel employed at the school (academic or support staff), students, or ex-students

ii. Governing Body/Advisory Council members from outside the school should be nominated for their expertise so might be lawyers, bankers, doctors, architects, educationalists, etc.

d) The overall composition of the Governing Body/Advisory Council should ensure that the broadest and best advice on governance matters is heard before decisions are taken. Advice should always be sought from the Educational Leader

e) Governing Body/Advisory Council members from outside the "ownership group" should be nominated for a set time (e.g. two or three years) and the possibility or otherwise of extending that mandate should be clarified from the outset

STANDARDS C2 AND C3

These standards cannot be met if the Governing Body/Advisory Council and the top Management/Administration are effectively one and the same thing. Compliance with Standards C2 and C3 requires a certain "separation of powers". Therefore no one person should be both the Educational Leader and the sole School Proprietor. Neither should one person be both the Educational Leader and the President/Chair of the Governing Body/Advisory Council.

How to Run a Committee

2008-03-07T21:42:00.001+01:00

A Guide for Committee Chairpersons

Foreword

Recognizing that not all committees succeed in accomplishing their missions, a group of committee chairpersons of some of the more successful committees were asked to report back and to tell us their secrets for success. This guide is a synthesis of advice received from those dedicated leaders, presented in the hope that all chairpersons will benefit from this knowledge.

Successful Chairing for a Successful Committee

Although chairpersons must be knowledgeable of their committee's subject matter they will also learn a lot as work progresses. Effective committees and successful chairpersons learn from each other.

The key to success is through chairpersons' communication skills. They must be good listeners, good communicators, and good organizers. Successful chairpersons:

Communicate with members regularly.

Communicate clearly all pertinent information regarding committee activities and expectations

Follow up every request so that committee members understand specifics of what is requested.

Keep as many committee members involved as possible; do not hesitate to write, email, phone, or converse with others who are interested in the committee's activities.

Answer all correspondence quickly.

Praise members' good work in writing and verbally at meetings.

Maintain a sense of humour.

Some Helpful "Do's"

Successful chairpersons should make their committees 'fountains of knowledge" by:

Locating those engaged in research on your subject(s) or those who have at least more than casual interest. You will get more done by a couple of interested members than by a dozen others.

Checking all sources available on your subject(s). Ask committee members and other interested parties to keep you informed. (Interested committee members may be assigned an area and be made responsible for covering it. The CIS Coordinator’s services are available for committee activities; use them.)

Following leads for papers. Do not hesitate to ask for a commitment from an author. (If not suitable, the paper can be turned down later-though it may be somewhat embarrassing.)

Communicating often, since few people respond to a general invitation. A personal request usually brings faster results.

Supervising task(s) until accomplished; then praise committee member(s) (privately and publicly) for a job well done.

Journey to Success

Step 1. Forming the Best Committee

Be selective. Don't accept every applicant. Look for potentially good committee members by contacting leaders in the field, and then follow up on their suggestions.

Before making any appointments, tell prospective committee members what is expected of them (e.g., attendance at the Final Meeting; 1 hour per year devoted to committee work, etc.) You may lose some good candidates, but you will know that they probably would not have devoted enough time to your committee to make their expertise count.

Step 2. Organizing the Committee

Establish well-defined, challenging, and reasonable tasks that will provide benefits (i.e. increased knowledge in committee members' area of interest) to committee members.

Each task should be assigned with a definite completion date: make assignments relatively brief. However, if task will take longer than one year, note each year's accomplishments.

Give each subcommittee a specific assignment and a time to report on their results. (Only applies to Curriculum)

When assigning tasks to committee members emphasize the importance of their task in relation to other committee members' work and task completion.

Put each committee member on at least one subcommittee-and preferably only one subcommittee.

Each committee member must be an active contributor to committee activities. The presence of any who do no work or are not encouraged to contribute simply acts as a contagious disease.

Step 3. Recognizing Committee Duties

Some of the committee's duties are as follow:

Disseminate important research findings (final report).

Generate research needs and research problem statements.

What are the problems in this area?

How do they arise in your area?

What is known about the solutions?

How the problems are currently handled in practice?

What are the recommended practices?

What problems have not been satisfactorily solved?

What problems are being studied in current research?

How are these problems being researched?

What unsolved problems represent research needs?

What aspects of the problem can be researched?

Prepare Research Problem Statements.

Encourage research, research reporting, and research application.

Prepare application bulletins.

Deliver committee conferences, workshops, seminars, etc.

Remember, it is the chair that, in the final analysis, must assemble the committee output for its approval. Tasks should be planned this way from the outset.

Step 4. Making Committee Meetings Productive

Prepare an agenda and distribute it to committee members before the meeting; have extra copies available at the meeting. (This will help keep the meeting on schedule and will keep committee members' attention on the agenda.)

Introduce committee members at the outset of the meeting using first names and an informal procedure for conducting meetings, involving all committee members in the discussion. (This will allow committee members to develop relationships, ensuring that they will work together.)

Attempt to keep committee meetings on a discussion basis rather than permitting debates to develop.

If people of MIST/CIS committee-member caliber are made aware of the agenda for the next meeting, ongoing tasks, status of committee projects, and individual member contributions to committee projects (suggestions, facts, opportunities, ideas, ideals, etc.), and if the actions and enthusiasm of committee members are visible enough, the committee will appear to be a source worthy of personal contribution. If this happens, communication will have taken place and committee efforts will be successful.

Is the Committee Succeeding?

One way of checking the pulse of the committee is to measure the level and types of communication. The following indicators might be informative:

VITAL, ALIVE: Participation is high and growing, volunteers are plentiful, assignments are completed on time, and new ideas are being generated.

ALIVE, but SICK: Some products are being generated. However, participation is stagnant and much of correspondence and discussions contain questions, complaints, excuses, unrelated results, long-overdue contributions to committee activities, and/or irrelevant or poorly conceived suggestions.

DEAD or DYING: Participation is waning. Correspondence and discussions are one-way only (no feedback) except for small talk, selling of personal pet ideas, poor judging of activities, results and plans of "others," resignations, and subcommittee reports obviously written at the last minute just to be the deadline.

If all the above fail: Get rid of deadwood. Re-evaluate need for committee and/or its scope.--Be Ruthless!

Part Two Appendix Materials Section G Student and Community Life

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International/Intercultural Aspects in a School (see Standard G5)

A school can demonstrate its commitment to providing its students with an education enriched with awareness of international/intercultural aspects through some or all of the following mechanisms:

1. Include a firm commitment in the school's Philosophy and in Objectives to providing international/intercultural experiences to students. Use active methods to monitor the practical applications of these P & O commitments.

2. Offer an "international curriculum" (e.g. one or more of the International Baccalaureate Organisation's programmes, the International Primary Curriculum, or parts of the official programmes from more than one country).

3. Deliver the teaching/learning programme through more than one language.

4. Introduce international/intercultural aspects into curricular and co-curricular programmes in as many areas as possible (especially social sciences, language & culture, arts & music courses). Activities such as Model United Nations or similar could be offered.

5. Use recruitment policies aimed at creating national, linguistic and cultural diversity on the staff.

6. Encourage foreign students to join the school, either on a medium-term basis or on short visits. (This may require a scholarship scheme).

7. Encourage its own students to travel internationally on educational trips and/or exchanges.

8. Invite speakers and performers from other countries and from other cultural groups to contribute to school life.

9. Encourage its own students to maintain pen-pal or key-pal contacts with students in other cultures and/or countries, using more than one language if possible.

10. Encourage students and teachers to establish joint projects with schools in other countries - including via Internet communication and/or video-conferencing.

11. Encourage teachers to become involved in visits, exchanges and professional development activities abroad.

12. Involve students in community service in other countries through fund-raising and/or practical tasks.

13. Celebrate and/or arrange projects around UN Day and other National or Cultural Days.

14. Ensure the school library/media centre provides students with access to information and leisure sources from more than one culture and in more than one language.

15. Ensure that all human interactions in the school community take place in a spirit of tolerance, understanding and celebration of national, ethnic, cultural and linguistic differences.

16. Ensure students have ample information on Further Education opportunities in a range of countries and languages, and that they receive advice and support in making relevant admissions applications.

17. Help students from one country or culture to create relationships with families from other countries or cultures (e.g. student from non-host culture spending weekends with family from host culture).

18. Establish and use mechanisms (including counselling where necessary) to counteract the effects of international and/or intercultural tensions.

19. Ensure major world issues are addressed with students Some relevant sites:

http://www.global-issues-network.org/gin/

http://www.isaschools.org/artman/publish/printer_11.shtml

Part Two Appendix Materials Section F Resources

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There are no appendix materials for this section.

Part Two Appendix Materials Section E Student Support Services

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There are no appendix materials for this section.

Part Two Appendix Materials Section D Staff

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There are no appendix materials for this section.

Part Two Appendix Materials Section C Governance and Management

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The accreditation process seeks to emphasise the value of an "Outcomes" approach to this aspect of the school’s life. Rather than concentrating on "structure", the school evaluation process should concentrate on "outcomes" or "how things work in practice". That is to say that the over-riding concern should be whether the school's governance and management arrangements serve, at present and in the foreseeable future, the best educational interests of the school community.

Nevertheless, certain outcomes are deemed to be absolute requirements, whatever the school structure:

The Head of School must:

a. have appropriate qualifications and experience in education

b. be the final arbiter in curriculum matters (design, delivery and review)

c. appoint, allocate, appraise and dismiss academic staff

d. have power to manage the educational budget, once approved

e. not be subjected to Governing Body micro-management

f. be able to contribute to Governing Body deliberations

g. maintain effective communication with the Governing Body

h. delegate appropriately to colleagues, and maintain effective working relations with them

The Governing Body must:

a. appoint, appraise and make contract renewal or termination decisions on the Head of School

b. be so constituted that there is reasonable and informed debate on school issues, hence ensuring that those making final decisions receive good advice (debate must involve the head of School)

c. not micro-manage (it should concentrate on broad strategy and policy i.e. long-term issues)

d. have its modus operandi and major decisions in writing

e. assume trustee status for finances, to ensure that the law is obeyed and that the school is secure

f. be trained as an entity

g. operate effective processes for appraisal of the Governing Body's performance

The Governing Body and the Head of School must:

a. ensure that the essential features of their respective roles are clearly written down

b. maintain a co-operative working relationship

GOVERNING BODY MEMBER DATA FORM

This section should be completed by all members of the Governing Body.

Name:

Profession/ Occupation:

Responsibilities on the Governing Body:

Summary of interests, experience and expertise which contribute to your functions as a member of the Governing Body:

Describe participation in Governing Body training and /or orientation within the past five years.

Part Two Appendix Materials Section B Curriculum

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The definition of “curriculum” here includes all aspects of the design, implementation, assessment and review of the teaching/learning programme.

The Need for Multiple Curriculum Reports

Every school must produce a number of Section B self-study reports. For example, a school whose structure shows three identifiable divisions or phases and nine subject strands will create a total of twelve Section B reports (three horizontal plus nine vertical).

Each of these reports must contain the Five Steps found in any self-study report (i.e. Collect and Review the Information; Write the Descriptive Profile; Rate the School against the Indicators and Standards; Write the Statement of Conclusions; Assemble Sign and Submit the Report).

This multiplicity of Section B reports reflects the Seventh Edition's deliberate focus on curriculum in all its aspects: design, delivery, assessment and review.

The generic language used in the Standards and Indicators allows them to be used by all Section B self-study committees.

Horizontal Reports

As an example, a school which consists of three recognisable divisions or phases (perhaps Elementary School, Middle School and High School) will produce three separate horizontal Section B self-study reports, one for each of the three divisions. Each of these three reports will address the total curriculum on offer in the given school division.

Vertical Reports

In addition to the horizontal reports described above, the school must produce a vertical self-study report on each and every one of the identifiable subject strands within the school. So, for example a school will typically produce separate vertical Section B reports for Mathematics, English Language, Other Languages, Natural Sciences. etc. etc.

While necessarily covering all subject areas, the school itself will decide the exact number and nature of the subject strands on which it will produce vertical reports. For example, the school may decide that the results of self-study on History and Geography are likely to be so different that it would be best to produce entirely separate Section B reports on these two subject strands. However, if there are many similarities between History and Geography, the school may decide to create just one Section B Social Sciences report to cover both. In this case, for the few Standards and/or Indicators in Step Three where History and Geography merit very different ratings, the school could give two ratings carrying a note "H" or "G" to designate the subject concerned. The self-study committee may wish to explain the situation further in the comments which it can add under Step Three.

These subject reports are described as “vertical” because they must cover the entire grade range within the school. So, for example, the Mathematics subject report should cover the delivery of Mathematics (either as a designated subject or as part of an integrated programme) for the entire range of grades. This would, for example, cover K to 12 (US-style numbering) or Reception to Year 13 (UK system) in an “all-through” school. If sharp divisional differences prevent the self-study committee from finding one suitable rating for Mathematics against a specific Indicator or Standard, more than one rating can be given as long as each rating carries a note to show to which division it applies (e.g. Elem for Elementary, Mid for Middle, etc). The self-study committee may wish to explain the situation further in the comments which it can add under Step Three.

NOTE: When the Visiting Team later constructs its report, it will follow the same pattern of multiple Section B reports as that followed by the school itself during self-study

Part Two Appendix Materials Section A Philosophy and Objectives

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A school is not obliged to use the specific terms “Philosophy and “Objectives”. Perfectly acceptable fundamental documents could be produced using titles such as “Mission”, “Aims” “Goals”, “School Charter” etc.

The full text of the United Nations Universal Declaration of Human Rights can be found at www.amnestyusa.org/udhr.html In summary, the rights addressed in this declaration are:

1) Right to equality

2) Right to marriage and family

3) Freedom from discrimination

4) Right to own property

5) Right to life, liberty, personal security

6) Freedom of belief and religion

7) Freedom from slavery

8) Freedom of opinion and information

9) Freedom from torture and degrading treatment

10) Right of peaceful assembly and association

11) Right to recognition as a person before the law

12) Right to participate in government and free elections

13) Right to equality before the law

14) Right to social security

15) Right to remedy by competent tribunal

16) Right to desirable work and to join trade unions

17) Freedom from arbitrary arrest, exile

18) Right to rest and leisure

19) Right to a fair public hearing

20) Right to adequate living standards

21) Right to be considered innocent until proven guilty

22) Right to education

23) Freedom from interference with privacy, family, home, and correspondence

24) Right to participate in cultural life and community

25) Right to free movement in and out of any country

26) Right to social order assuring human rights

27) Right to asylum in other countries from persecution

28) Community duties essential to free and full development

29) Right to a nationality and freedom to change it

30) Freedom from state and personal interference in the above rights

PART THREE - SUMMARY OF MAJOR CONCLUSIONS

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by the Self-Study Steering Committee

Introduction

Part Three of this Guide constitutes the final stage in the Self-Study process. It provides an opportunity for the Steering Committee to review the work of the other Self-Study Committees, paying special attention to Step Four in each of the section reports. Step Four in each Self-Study Committee’s Report identifies principal strengths, principal factors needing strengthening, and Draft Plans for Improvement. The Steering Committee should analyse the work of the various Self-Study Committees to identify major areas of strength and concern, and then it should present a summary of their findings and their plans for improvement. The task is to focus on those areas that are of major importance to the school as a whole, focusing on the quality of students’ learning and/or well-being.

Instructions

The Steering Committee should write a Statement of Major Conclusions by taking the following steps.

a. Review the Statement of Conclusions from Step Four in each of the Self-Study Reports A to G that that have been forwarded to the Steering Committee. It would be helpful to ask each Self-Study Committee, as it completes its work, to highlight those conclusions it feels are of major importance to the school.

b. Select from the above lists of conclusions the major strengths of the school.

c. Select from the above lists of conclusions the major factors needing strengthening or broad issues facing the school.

d. Identify, for each of the selected major factors in need of strengthening, Major Draft Plans for Improvement. In some cases these may reflect proposals that were identified by the various Self-Study Committees. In other instances, the Steering Committee may develop a more comprehensive proposal for improvement that addresses more than one of the factors in need of strengthening that were listed by the Self-Study Committees.

e. Summarize the information in (a) to (d) above into a coherent Statement of Major Conclusions which appropriately represents the major strengths and needs of the school as a whole and which identifies Major Draft Plans for Improvement that may become part of the Action Plan that the school will be required to submit as part of its First Progress Report within 15 months of the Team Visit. The focus should be on the quality of students’ learning and/or well-being.

Note: Before the Part Three Report is finalised, it is strongly recommended that comments be sought from individual Self-Study Committees A to G.

SECTION G: STUDENT AND COMMUNITY LIFE

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Introduction

It is neither possible nor desirable to separate the “academic” from the “non-academic” aspects of school life. Since the latter are considered to be of considerable importance, they are the subject of Section G.

The ways in which staff and students inter-relate within the institution, as well as the activities in which they participate, are vital factors in school life. Rules governing student conduct should be clear, fair and known to all concerned. They should also be applied in a fair and structured fashion. A broad activities programme should form an integral part of the students’ education, and these activities should be related to their needs and interests. Students should be encouraged and enabled to explore their interests and talents so they may develop physically, emotionally, intellectually, and socially while acquiring positive attitudes toward the enrichment of learning and the constructive use of leisure time.

Appropriate parental involvement in the child’s education, and school life in general, is vital if a school’s educational objectives are to be fully achieved. While the accreditation standards (particularly those in Section C) require school governing bodies and school managers to take important decisions, the standards in Section G recognise the benefits of parents and students being appropriately consulted and informed.

Given that the school is seeking accreditation by an international body, the Standards in this section also require that intercultural and international experiences be promoted for all students.

NOTE:

Please see Appendix G for more practical guidance concerning this area of the school's Self-Study.

Instructions

Self-Study Committee members should now follow Steps One to Five as they consider this area of school life.

STEP ONE: COLLECT THE INFORMATION

The Self-Study Committee should collect the following information, both to assist it in the rating of Standards and Indicators in Step Three and as evidence (to be made available to the Visiting Team) to support those ratings:

First, collect and review the Profiles and the analysis of the survey results generated in Part One of the Self-Study, as well as the current version of the Philosophy and Objectives.

Secondly, collect all the materials requested in the list below. Current documents should be used whenever possible. Items marked with an asterisk* must be included in the report eventually to be sent to Visiting Team members. The other items are likely to be too bulky or too expensive to be duplicated. Therefore only a brief summary of these items should be contained in the report to be sent to the Visiting Team, and the complete items should be available in the Team Meeting Rooms at the school and the hotel for perusal during the Team Visit week. All material, either sent to Team members or made available during the visit week, should be clearly organised and labelled.

1. Copy of all handbooks etc. used to inform parents and students about school life.

2. Representative copies of student-centred publications (e.g. Student Newspaper, Yearbook)

3. Copy of all other published statements and policies relating to:

a. expected standards of student behaviour*

b. expected methods* of handling any breaches of this code of behaviour

4. List of all general activities, often called the co-curricular programme, where students and staff interact in a non-academic context. This list could include sports-related activities, cultural events (theatre, music, dance, etc), other “club” activities (MUN, Debating Society, Chess, etc), production of student-related or student-generated publications such as Yearbook, Student Newspaper, etc, trips and excursions, and social events involving students. The list need not contain exhaustive amounts of information, but for the sake of clarity it should include details such as:

a) Name or brief description of the activity (e.g. Elementary School table-tennis club)

b) Frequency of occurrence (e.g. every Tuesday from 4 pm to 5 pm)

c) Staff involved (e.g. Ms. Green Grade 4 Teacher, Mr. Smith Sports Teacher and Mr. Brown Teaching Assistant in Grades 1-3).

d) Number of students (e.g. 30 from Grades 2 to 5)

e) Any interesting characteristics (e.g. once-a-year weekend tournament competing against five local elementary schools for the Town Cup; once a term match against a staff team)

f) Any service-related aspect of the activity (e.g. once-a-month joint table-tennis activities with students at a local school for hearing-impaired children)

Please do not repeat under point 4 any items which will appear in the specific list of activities with an intercultural/international orientation under point 5 below.

5. A list of activities containing similar information to that requested in point 4 above, but specifically showing how the school promotes intercultural and international experiences for its students

6. Details of forums for expression of student opinion, such as a Student Council.

7. Details of the communication channels used for the interchange of information and opinions between parents and school decision-makers (circulars, surveys, web-site, meetings, etc)

And for Boarding Schools only:

8. Details of the number and nature of students and staff in the boarding section.

9. Processes for selecting, training, and evaluating residential personnel.

10. Duty rosters for residence personnel indicating who is responsible for supervision at any given time.

11. Details of the living and leisure facilities available to boarding students and staff.

12. Regulations and instructions governing the use and supervision of residence facilities, including rules given to students.

13. The schedule of planned activities for resident students during the hours they are not attending classes, indicating hours when nothing is scheduled and they have free use of their time.

14. Details of the auxiliary services (additional health and safety provision, laundry, meals, cleaning, etc.) specifically applicable to the boarding section.

15. A recent survey of boarding students’ opinions of life in the residential section (see information collected in Part One of the Self-Study.).

STEP TWO: WRITE THE DESCRIPTIVE PROFILE

The Self-Study Committee should produce the Descriptive Profile of the area by responding succinctly to all the questions shown and by filling out any forms in cases where they are provided. Each answer may be written underneath a copy of the corresponding question, or answers may be fused into continuous prose.

Responses to the questions and entries on any forms should be purely factual, and should not include evaluations or judgments. The Self-Study Committee has ample opportunities to express its opinions in Steps Three and Four.

Later, once verified, this Descriptive Profile will inform the Visiting Team as it writes its report. Therefore its contents must be as current and accurate as possible, reflecting the situation in the school as the Visiting Team will find it. Normally, a Descriptive Profile should occupy just one to two typed pages.

Questions to be answered and information to be provided in the Descriptive Profile:

1. What are the main features of the school’s policies on student behaviour, student activities and student life?

2. Where are such documents published?

3. What are the main features of the Student Activities programme?

4. What arrangements are made for student representation and government?

5. What are the main channels for two-way communication and interchange of opinions between the school and client parents?

6. By what practical means does the school ensure that students experience and express international and inter-cultural awareness?

And for boarding schools only:

7. What are the main features of the students and staff in residence?

8. What are the main features of the physical plant used to house boarding students and staff?

9. What are the main features of the auxiliary services available to boarding students and staff?

10. What are the main features of student life for those who are boarders?

STEP THREE: RATE THE SCHOOL AGAINST THE INDICATORS AND THE STANDARDS FOR ACCREDITATION

The Committee should use the information collected in Step One as a source of evidence upon which the ratings in this step will be based.

Section G: INDICATORS RELATED TO STANDARD ONE

Rating

W, P or N

A climate of collaboration, mutual respect and friendship prevails at the school.

A range of activities which promote positive staff-student relationships is in operation.

The school's methods of supervision and its way of handling problems with individual students are well understood.

Decisions on student conduct are based upon published statements of expectations for behaviour which also indicate the consequences of non-compliance and a mechanism for appeal.

Student information is treated with an appropriate degree of confidentiality.

Section G: STANDARD ONE

Rating

E, M or D

Relationships among the school management, staff and students shall be ethical, and shall be characterised by fairness and mutual respect among individuals and between groups.

Comment (if applicable):

Section G: INDICATORS RELATED TO STANDARD TWO

Rating

W, P or N

Effective publications are used to facilitate the flow of useful information from the school to students and parents on all appropriate issues of school life.

Effective forums exist for the two-way exchange of information between the school and students and parents.

Section G: STANDARD TWO

Rating

E, M or D

The school shall have processes and forums to enable students and parents to remain well informed on all appropriate issues of school life.

Comment (if applicable):

Section G: INDICATORS RELATED TO STANDARD THREE

Rating

W, P or N

Effective forums exist for the interchange of opinions between the school, students and parents.

The Governing Body and school management demonstrate an awareness of and sensitivity towards reasonable opinions held in all school sectors.

Parents and students have opportunities to provide input into decisions concerning the curricular and extra-curricular programmes.

Section G: STANDARD THREE

Rating

E, M or D

The school shall have effective processes which enable students and parents to offer appropriate input before important decisions are made.

Comment (if applicable):

Section G: INDICATORS RELATED TO STANDARD FOUR

Rating

W, P or N

The curricular and/or co-curricular programmes address the need to develop the "whole person".

The student activities programme is appropriate in size and variety to serve the interests expressed by students.

The student activities programme takes advantage of opportunities afforded by the school's location.

The student activities programme takes advantage of the diversity of backgrounds of school managers, staff and students.

Students have opportunities to acquire and exercise social responsibility within and beyond the confines of the school itself through activities such as:

(i) student government

(ii) student publications

(iii) community service

The curricular and/or co-curricular programmes address issues of health and well-being.

The curricular and/or co-curricular programmes address issues of respect for the environment.

Section G: STANDARD FOUR

Rating

E, M or D

The curricular and/or co-curricular programme shall serve the broad needs and interests of the student body.

Comment (if applicable):

Section G: INDICATORS RELATED TO STANDARD FIVE

Rating

W, P or N

The school promotes positive interaction among members of its own community who have differing cultural, linguistic, and national backgrounds.

The school offers a variety of practical ways in which students can acquire and express intercultural and international awareness (Please see Appendix for more details).

Section G: STANDARD FIVE

Rating

E, M or D

The school shall actively promote intercultural and international awareness.

Comment (if applicable):

Section G: INDICATORS RELATED TO STANDARD SIX

(For Boarding Schools only.)

Rating

W, P or N

There is a residential life philosophy and curriculum which takes full advantage of the opportunity to create a twenty-four hour, seven day a week educational environment.

A full programme of activities is in place for weekends.

A residential orientation and training programme exists for dormitory parents.

There is sufficient presence of adults in the dormitories so as to ensure a safe and well-supervised environment as well as to provide the opportunity of ever-deepening teacher/student relationships.

The programme takes advantage of the ample opportunity to teach trust, respect of persons and property, and honesty in all matters.

Residential life takes advantage of the culture of the local community and promotes the international mission of the school.

The physical plant is appropriate for:

i. the number and nature of the boarding students

ii. the number and nature of the boarding staff

iii. the range of organized and casual activities undertaken in the residence

iv. the delivery of important additional services (e.g. laundry, meals, technology, etc.)

The dormitories and living spaces are warm and inviting, and therefore they create a sense of home and family.

Day and boarding students are well-integrated with one another.

Section G: STANDARD SIX (For Boarding Schools only.)

Rating

E, M or D

Residential services shall serve the best interests of all boarding students and staff.

Comment (if applicable):

Reminder: Comments should have been made in the appropriate box for any Standard rated "D" or "E". Comments are optional for any Indicators as well as for Standards rated “M”.

STEP FOUR: WRITE THE STATEMENT OF CONCLUSIONS

In a series of brief statements, keeping the Standards in mind, the Self-Study Committee should write its main conclusions for this Section with respect to:

i. Principal strengths in the area concerned which impact positively upon the quality of students’ learning and/or well-being

ii. Principal factors needing strengthening in order to improve the quality of students’ learning and/or well-being

iii. Draft Plans for Improvement which will impact positively upon the quality of students’ learning and/or well-being. These Draft Plans (which ideally would include timelines, lists of those responsible for action, resources required, etc.) will be useful to the school as it draws up its Action Plans for inclusion in the First Progress Report at a later stage of the accreditation process. The Committee should ensure that it includes Draft Plans for Improvement which address all Standards given a "D" rating in Step Three.

STEP FIVE: ASSEMBLE, SIGN AND SUBMIT THE SELF-STUDY REPORT

The Self-Study Committee should carefully assemble all the materials collected and produced during Steps One to Four inclusive, so as to form the Self-Study Report on the Section concerned.

As evidence of the co-operative action which is so vital in this process, the cover page for this Section in the report should carry the name, position and signature of all the Self-Study Committee members responsible for it. (Note: no one person should be exclusively responsible for evaluating any particular area of a school's operation.)

The Self-Study Committee should submit its report to the Self-Study Steering Committee.

SECTION F: RESOURCES

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Introduction

The school's facilities, consisting of the site(s), buildings, equipment and services, are an important factor in the functioning of the educational programme. The facilities, as constructed and equipped, are more than a place of instruction. They are the physical environment which assists or limits student achievement of desirable learning outcomes.

Because the school facilities serve as a vehicle in the implementation of the total education programme, the design should be consistent with the stated Philosophy and Objectives of the school. It should include extensive provisions for the safety of all persons involved as well as incorporate aesthetic features that contribute to a positive educational atmosphere.

It is recognised that some schools operate in buildings and on sites which were not originally designed for school use. In such cases, the skill with which adaptation has been made will be noted. But in all cases, whether designed as a school or adapted for such use, the quality and quantity of buildings, spaces, and facilities should promote the attainment of the school's stated Objectives.

Library/media centre programmes in international schools take on various forms from traditional libraries to classroom libraries to technologically advanced media centres. Whatever form the school's library/media programme takes, it should be an integral component of the school and it should act as an extension of individual classrooms and/or programmes. Many of the basic skills learned in other programme areas may be reinforced by the library/media programme, while other skills will be learned firsthand during library instruction. Still other knowledge will be gained and minds broadened by a student's experience with library resources themselves. International school library/media centres optimally should include three categories of facilities:

· Learning facilities - in which the students, individually or as a group, are brought together with media for the purpose of learning.

· Facilities for storage and access - in which media in various forms are catalogued, stored and made accessible for learning situations.

· Production and supporting facilities - in which media in a variety of forms are produced to meet particular learning requirements and where teaching staff and students receive assistance and support in the effective and efficient use of media and technology.

The well-being of staff and students while on the school site will be assured by effective safety procedures and efficient auxiliary services such as transport, catering, cleaning, and security. Thus Section F of the Guide includes standards on all these areas as well the library/media centre and the often related topic of Information and Communication Technology (ICT).

NOTE:

Please see Appendix F for more practical guidance concerning this area of the school's Self-Study.

Instructions

Self-Study Committee members should now follow Steps One to Five as they consider this area of school life.

STEP ONE: COLLECT THE INFORMATION

First, collect and review the Profiles and the analysis of the survey results generated in Part One of the Self-Study, as well as the current version of the Philosophy and Objectives.

Secondly, all the materials requested in the list below. Current documents should be used whenever possible. (Items marked with an asterisk must be included in the report eventually to be sent to Visiting Team members. The other items are likely to be too bulky or too expensive to be duplicated. Therefore only a brief summary of these items should be contained in the report to be sent to the Visiting Team, and the complete items should be available in the Team Meeting Room at the school and the hotel for perusal during the Team Visit week. Material, either sent to Team members or made available during the visit week, should be clearly organised and labelled.)

Facilities

1. Short description* of school buildings and grounds.

2. Governing Body policies on the adequacy, maintenance and improvement of school facilities.

3. Simple floor plans of all buildings.

4. Renovation and/or development plans for site and building.

All Student Services

5. Governing Body policies on access to and use of auxiliary services such as food, security, transport and cleaning.

Food Services

6. Details of the organisation and administration of the food services programme to include:

a. Provisions for offering wholesome and nutritional food.

b. Provisions for student assessment of food services.

c. Processes for selecting, training and evaluating the people involved in food services.

7. Copies of menus for ten days during the current semester or term.

8. Details of the physical facilities used by the food service facilities to include:

a. Dining area.

b. Food preparation area.

9. Details of provisions for sanitation and cleanliness.

Transportation Services

10. Details of any existing transport services, whether they are provided in school-owned or rented vehicles, or by third parties. To include:

a) List of any school-owned vehicles used in providing pupil transportation.

b) Details of measures taken to assure that vehicles used for transporting students, whether school-owned or rented, are well maintained and meet acceptable standards of safety and comfort.

c) Details of the measures that are taken to assure each student's safety to and from school.

d) Details of the processes for selecting, training, and evaluating the people involved in transportation services.

e) Procedures for supervision of students in bus-loading areas and all students in transit.

11. Please complete this form showing percentage of students using various modes of transport:

School buses

Public transport

Bicycles or on foot

Private cars

Security

12. Details of the procedures and practices by which the security of the school (students, staff, visitors and property) is assured

13. If specific security staff are employed directly or on sub-contract basis, please supply:

a. Job descriptions and any other regulations and instructions which security personnel must follow

b. Time schedule which indicates the hours and days of security coverage at the school

c. Methods used to evaluate security

Cleaning Services

14. Details of the organisation and administration of cleaning services to include:

a. Time schedule indicating the hours and days of cleaning services.

b. Results of any surveys providing feedback on the effectiveness of the cleaning services.

c. Process for evaluating the cleaning services programme.

Information and Communication Technology

15. Details of ICT provision to include:

a. ICT equipment

b. Technical support available

c. ICT training over the last three years, and any planned

Library/Media Centre

16. Philosophy and objectives of the Library/Media Centre programme

17. Description of the Library/Media Centre to include:

a. Physical size

b. Age ranges/grades it serves

c. Number of students it can accommodate at any one time.

d. Summary of the size and nature of the collection and equipment.

e. Type of programme/curriculum support offered.

f. Degree of involvement of staff in curriculum development and instruction.

18. List of library staff with qualifications and roles (this information should be extracted from the whole staff list assembled in Part One of the Self-Study).

19. Library policies on acquisition and censorship

20. Details of how the library and its programme are evaluated

Safety Services

21. Details of the school's safety programmes to include:

a) Written procedures for all emergency situations for which evacuation is the best response (e.g. fire).

b) Written procedures for all emergency situations for which evacuation is not the best first response (e.g. intruder, earthquake, external disturbance).

c) Details of recent rehearsals of emergency responses.

d) Copies of local authority safety requirements and recent safety inspection reports.

Overall Support Staff Statistics

22. Copy of the statistics on Support Staff compiled by Self-Study Committee D

STEP TWO: WRITE THE DESCRIPTIVE PROFILE

Questions to be answered and information to be provided in the Descriptive Profile:

1. What is the location, capacity and description of the school site, including outdoor facilities?

2. How many staff are involved in operation and maintenance of school facilities, and what are their responsibilities?

3. How many general classrooms, indoor specialised teaching areas and work areas for professional and support staff are there?

4. What adherence is there to applicable official regulations e.g. handicapped accessibility, general building codes?

5. What are the long-range planning processes for renovation or construction?

6. What physical facilities are used outside the school itself?

7. What is the number of Student Services personnel (who are not already accounted for elsewhere) and what are their responsibilities?

8. What types of facilities and resources are made available for Student Services inside and outside the school?

9. What professional development opportunities are available to Student Services personnel (who are not already accounted for elsewhere)?

10. What is the number of full, part-time and volunteer Library/Media Centre staff, and what are their levels of responsibility?

11. Where is the Library/Media Centre located and what is its seating capacity?

12. How big are the reference and non-reference collections, both print and electronic?

13. How accessible is the Library/Media Centre to students and faculty before, during and after the school day?

14. What is the extent of library use?

15. By what process are collection items selected and replaced?

16. What is the process by which Library/Media Centre acquisitions are coordinated with curricular needs?

17. What professional development is available to Library/Media Centre staff?

18. What is the level of ICT provision and support?

19. How many Safety Services personnel and support staff are there?

20. What types of facilities and resources are made available for Safety Services inside and outside the school?

21. How does the school communicate with parents, students and faculty on safety issues?

22. What professional development opportunities are available to Safety Services personnel?

STEP THREE: RATE THE SCHOOL AGAINST THE INDICATORS AND THE STANDARDS FOR ACCREDITATION

The Committee should use the information collected in Step One as a source of evidence upon which the ratings in this step will be based.

i. For each Standard, the Self-Study Committee should first consider the Indicators provided and rate the school's own practice against each one (W = Widely Implemented; P = Partially Implemented; N = Not Implemented). Given that the circumstances of each school are unique, the Committee may wish to add its own Indicators in the spaces provided and also give a rating against them. The Committee may comment on any of its ratings if considered to be appropriate.

Section F: INDICATORS RELATED TO STANDARD ONE

Rating

W, P or N

The dining room is large, clean and bright enough to provide a comfortable, attractive setting.

The kitchen is well designed and equipped; it is clean, bright and safe.

Food served at the school is nutritious, safe and appetising.

Menus for school meals are well planned in accordance with sound dietary standards, and menus are readily available for inspection.

Adequate toilet and washing facilities are provided for food service personnel.

Adequate supervision is provided for dining facilities.

Suitable arrangements are made to cover threats to security.

Vehicles used in student transportation are modern, clean, well-maintained, properly licensed and insured.

Adequate supervision is provided on all school trips, including daily trips to and from school.

School trips are planned with due consideration for student comfort, welfare and safety.

There are carefully developed procedures and effective supervision of pupils in bus-loading areas and of all other students in transit.

School premises are kept in an acceptably clean state at all times of the school day.

Section F: STANDARD ONE

Rating

E, M or D

The school shall provide or arrange for such services as are required in support of its programme offerings, and shall ensure that food, security, transportation, cleaning, and other services meet acceptable standards of safety and comfort.

Comment (if applicable):

Section F: INDICATORS RELATED TO STANDARD TWO

Rating

W,P or N

Staff function effectively in accordance with their assigned duties and job descriptions.

Staff are suitably qualified and experienced to carry out their duties.

Staff are appropriately attired, courteous and well-trained.

Staff are well supervised.

The functions of all staff are carried out with a minimum of disruption to the school.

Staff who prepare and serve meals undergo regular medical examinations to ensure that they are free from communicable diseases.

Section F: STANDARD TWO

Rating

E, M or D

Personnel employed to provide student services shall be adequate in number, have appropriate qualifications, and receive sufficient training to perform their functions effectively.

Comment (if applicable):

Section F: INDICATORS RELATED TO STANDARD THREE

Rating

W, P or N

The school shall have satisfactory procedures for evacuating the school buildings and for summoning assistance in case of fire or other emergencies.

Parents and teachers understand the procedures for emergency evacuations.

The school premises shall be maintained in a safe and healthy condition. An adequate number of fire extinguishers and other safety devices shall be available, including a satisfactory fire alarm system.

Buildings and facilities used to provide instruction and services meet the health and safety codes of local government authorities and the accrediting association(s).

The school meets all safety requirements of the local government authority responsible for health and safety in schools.

Facilities for preparing and serving meals meet appropriate standards of safety and cleanliness.

Certificates of inspection and regulations required by law are posted in prominent places as appropriate.

Section F: STANDARD THREE

Rating

E, M or D

The school shall meet safety requirements of the local authorities and of the accrediting association(s).

Comment (if applicable):

Section F: INDICATORS RELATED TO STANDARD FOUR

Rating

W, P or N

The Governing Body has established rules and policies governing access to and use of school resources.

The above mentioned policies are in written form and available to students, parents, and student services personnel.

Section F: STANDARD FOUR

Rating

E, M or D

Written rules and policies governing access to and use of school resources shall be available to the school community.

Comment (if applicable):

Section F: INDICATORS RELATED TO STANDARD FIVE

Rating

W, P or N

Governing Body policies contain references to the adequacy, maintenance and improvement of school facilities.

There are sufficient and appropriate instructional spaces to support properly the instructional programme of the school:

(i) classrooms

(ii) laboratories

(iii) studios

(iv) physical education and sports facilities

(v) other

All instructional spaces are appropriately furnished and equipped.

Instructional and service areas that involve noisy activities are isolated from quieter areas.

Adequate storage areas are readily accessible for individual and general use.

The school site provides for present and future flexibility as the student body, educational programme and/or technology changes.

Provisions are made for accommodating the handicapped.

The design of the building(s) facilitates the efficient movement of students.

The physical plant provides for an appropriate atmosphere for learning.

The administrative offices are well located, and provide appropriate spaces, both private and for the general public, for the total administrative function.

Heating and cooling systems of the buildings meet code requirements, and are regularly cleaned and inspected for operating efficiency and safety.

Permanent outdoor equipment is provided as needed, and is attractive and well-maintained.

Section F: STANDARD FIVE

Rating

E, M or D

The school grounds, buildings, technical installations, basic furnishings, and supporting equipment shall be adequate for effective support of the total school programme.

Comment (if applicable):

Section F: INDICATORS RELATED TO STANDARD SIX

Rating

W, P or N

ICT provision is sufficient to support the curriculum.

ICT provision is sufficient to support the management functions of the school.

Computers are adequate in number and location to permit use by individuals and groups.

There is adequate maintenance and up-grading of all ICT hardware and software.

The school is equipped for networking and internet access.

Section F: STANDARD SIX

Rating

E, M or D

The school's Information and Communication Technology (ICT) shall appropriately support the school's operations.

Comment (if applicable):

Section F: INDICATORS RELATED TO STANDARD SEVEN

Rating

W, P or N

The location, space, lighting, furnishings and organisation of the library/media centre make it an attractive and effective facility for students and staff.

Materials and equipment for the library/media centre are selected on the basis of their contribution to school programmes.

The collection of books, periodicals, reference materials and equipment, including information technology, is adequate in quantity and quality to meet the goals of the educational programme and the particular needs of an international school.

Materials are catalogued and well maintained.

The library collection includes books and periodicals to enhance the professional growth of staff.

Responsibilities for library/media centre management and related teaching are clearly designated.

Library/media centre staff have appropriate training.

The library/media staff is appropriate in size to encourage staff and student use of the facility and its resources

Section F: STANDARD SEVEN

Rating

E, M or D

The library/media centre shall be conveniently accessible, be of adequate size, and have sufficient staff and resources to meet the educational needs of students and staff.

Comment (if applicable):

Section F: INDICATORS RELATED TO STANDARD EIGHT

Rating

W, P or N

Teachers and students are given orientation in the usage of materials and equipment in the library/media centre.

The librarian is involved in curriculum review and development.

The school curriculum includes a sequence of lessons in library use and research skills.

Library policies include a selection policy and policy for challenged materials.

Library guidelines promote faculty input as part of the selection process.

Policies and rules for library/media centre use are clearly posted and enforced.

The There are mechanisms for evaluating the effectiveness of library services.

Logs and library records document the amount and nature of library use.

Section F: STANDARD EIGHT

Rating

E, M or D

The library/media staff shall provide an ongoing programme of instruction in effective use of resource materials and equipment, and shall apply appropriate policies for library use and the means of assessing effectiveness.

Comment (if applicable):

Section F: INDICATORS RELATED TO STANDARD NINE

Rating

W, P or N

The electrical and any other power installations are adequate, and are regularly inspected and checked for operating efficiency and for safety.

Water and the sanitation systems are hygienic, well planned and maintained.

Buildings are of durable, fire-resistant material.

Fire-protection materials and equipment throughout the buildings, and especially in the boiler room, kitchens, and science laboratories, are adequate.

There is an adequate and accessible hydrant water supply for fire fighting in case of need.

Effective fire-alarm systems are installed, and are regularly tested to ensure they are in working order and audible throughout the premises.

Suitable emergency facilities and escape arrangements exist, and are maintained in working order.

Serious safety problems are reported to the Head of School with recommendations for action.

The school has a Health and Safety Committee which carries out an effective monitoring role.

The school has an effective system for the maintenance and repair of buildings, grounds and equipment.

Section F: STANDARD NINE

Rating

E, M or D

The facilities shall be maintained and operated in a manner that assures the safety and comfort of students and staff.

Comment (if applicable):

Reminder: Comments should have been made in the appropriate box for any Standard rated "D" or "E". Comments are optional for any Indicators as well as for Standards rated “M”.

STEP FOUR: WRITE THE STATEMENT OF CONCLUSIONS

In a series of brief statements, keeping the Standards in mind, the Self-Study Committee should write its main conclusions for the Section with respect to:

i. Principal strengths in the area concerned which impact positively upon the quality of students’ learning and/or well-being

ii. Principal factors needing strengthening in order to improve the quality of students’ learning and/or well-being

STEP FIVE: ASSEMBLE, SIGN AND SUBMIT THE SELF-STUDY REPORT

The Self-Study Committee should carefully assemble all the materials collected and produced during Steps One to Four inclusive, so as to form the Self-Study Report on the Section concerned.

The Self-Study Committee should submit its report to the Self-Study Steering Committee.

SECTION E: STUDENT SUPPORT SERVICES

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Introduction

A variety of services are necessary to support school programmes and to enhance student opportunities for learning. These include provisions for addressing learner needs, including identified disabilities or other special needs, the need for English language support, and attention to nurturing exceptional talents or achievements. Support services should be designed to assist students both in managing curriculum requirements and in participating fully in school life.

In addition, appropriate guidance and health services are important to meeting the complex personal, physical, social/emotional, academic and career counselling needs of students. Leadership for these important phases of student education must come from adults in the school who have been assigned responsibility for providing Guidance or Health Services.

Included among the variety of activities and protocols designed to protect or improve the health and well being of the members of the school community should be a health policy which includes provisions for record keeping, descriptions of access to health care, and clearly articulated emergency procedures.

The support of student learning is a cooperative endeavour where parents work collaboratively with the school to foster learning and to enhance the school experience. This assumes the existence of procedures for effective two-way communications on curricular and related matters as well as systems for regular reporting on student performance.

NOTE:

Please see Appendix E for more practical guidance concerning this area of the school's Self-Study.

Instructions

Self-Study Committee members should now follow Steps One to Five as they consider this area of school life.

STEP ONE: COLLECT AND REVIEW THE INFORMATION

The Self-Study Committee should collect the following information, both to assist it in the rating of Indicators and Standards in Step Three and as evidence (to be made available to the Visiting Team) to support those ratings:

First, collect and review the Profiles and the analysis of the survey results generated in Part One of the Self-Study, as well as the current version of the Philosophy and Objectives.

Secondly, collect and review all the materials requested in the list below. Current documents should be used whenever possible. Items marked with an asterisk* must be included in the report eventually to be sent to Visiting Team members. The other items are likely to be too bulky or too expensive to be duplicated. Therefore only a brief summary of these items should be contained in the report to be sent to the Visiting Team, and the complete items should be available in the Team Meeting Rooms at the school and the hotel for perusal during the Team Visit week. All material, either sent to Team members or made available during the visit week, should be clearly organised and labelled.

1. A listing* of all the special needs services that are offered by the school.

2. Copies of all forms that are currently being used by special needs personnel including referral forms, Individualised Education Plan forms, reporting forms, etc.

3. Details about special needs services to include:

a. Governing Body policies regarding the school’s position on the admission and education of special needs students

b. Philosophy and Objectives of the Special Needs department

c. referral procedures and assessment criteria

d. types of support available to students in each division of the school

e. special needs class or group sizes

f. the nature of the reporting system to parents of special needs students

g. criteria for determining student placement

4. Special Needs Education and English Language Support Departments’ timetables, including the location and meeting time for each group.

5. A listing* of all teachers and other specialists and support staff who work in the Special Needs Department and English Language Support areas, including names and qualifications (can be extracted from the Staff List assembled in Part One of the Self-Study).

6. A description* of the services that are available for English Language Support.

7. Any school publications intended for parents or students which describe the range and scope of guidance and counselling services

8. A listing* of personnel, with their qualifications, who are assigned major responsibility for providing guidance services (can be extracted from the Staff List assembled in Part One of the Self-Study).

9. Examples* of all forms used by the school in maintaining student records and reporting school progress, including as many of the following as are available:

a. health record form

b. permanent record card and/or transcript of pupil record

c. progress reports and report cards

d. testing report form

e. activities record.

10. A description of the policy and/or procedures used to secure external assistance in the areas of guidance and social/emotional or physical health in times of need, and a list of the persons or institutions to which students may be referred.

11. (For secondary schools) A listing of the colleges and universities which have accepted members of the last three graduating classes and a list of colleges that those students are actually attending (See information collected in Part One of the Self-Study – use it if still up to date).

12. A copy of the school’s health care policy and other written protocols for health care, including provisions for emergency care and first aid.

STEP TWO: WRITE THE DESCRIPTIVE PROFILE

The Self-Study Committee should produce the Descriptive Profile of this area by responding succinctly to all the questions shown and by filling out any forms in cases where they are provided. Each answer may be written underneath a copy of the corresponding question, or answers may be fused into continuous prose.

Questions to be answered or information to be provided, with the Standards in mind, when producing the Descriptive Profile:

1. How are the learning needs or special strengths of students identified?

2. What provisions exist for addressing the learning needs of students? Include information about services/programmes, number and qualifications of teachers and other support personnel, and the nature of student record-keeping that is used.

3. What school practices or programmes exist to address the needs of students with exceptional abilities, achievements, or unusual interests?

4. What provisions exist for addressing the English language needs of students? Include information about services/programmes, number and qualifications of teachers and other support personnel, and entrance/exit criteria.

5. What is the scope of guidance services that are provided? Include information about programmes/services, facilities, the number and qualifications of guidance service providers, and testing or assessment components of the programme.

6. How are parents involved in the educational process and kept abreast of the progress and development of their children?

7. How are guidance, academic, medical, and other school records secured and maintained?

8. What provisions exist for health care and wellness, including emergency services? Include information about staffing and facilities in the health care area.

9. What written health care policies and protocols guide school practices and decision making?

STEP THREE: RATE THE SCHOOL AGAINST THE INDICATORS AND THE STANDARDS FOR ACCREDITATION

The Committee should use the information collected in Step One as a source of evidence upon which the ratings in this step will be based.

Section E: INDICATORS RELATED TO STANDARD ONE

Rating

W, P or N

Identification of students who will benefit from support services is accomplished through referral by teachers, counsellors or parents, or by screening programmes within the school.

As part of the admissions process, the school secures relevant diagnostic information about individual student's abilities/disabilities and learning styles.

The school has a clearly defined referral system through which teachers are able to refer students experiencing academic difficulties.

Section E: STANDARD ONE

Rating

E, M or D

There shall be effective procedures for identifying the learning needs of students, both at admission and thereafter.

Comment (if applicable):

Section E: INDICATORS RELATED TO STANDARD TWO

Rating

W, P or N

The roles of management, teachers, and other personnel providing services to special needs students are defined and understood by the professional staff.

The special needs programme ensures that all relevant professional staff, parents, and where appropriate, the student, are involved in the collaborative development of an Individualised Education Plan (IEP) or equivalent.

Section E: STANDARD TWO

Rating

E, M or D

If children with learning or other disabilities or remedial needs are admitted, the school shall provide specific curricula and programmes to meet those needs.

Comment (if applicable):

Section E: INDICATORS RELATED TO STANDARD THREE

Rating

W, P or N

The number of special needs personnel is appropriate to the number of identified special needs students.

Section E: STANDARD THREE

Rating

E, M or D

The school shall have the trained special needs personnel needed to serve students with identified learning disabilities.

Comment (if applicable):

Section E: INDICATORS RELATED TO STANDARD FOUR

Rating

W, P or N

The school solicits information about unique talents and achievements of new students.

The curriculum and teaching practices include opportunities for high ability students to extend and enrich their learning.

The school offers specialized programmes, or provides referral information about local community resources and programmes, that accommodate exceptional talents and interests.

Section E: STANDARD FOUR

Rating

E, M or D

There shall be effective practices to address the needs of students of exceptionally high ability, achievement, and/or talent.

Comment (if applicable):

Section E: INDICATORS RELATED TO STANDARD FIVE

Rating

W, P or N

ELS staff has specific preparation in the teaching of English as a Second (or Other) Language.

All staff members are assisted with strategies to accommodate students who need English language support.

The programme of studies in ELS is so designed that students learn the skills necessary to participate fully in mainstream classes.

There is a programme of assessment of student development and accomplishment in the English language, the results of which are used for placement and exit decisions as well as for analysing and strengthening the ELS curriculum.

Emphasis is placed on the use of the English language as the means by which other subjects may be learned, while encouraging students to maintain skills in their native language whenever possible.

Section E: STANDARD FIVE

Rating

E, M or D

If students whose native or first language is not English (and whose English is not sufficiently developed to follow the full school curriculum) are admitted, the school shall provide English Language Support ELS.

Comment (if applicable):

Section E: INDICATORS RELATED TO STANDARD SIX

Rating

W, P or N

The school has an appropriate number of qualified and/or experienced guidance personnel.

Counselling and help are available to students with academic problems.

Counselling and help are available to students with personal problems and emotional needs.

Career and college counselling and assistance with application procedures are available to secondary students.

Guidance records are adequate, accurate, up-to-date, and limited to items that are important to the guidance function.

School records are stored in a secure manner.

Student records, under proper safeguards, are available to the students, teachers and other staff members who need to use them

Section E: STANDARD SIX

Rating

E, M or D

The school shall provide appropriate guidance services, including academic and personal counselling as well as career/tertiary education advice for secondary students.

Comment (if applicable):

Section E: INDICATORS RELATED TO STANDARD SEVEN

Rating

W, P or N

The school has a schedule of regular reporting of student progress to parents.

The school includes parents, and students as appropriate, in decisions about student placement, progress, and post-secondary planning.

The atmosphere in the school encourages parental and student participation in the all-round educational process.

Section E: STANDARD SEVEN

Rating

E, M or D

The school shall work cooperatively with parents and keep them informed of the academic and social development and progress of their children.

Comment (if applicable):

Section E: INDICATORS RELATED TO STANDARD EIGHT

Rating

W, P or N

The school administers appropriate assessments upon admission to assist in the proper placement of a student.

The school facilitates access to the testing required for post-secondary planning and applications.

Section E: STANDARD EIGHT

Rating

E, M or D

The school shall provide opportunities for students to take all appropriate tests, including those for admission to institutions of higher education, and shall assist parents and students in processing required application materials.

Comment (if applicable):

Section E: INDICATORS RELATED TO STANDARD NINE

Rating

W, P or N

Governing Body policies and school practices demonstrate a concern for the health of building occupants.

The school has procedures for providing first aid in case of accident or illness on school premises or during school functions away from the school.

First aid supplies are readily available and easily accessible.

The school has effective protocols for securing assistance in more serious cases, including emergencies, and these are clearly communicated to students, parents, and all staff.

Section E: STANDARD NINE

Rating

E, M or D

The school shall provide adequate health care, and shall insure provisions for emergencies on-site and at school functions which take place away from the school premises.

Comment (if applicable):

Section E: INDICATORS RELATED TO STANDARD TEN

Rating

W, P or N

10a

The school requires medical information for all students and staff members on entering the school, with regular updating thereafter.

10b

Health information is shared on a "need to know" basis while respecting mandated confidentiality.

10c

The school meets all local authority health requirements.

Section E: STANDARD TEN

Rating

E, M or D

The school shall have health policies which include collection of medical information for all staff and students, immunisation against common diseases and the maintenance of comprehensive records.

Comment (if applicable):

Reminder: Comments should have been made in the appropriate box for any Standard rated "D" or "E". Comments are optional for any Indicators as well as for Standards rated “M”.

STEP FOUR: WRITE THE STATEMENT OF CONCLUSIONS

In a series of brief statements, keeping the Standards in mind, the Self-Study Committee should write its main conclusions for this Section with respect to:

i. Principal strengths in the area concerned which impact positively upon the quality of students’ learning and/or well-being

ii. Principal factors needing strengthening in order to improve the quality of students’ learning and/or well-being

STEP FIVE: ASSEMBLE, SIGN AND SUBMIT THE SELF-STUDY REPORT

The Self-Study Committee should carefully assemble all the materials collected and produced during Steps One to Four inclusive, so as to form the Self-Study Report on the Section concerned.

As evidence of the co-operative action which is so vital in this process, the cover page for this Section in the report should carry the name, position and signature of all the Self-Study Committee members responsible for it. Note: no one person should be exclusively responsible for evaluating any particular area of a school's operation.

The Self-Study Committee should submit its report to the Self-Study Steering Committee.

SECTION D: STAFF

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Introduction

A competent and effective staff (herein defined as all personnel, whether with teaching or support roles) is essential to a sound school programme. Functioning as a unit, the staff operates to implement the school’s stated Philosophy and Objectives. Staff members must have the preparation, experience, and attitudes necessary for them to carry out their assignments and responsibilities effectively and efficiently.

An accredited school must have clearly defined roles for its entire staff, contracts which respect local as well as international good practice, harmonious relations, and a respect for the ideas and initiatives of all personnel. An effective appraisal system must be in place and linked to a professional development programme for all.

Instructions

Self-Study Committee members should now follow Steps One to Five as they consider this area of school life.

STEP ONE: COLLECT AND REVIEW THE INFORMATION

First, collect and review the Profiles and the analysis of the survey results generated in Part One of the Self-Study, as well as the current version of the Philosophy and Objectives.

1. The updated staff list created in Part One of the Self-Study.

2. A copy of the Staff Handbook(s)*. Also the following documents if they are not contained in said handbook(s):

a. Copy* of policies and procedures for the appraisal and evaluation of all personnel.

b. Copies*of other policies and/or procedures relative to all the school's personnel (e.g. grievance procedure, retirement and pension policies, etc.)

c. Salary schedules* and descriptions* of benefits packages for all staff.

d. A copy* of the standard employment agreement used for teachers.

STEP TWO: WRITE THE DESCRIPTIVE PROFILE

The Self-Study Committee should produce the Descriptive Profile of this area by responding succinctly to all the questions shown, by providing the information requested, and by filling out any forms in cases where they are provided. Each answer may be written underneath a copy of the corresponding question, or answers may be fused into continuous prose.

Entries on any forms and responses to the questions should be purely factual, and should not include evaluations or judgments. The Self-Study Committee has ample opportunities to express its opinions in Steps Three and Four.

Form:

Academic Qualifications of Teaching Staff (please show the total number of teachers, according to highest qualification held).

Below Bachelor’s Degree Level

Bachelor’s Degree

Master’s Degree

Doctorate

Other Professional Qualifications

Form:

Staffing (please include school employees only, not those employed by sub-contractors)

Role

Number of Staff Members

Total Full-Time Equivalents

Full-Time

Part-Time

Management (Head of School and others such as Heads of School Divisions)

Teachers(including Heads of Subject)

Teaching Assistants

Guidance

Library/Media.

ICT Technical Staff

Health Services

General Office Staff

Custodial & Maintenance Personnel

Food Service Staff

Security Staff

Transportation Staff

Others

TOTAL

Form:

Relationship between management/teaching staff and student numbers

Name of Division

Typical Class Size

Range of Class Sizes

Overall Teacher to Student Ratio

Whole School

Note: For the right-hand column “Teachers” should include Heads of School Divisions, and Heads of Subject.

Questions to be answered and information to be supplied:

1. How many nationalities are represented in the academic staff?

2. Statistically, what are the main nationalities of the academic staff? (Give percentages.)

3. What processes are used to recruit staff?

4. Give details of orientation, mentoring and induction arrangements for staff.

5. Describe the school’s written staff contracts.

6. Describe the salary policies in place.

7. Describe the Appraisal System.

8. Describe the professional development arrangements.

9. Give details of the processes by which staff are consulted during school decision-making.

10. Any other relevant information relating to staff.

STEP THREE: RATE THE SCHOOL AGAINST THE INDICATORS AND THE STANDARDS FOR ACCREDITATION

The Committee should use the information collected in Step One as a source of evidence upon which the ratings in this step will be based.

Section D: INDICATORS RELATED TO STANDARD ONE

Rating

W, P or N

The teacher-student ratio is adequate to provide meaningful learning experiences.

The Head of School assigns professional staff to those areas of teaching, and other work with students, for which they have professional competence.

The Head of School assigns reasonable work loads to members of staff.

There are procedures for identifying all staffing needs to ensure that the school can carry out its Philosophy and Objectives.

The Head of School ensures that all members of staff have adequate supervision.

The Head of School recruits and assigns a well-qualified staff.

Section D: STANDARD ONE

Rating

E, M or D

The school shall have management, teaching and support staff, sufficient in numbers and with the qualifications and competencies to carry out satisfactorily the school’s programmes, services and activities.

Comment (if applicable):

Section D: INDICATORS RELATED TO STANDARD TWO

Rating

W, P or N

Staff members work co-operatively to establish and maintain a positive school climate.

There are opportunities for the staff to be consulted on professional matters.

Section D: STANDARD TWO

Rating

E, M or D

The Head of School shall ensure that there is a co-operative working relationship with all staff to facilitate proper utilisation of their abilities.

Comment (if applicable):

Section D: INDICATORS RELATED TO STANDARD THREE

Rating

W, P or N

The staff utilises methods and practices which are consistent with the school’s Philosophy and Objectives.

Staff members comply with all applicable statutes, government laws and regulations.

Members of the staff maintain a high level of preparation in their areas of responsibility.

Members of the teaching staff foster teaching-learning situations to meet the needs of the individual students.

Teaching staff are involved in the review of teaching and learning.

Section D: STANDARD THREE

Rating

E, M or D

Staff shall act professionally in carrying out all their duties and responsibilities.

Comment (if applicable):

Section D: INDICATORS RELATED TO STANDARD FOUR

Rating

W, P or N

School policies include:

a statement on non-discrimination

provision for adequate staff development

provision for the evaluation and accountability of staff

a statement on Governing Body/staff relationship

procedures on recruitment, appointment, promotion and retirement

Written and available personnel policies and practices are in place which provide for:

reasonable workloads

acceptable working conditions

ethical treatment

professional satisfaction

good general morale among all segments of the staff.

An updated staff handbook is available to all.

Section D: STANDARD FOUR

Rating

E, M or D

There shall be written and available personnel policies and practices for all staff.

Comment (if applicable):

Section D: INDICATORS RELATED TO STANDARD FIVE

Rating

W, P or N

The school makes clear the factors which are taken into account in calculating individual staff members’ remuneration.

Compensation is paid to staff members promptly and in accordance with a pre-determined schedule made known to members in advance of employment.

The school provides to each member of staff a written contract or employment agreement in which all the basic controlling factors of salary, benefits, assignments, length of term of initial service, date during which re-employment will be decided, and conditions of termination or abrogation are stated. (Note: if legal requirements or school convenience dictate that not all these items be in the contract, then each individual is furnished with a supporting document which is part of the contract by reference).

There are appropriate guarantees for the employee of job security for the term of employment, including procedures for appeals.

Ethical practices of employment, including the handling of confidential personal information, are observed with respect to both individuals and other employers.

Remuneration levels are adequate, enabling the school to recruit and retain appropriate staff.

Section D: STANDARD FIVE

Rating

E, M or D

All staff shall be employed under written contracts which state the principal terms of agreement between members of staff and the governing body, and which provide for adequate salaries, and fringe benefits.

Comment (if applicable):

Section D: INDICATORS RELATED TO STANDARD SIX

Rating

W, P or N

The school utilises an effective performance appraisal system for all staff.

The appraisal is conducted with the full knowledge of the staff member and is reported in writing in a document accessible only to defined individuals.

Members of the teaching staff assess their own performance on a number of factors including individual student growth and development.

The staff member has the opportunity to discuss and appeal against any aspect of the appraisal.

Section D: STANDARD SIX

Rating

E, M or D

There shall be a clearly defined and effective system of appraisal of staff, based on pre-determined and explicit criteria.

Comment (if applicable):

Section D: INDICATORS RELATED TO STANDARD SEVEN

Rating

W, P or N

The school provides staff development for all employees.

Staff members share responsibility with the school’s management for the planning of programmes for their professional growth.

Members of the academic staff develop and participate in innovative programmes designed to improve teaching and learning.

Members of the teaching staff participate in curriculum development, the goals for which are identified annually by the school.

Prior to the opening day of school, the management provides for the orientation of new staff members to acquaint them with the school’s Philosophy and Objectives, its programme and facilities, and the host country.

The school provides for induction and mentoring of staff wherever appropriate.

Section D: STANDARD SEVEN

Rating

E, M or D

The school shall have a programme of professional development for staff related to appraisal procedures and other priorities identified by the school.

Comment (if applicable):

Reminder: Comments should have been made in the appropriate box for any Standard rated "D" or "E". Comments are optional for any Indicators as well as for Standards rated “M”.

STEP FOUR: WRITE THE STATEMENT OF CONCLUSIONS

In a series of brief statements, keeping the Standards in mind, the Self-Study Committee should write its main conclusions for this Section with respect to:

i. Principal strengths in the area concerned which impact positively upon the quality of students’ learning and/or well-being

ii. Principal factors needing strengthening in order to improve the quality of students’ learning and/or well-being

STEP FIVE: ASSEMBLE, SIGN AND SUBMIT THE SELF-STUDY REPORT

The Self-Study Committee should carefully assemble all the materials collected and produced during Steps One to Four inclusive, so as to form the Self-Study Report on the Section concerned.

As evidence of the co-operative action which is so vital in this process, the cover page for this Section in the report should carry the name, position and signature of all the Self-Study Committee members responsible for it. Note: no one person should be exclusively responsible for evaluating any particular area of a school's operation.

The Self-Study Committee should submit its report to the Self-Study Steering Committee.

SECTION C: GOVERNANCE & MANAGEMENT

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Introduction

The school's pattern of governance and its management structure, including its financial management, are vehicles for carrying out its established philosophy and objectives. The personnel, their responsibilities and the quality of the relationships among the various groups including the governing body, administration, staff, and students enable the delivery of a quality programme for students.

Governance

There are many different models of governance in international schools, and the accreditation of a particular school does not imply that the school need adopt a specific one. Nevertheless, there are essential characteristics which been found to operate in the interests of developing a quality school. Chief among these are the need to differentiate between governance and management, the written definitions of respective roles, continuing training in and regular evaluation of the key people, and good working relationships. (see Appendix C)

Management

This refers to the day-to-day operations of the school, and it is essential that these matters be very clearly vested in the hands of the Head of School who should ensure they are carried out with the support of the other professional staff. Many problems have been found to arise from a Governing Body adopting a “hands-on” approach to management. While accepting that situations differ, it is nevertheless important to have a clear set of role definitions which separate governance from management for the school in question. (Further guidance on these matters is to be found in Appendix C.)

Finance

A most important and necessary resource of an educational institution is its funding and the sound management of its finances. Financial resources must not only be adequate to cover operating expenses but also be capable of creating an operating reserve, given that local economic and market conditions can change with little warning for an overseas/international school. All members of the school community rightfully expect that fiscal management and planning practices will ensure, barring national or local political upheaval, that the school can continue for one or two years with minor losses of revenue.

Persons not actively involved in the actual financial management of a quality educational programme cannot always appreciate the fiscal resources necessary to maintain high standards in all areas of operation. Therefore, the governing body should involve in the Self-Study, parents, community leaders and business people who are serving the school in various capacities. The expectation is that they may become more knowledgeable about the need for adequate levels of tuition and fees and for other revenue producing efforts.

Schools wishing to preserve the maximum degree of confidentiality about the finances of their operations will be required to show items 13 to 16 in Step One only to the Chair and Co-Chair of the Visiting Team. In instances in which no Co-Chair has been designated, the Chair will ask one other member of the Team to serve in this capacity pro tempore, in order to avoid placing the entire burden of judgement regarding the school's financial status on any one person.

Instructions

Self-Study Committee members should now follow Steps One to Five as they consider this area of school life.

STEP ONE: COLLECT AND REVIEW THE INFORMATION

First, collect and review the Profiles and the analysis of the survey results generated in Part One of the Self-Study, as well as the current version of the Philosophy and Objectives.

1. A copy of Governing Body policies, to include:

a. Copy of the by-laws showing how the Governing Body operates.

b. Composition of the Governing Body.

c. Process by which members are selected and/or elected.

d. Processes for Governing Body training and evaluation.

e. Specific duties of the Governing Body.

f. Documentation which describes how the Governing Body carries out the evaluation of the Head of School.

2. Data forms for all members of the Governing Body. (See Appendix C for copy of the model form).

3. Minutes of the last several Governing Body meetings.

4. Job descriptions* for school managers; heads of departments; business managers; co-ordinators and school personnel as appropriate.

5. Publications* used to inform the parents and community about the school and its programme.

6. A copy of the document(s) showing legal ownership of the school.

7. Organisational chart indicating lines of authority and responsibility.

8. Copy of the school calendar.*

9. A copy of the school’s policy manual.

10. The school planning documents, short, medium and long-term.

11. Copies of Governing Body policies on fund-raising and tuition as means of securing sufficient resources to maintain the school.

12. A copy of the annual school budget.

13. A copy of the latest balance sheet.

14. A cash flow prediction for the next six months or suitable accounting period.

15. A certified, external, opinion audit for the most recent fiscal year.

16. A copy of schedules of student fees and other charges.

17. Copies of procedures for billing patrons.

18. Copies of the standard procedure for payment of school obligations.

19. Copies of the complete programme of insurance *carried by the school.

20. A list of any fund-raising activities showing, apart from the revenue from tuition and fees, an indication of the amount of yearly support for the annual operating budget and for capital projects obtained from sources such as alumni, governmental agencies or local agencies

21. An indication of the yearly cost per student using the formula: Total operating costs divided by number of students = student cost.

22. A list of the anticipated major capital expenditures for the school, with reference to the source of funds for such investment.

STEP TWO: WRITE THE DESCRIPTIVE PROFILE

Questions to be answered and information to be supplied, with the Standards in mind, when producing the Descriptive Profile:

1. When was the school founded?

2. How many members of the governing body are there?

3. How are they selected?

4. Is there a Policy Manual and when was it last up-dated?

5. Where can it be consulted?

6. What is the administrative structure of the school? (include chart)

7. Details of the most recent training for Governing Body members.

8. Outline of the processes by which key decisions are made.

9. Frequency and processes for formal evaluation of the Governing Body and the Head.

10. Outline of methods employed to keep the school community informed about important issues.

11. Number of staff involved in school financial management and their responsibilities.

12. The budget development process and subsequent monitoring.

13. The total school budget for the current year and changes from the previous school year.

14. Method by which parents are informed of their financial obligations.

15. Date of last audit and name of auditing company.

16. Outline of school insurance cover.

17. Evidence of the school’s long-term financial stability, including details of how any debts will be serviced.

18. Any other features of school finances and financial management.

STEP THREE: RATE THE SCHOOL AGAINST THE INDICATORS AND THE STANDARDS FOR ACCREDITATION

The Committee should use the information collected in Step One as a source of evidence upon which the ratings in this step will be based.

ii. The Self-Study Committee should then examine each Standard for Accreditation, and rate the school accordingly (M = Meets the Standard; D = Does Not Meet the Standard; E = Exceeds the Standard). The Committee's work in rating the school against the Indicators, both those provided and any others added, will guide the process of rating the Standard. All ratings of "D" or "E" must be accompanied by brief explanatory comments. The Committee is also encouraged to comment on any "M" rating where this would help to clarify the response.

Section C: INDICATORS RELATED TO STANDARD ONE

Rating

W, P or N

The governing body restricts its actions to the determination and the funding of policy, and the selection, retention and formal appraisal of the Head of School.

The governing body provides appropriate training for its members in the understanding and performance of their duties.

The governing body uses a clear evaluation system to regularly and rigorously appraise its own performance against its duties and pre-determined goals.

The governing body is so constituted that it can provide continuity for the school in the event of sudden change.

Section C: STANDARD ONE

Rating

E, M or D

The governing body shall be so constituted, with regard to membership and organisation, as to provide the school with sound direction, continuity and effective support.

Comment (if applicable):

Section C: INDICATORS RELATING TO STANDARD TWO

Rating

W, P or N

There is a clear understanding by the governing body and the Head of School of their respective functions which are set out in written form.

The governing body makes policy decisions only after consideration of the Head of School’s recommendations.

The governing body has developed a clear, written job description for the head.

The governing body and the head of the school enjoy a good working relationship.

Section C: STANDARD TWO

Rating

E, M or D

There shall be a co-operative and effective working relationship between the governing body and the Head of School.

Comment (if applicable):

Section C: INDICATORS RELATING TO STANDARD THREE

Rating

W, P or N

The Head of School is suitably qualified and experienced in education.

The Head of School provides leadership for the total school programme.

The governing body utilises a clearly defined appraisal system for the Head of School, conducted with his/her full knowledge. Appraisal outcomes are reported in writing to the head who has the opportunity to discuss and appeal any aspects of the appraisal.

The Head of School has direct access to the governing body.

The Head of School has total responsibility for the recruitment, selection, assignment, orientation, deployment and appraisal of all the school staff.

The Head of School delegates the above functions, where appropriate, to the staff of the school.

Section C: STANDARD THREE

Rating

E, M or D

The Head of School, although accountable to a higher authority, shall be the responsible leader of the school.

Comment (if applicable):

Section C: INDICATORS RELATING TO STANDARD FOUR

Rating

W, P or N

The school has educational and financial plans for the short, medium and long term.

All plans have the financial implications clearly stated.

There are procedures to involve the staff in educational and financial planning.

Educational and financial plans are made known to the school community.

All plans are periodically reviewed and updated.

Section C: STANDARD FOUR

Rating

E, M or D

The school shall have educational and financial plans for the short, medium and long term, with strategies for accomplishing the school’s goals and for assessing the effectiveness of the actions taken.

Comment (if applicable):

Section C: INDICATORS RELATING TO STANDARD FIVE

Rating

W, P or N

The governing body and the school management comply with all applicable statutes, government laws and regulations.

The governing body ensures that the school respects all local codes, fulfils its contracts, and settles its debts promptly.

The governing body avoids conflicts of interest, thereby setting an example for the school community.

The governing body provides protection for the school staff from community exploitation and unjust criticism.

All statements and representations relating to programmes, services and resources are clear, factually accurate and current.

The governing body pursues all relationships with the school or staff members only through the Head of School.

Section C: STANDARD FIVE

Rating

E, M or D

The school shall observe legal and ethical principles in all its dealings with the school community.

Comment (if applicable):

Section C: INDICATORS RELATING TO STANDARD SIX

Rating

W, P or N

The governing body has a comprehensive and up-to-date policy manual.

Orientation and training sessions take place so that all members of the governing body understand policies and their implications.

The governing body arranges to publicise its decisions and deliberations by, for example, open meetings, newsletters, publication of the Governing Body minutes, etc.

Section C: STANDARD SIX

Rating

E, M or D

The governing body shall have clearly formulated policies set out in a policy manual to give consistency and order to its operations, and it shall ensure that these policies are understood by the school community.

Comment (if applicable):

Section C: INDICATORS RELATING TO STANDARD SEVEN

Rating

W, P or N

After appropriate consultation and debate, the governing body sets fee levels which ensure the ongoing financial stability of the school.

The Governing Body establishes the school’s annual budget after appropriate consultation with the relevant constituents.

Any endowment funds are under the management of qualified financial managers, and the Governing Body supervises the endowment management.

The school regularly considers culturally appropriate means of raising additional funds.

The Head of School submits to the governing body, appropriate reports on financial matters.

The school maintains an adequate forecast of monthly cash flow to anticipate and provide for its obligations.

An annual external audit is performed by an independent auditing firm.

Section C: STANDARD SEVEN

Rating

E, M or D

The financial resources of the school shall be capable of sustaining a sound educational programme, consistent with its stated philosophy and objectives, and of providing for long-term stability.

Comment (if applicable):

Section C: INDICATORS RELATING TO STANDARD EIGHT

Rating

W, P or N

The financial affairs of the school are competently managed, and published budgets shall be made available to duly authorized persons.

The financial management of the school ensures that sound business and accounting practices are followed on the management and disbursement of funds.

School obligations for goods received, services rendered and debts incurred are discharged promptly in accordance with agreements, contracts and/or sound business practice.

The school’s insurance programme is comprehensive and provides for necessary risk and liability coverage for employees and members of the governing body/ownership.

Insurance coverage is reviewed periodically with respect to risks, liabilities and obligations.

Personnel handling institutional funds are bonded.

Section C: STANDARD EIGHT

Rating

E, M or D

The management of the school’s finances shall be, at all times, in accordance with the standards which operate in the host country and shall be consistent with best practice in international schools.

Comment (if applicable):

Section C: INDICATORS RELATING TO STANDARD NINE

Rating

W, P or N

Normally, changes in fees are communicated to parents early enough to allow parents to make arrangements to change schools if necessary.

Total servicing of long-term debt, including both interest and principal payments, is apportioned to both present and future beneficiaries. Parents are informed of the percentage of tuition allocated for debt-service.

Billing procedures to parents are orderly, timely, and carried out in accordance with sound business practice.

Section C: STANDARD NINE

Rating

E, M or D

Parents or others enrolling students shall be informed in advance of the precise nature and scope of the financial obligations and be given an estimate of the total expenses.

Comment (if applicable):

Reminder: Comments should have been made in the appropriate box for any Standard rated "D" or "E". Comments are optional for any Indicators as well as for Standards rated “M”.

STEP FOUR: WRITE THE STATEMENT OF CONCLUSIONS

In a series of brief statements, keeping the Standards in mind, the Self-Study Committee should write its main conclusions for this Section with respect to:

i. Principal strengths in the area concerned which impact positively upon the quality of students’ learning and/or well-being

ii. Principal factors needing strengthening in order to improve the quality of students’ learning and/or well-being

STEP FIVE: ASSEMBLE, SIGN AND SUBMIT THE SELF-STUDY REPORT

The Self-Study Committee should carefully assemble all the materials collected and produced during Steps One to Four inclusive, so as to form the Self-Study Report on the Section concerned.

As evidence of the co-operative action which is so vital in this process, the cover page for this Section in the report should carry the name, position and signature of all the Self-Study Committee members responsible for it. Note: no one person should be exclusively responsible for evaluating any particular area of a school's operation.

The Self-Study Committee should submit its report to the Self-Study Steering Committee.

SECTION B: CURRICULUM

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Introduction

The curriculum standards address the design, delivery, assessment and review of the full range of educational experiences and programmes that make up the school experience. Each school is expected to adopt and implement a comprehensive academic curriculum and a programme of student activities that meet the needs of students and reflect the mission of the school. If the curriculum is based on an outside published source, the school’s documentation should how the “off-the-shelf” programmes have been specifically adapted to meet the needs of its particular students in its particular location, and how the programme helps to accomplish the particular school’s goals.

In defining what students should know, understand, and be able to do, the school is encouraged to emphasize both vertical and horizontal articulation within and between disciplines and across divisions of the school and to use the resources of the host country to enhance the learning experience. The academic programme, while sometimes taught in discrete subjects, should be designed to identify common strands and to reinforce curriculum links so that students can make meaningful connections and build on previous work in significant ways.

Knowledge of developmental and learning style differences among students is essential to the use of a student-centred pedagogy where diverse learning and assessment strategies are evident. Appropriate professional development offerings will enhance the development, delivery, and evaluation of the school’s curriculum and its other programmes.

In effective schools, the results of student assessment are used to evaluate the strength of the curriculum and to inform decisions about teaching strategies as well as to measure student progress. The regular analysis, dissemination, and use of assessment data reflect an environment where continuous improvement is valued.

Section B is different from the other Sections (A, and C to G) in that it articulates standards and indicators that will be used to create multiple self-study reports. As a consequence, the school must determine in advance how many curriculum reports will be necessary to fully reflect both its organisational structure and the scope of its subject offerings. Separate self-study committees should be assigned to create the reports that are described below.

Horizontal Approach by School Division. Using the same set of curriculum standards and indicators, the school will follow the five steps described in the instructions below to create a series of separate curriculum reports, one for each of its divisions. The number of these horizontal reports will reflect the school’s unique grade range and organisational structure (e.g. Section B – Elementary, Section B – Middle School, Section B – Secondary, etc.). It will be the decision of the school as to how many of these horizontal reports will be completed as part of the self-study.

Vertical Approach by Subject Area. The school will also use the same set of standards and indicators to create a series of separate vertical curriculum reports, one for each of the subject areas that are taught (e.g. Section B – Mathematics, Section B – Music, Section B – Science, etc.). Each of these reports should cover the full range of grades (year-groups) in which the subject is taught. It will be the decision of the school as to how many of these vertical reports will be needed in order to cover the full range of subject offerings. Schools may decide to evaluate the English as a Second (or Other) Language programme in one of these vertical Section B reports, though the ELS requirements in Section E must also be fulfilled.

NOTE:

Please see Appendix B for more practical guidance concerning this area of the school's Self-Study. In particular, please read the supplementary instructions on production of multiple curriculum reports.

Instructions

Each of the Self-Study Committee groups should now follow Steps One to Five as they consider the curriculum.

STEP ONE: COLLECT AND REVIEW THE INFORMATION

First, collect and review the Profiles and the analysis of the survey results generated in Part One of the Self-Study, as well as the current version of the Philosophy and Objectives.

Some documents, such as curriculum guides, may be collected for the first of the many curriculum reports and then simply referenced in the others if appropriate, hence avoiding duplication of effort.

1. Curriculum documentation for the school division or subject area. (Please see remarks in the introduction to this section which make it clear that these must be more than just “off-the-shelf” copies of a published curriculum manual created by some outside body. Also please see Standard B2 and its Indicators).

2. A listing* of teachers in the division or subject area including their grade level or subject assignment and qualifications (this information should be extracted from the whole staff list assembled in Part One of the Self-Study).

3. A chart or timetable showing the daily or weekly schedule of classes, with times and locations, for all classes in the school division or subject area

4. Where appropriate, a chart* indicating the names of subjects or courses, numbers of sections (i.e. parallel groups) and enrolments by class or course, and the credit status and nature of the offering (elective or required)

5. A statement of philosophy*, if one exists, for the school division or subject area

6. A summary of recent professional development offerings or experiences related to curriculum design, implementation, assessment or review

7. A copy of the assessment policy* and/or or a description of assessment practices* as appropriate to the school division or subject area being reported

8. Documentation on the range of learning activities that are typical in the school division or subject area being reported

9. Results of student achievements for the last three years as collected in Part One of the self-study under the heading “Student Achievements”.

STEP TWO: COMPLETE THE FACT SHEET (SUBJECT AREA REPORTS) OR WRITE THE DESCRIPTIVE PROFILE (SCHOOL DIVISION REPORTS)

In the case of vertical subject area reports, the Self-Study Committee should complete the Fact Sheet found in the appendix. (Horizontal school divisional reports do not use the Fact Sheets.)

In the case of horizontal school division reports, the Self-Study Committee should produce a Descriptive Profile of the division of the school by responding succinctly to all the questions shown. (Vertical subject area reports do not need to respond these questions.) Each answer may be written underneath a copy of the corresponding question, or answers may be fused into continuous prose.

Later, once verified, this Descriptive Profile or the Fact Sheet will inform the Visiting Team as it writes its report. Therefore its contents must be as current and accurate as possible, reflecting the situation in the school as the Visiting Team will find it. Normally, a Descriptive Profile should occupy just one to two typed pages.

Questions to be answered, with the Standards in mind, when producing the Descriptive Profile of a school division:

1. What division (grade range) of the school does this report address?

2. Is there a philosophy or mission that is unique to this division of the school?

3. How many students and teachers are included in this division of the school?

4. What subjects are taught in this division and how frequently are they offered?

5. What is the length of the typical class period or number of minutes per week of instruction per subject?

6. What kinds of learning and assessment strategies are typical in this division of the school?

7. Is the curriculum unique to the school or are established models such as AP or IB in use?

8. What are the practices for curriculum review and development at this level of the school? Include teacher roles in curriculum design and describe any opportunities for interdisciplinary communication and planning.

9. What co-curricular opportunities exist for students in this division of the school?

10. What indoor and outdoor facilities (classrooms, labs, common areas, etc.) are provided for this division of the school?

11. (For secondary) What are the graduation requirements and credit allocations?

12. How is information about learning expectations and student progress communicated to students and parents?

13. How are the results of assessment analysed, used, and shared to improve teaching and learning in this division of the school?

14. What kinds of professional development opportunities, appropriate to this division of the school, are offered to enhance teaching and learning?

STEP THREE: RATE THE SCHOOL AGAINST THE INDICATORS AND THE STANDARDS FOR ACCREDITATION

The Committee should use the information collected in Step One as a source of evidence upon which the ratings in this step will be based.

Section B: INDICATORS RELATED TO STANDARD ONE

Rating

W, P or N

Curriculum design and delivery are consistent with the school’s philosophy, objectives, and policies.

The curriculum reflects school policies on:

admissions and placement

student assessment

student records

reports on student achievement

Section B: STANDARD ONE

Rating

E, M or D

The curriculum, in its content, design, implementation, assessment and review, shall reflect the school’s philosophy, objectives and policies.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD TWO

Rating

W, P or N

Written curriculum materials indicate the scope and sequence for each course/grade.

Written curriculum materials specify expected learning outcomes in terms of what students should know, understand and be able to do.

Written curriculum materials include references to the methodologies that are used.

Written curriculum materials include information about teaching materials and resources.

Written curriculum materials indicate assessments to be used to measure student progress.

Written curriculum materials include references to links within and across disciplines.

Section B: STANDARD TWO

Rating

E, M or D

The curriculum shall be comprehensively documented.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD THREE

Rating

W, P or N

The curriculum is appropriately balanced.

The curriculum ensures that all students can profit from school offerings.

All students are challenged by the content of their courses.

The professional staff demonstrates a thorough understanding of the patterns of physical, intellectual, social and emotional growth of students.

Section B: STANDARD THREE

Rating

E, M or D

Curriculum design shall provide for the varied developmental, academic, social, physical and emotional needs of students.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD FOUR

Rating

W, P or N

Teachers meet regularly with colleagues in other school divisions to strengthen vertical curriculum articulation.

Teachers meet regularly with colleagues in other disciplines to strengthen links across disciplines.

The curriculum includes multi-disciplinary experiences and/or activities, where appropriate.

There is clear designation of responsibility for over-seeing effective curriculum planning, design and implementation.

Section B: STANDARD FOUR

Rating

E, M or D

The curriculum shall be articulated vertically and horizontally throughout the school to ensure continuity within and among divisions and disciplines.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD FIVE

Rating

W, P or N

Local cultures are incorporated into the curriculum in appropriate ways.

The cultural diversity of the community is used to enrich the curriculum.

Section B: STANDARD FIVE

Rating

E, M or D

The curriculum shall utilise the culture(s) of the host country and the diversity in the school community to enhance the educational experiences of students.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD SIX

Rating

W, P or N

The curriculum emphasises the processes of gathering, organising, presenting and applying ideas and information.

The curriculum provides experiences in critical thinking and problem solving skills.

The curriculum provides opportunities for students to develop awareness of their own learning styles.

Section B: STANDARD SIX

Rating

E, M or D

The curriculum shall develop those skills and abilities which will prepare students for lifelong learning.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD SEVEN

Rating

W, P or N

The school provides relevant professional development to assist teachers in designing and developing curriculum.

The school provides professional development in content areas relevant to teachers’ assignments.

The school provides professional development to assist teachers in improving pedagogy.

Section B: STANDARD SEVEN

Rating

E, M or D

The school shall provide ongoing professional development to improve implementation of the curriculum.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD EIGHT

Rating

W, P or N

Teaching methods vary according to the nature of the subject matter.

Teachers create stimulating learning environments to engage students.

Teachers use varied methods, materials and technology to address individual student needs, abilities and learning styles.

Teaching methods provide appropriately for students for whom English is not the first language.

Section B: STANDARD EIGHT

Rating

E, M or D

The teaching staff shall implement the curriculum through a range of approaches and teaching strategies that recognise diverse learning styles.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD NINE

Rating

W, P or N

Assignment of teachers reflects expertise and qualifications in the appropriate subject/content area(s).

Appropriate paraprofessional support is assigned to assist teachers.

Class sizes are appropriate to the subject or grade.

The school provides appropriate texts and/or other print materials for curriculum implementation.

Appropriate technology resources are available to enhance teaching and learning.

Appropriate specialized equipment is available to support implementation of the curriculum.

Teaching, storage and work spaces are appropriate to the subjects and students taught.

Section B: STANDARD NINE

Rating

E, M or D

The school shall provide appropriate support and resources to implement the curriculum.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD TEN

Rating

W, P or N

10a

Expected learner outcomes are shared with parents and students.

10b

Grading standards and criteria are clearly stated.

10c

Lesson planning reflects clearly defined learner outcomes and previously communicated expectations.

Section B: STANDARD TEN

Rating

E, M or D

Teachers shall establish and communicate clear expectations to students and parents.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD ELEVEN

Rating

W, P or N

11a

Teachers prepare and apply assessment materials which ascertain students’ achievement of desired outcomes.

11b

Teachers analyse student performance through a variety of assessment models,

such as: formal testing, self-assessment, peer review, projects, etc.

11c

The school provides sufficient means to secure assessment instruments that compare student achievement with similar students elsewhere.

11d

The school regularly monitors the quality of student assessment procedures.

Section B: STANDARD ELEVEN

Rating

E, M or D

The school shall regularly assess the effectiveness of teaching and learning.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD TWELVE

Rating

W, P or N

12a

Staff members develop, review and revise the curriculum on a regular basis.

12b

The school encourages pilot curriculum innovations, monitored by appropriate assessment techniques.

12c

Staff members consider current educational thinking in revising curriculum and instruction.

Section B: STANDARD TWELVE

Rating

E, M or D

Curriculum revisions shall be made on a regular basis after consideration of current educational thinking and pedagogy.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD THIRTEEN

Rating

W, P or N

13a

Teachers use the results of student assessment to modify teaching and to improve learning.

13b

Teachers use the results of student assessment in curriculum planning.

Section B: STANDARD THIRTEEN

Rating

E, M or D

Administrators and teachers shall use the results of student assessment to evaluate and revise curriculum and methodology on a continuing basis.

Comment (if applicable):

Section B: INDICATORS RELATED TO STANDARD FOURTEEN

Rating

W, P or N

14a

The school provides regular information on student achievement to help parents remain advised of their child’s progress.

14b

The school has a thorough, effective system of reporting on school and student performance.

14c

The overall results of any standardised achievement tests are shared with the school community.

Section B: STANDARD FOURTEEN

Rating

E, M or D

The school shall record, analyse and report to appropriate members of the school community the results of school and student performance.

Comment (if applicable):

Reminder: Comments should have been made in the appropriate box for any Standard rated "D" or "E". Comments are optional for any Indicators as well as for Standards rated “M”.

STEP FOUR: WRITE THE STATEMENT OF CONCLUSIONS

In a series of brief statements, keeping the Standards in mind, the Self-Study Committee should write its main conclusions for this Section with respect to:

i. Principal strengths in the area concerned which impact positively upon the quality of students’ learning and/or well-being

ii. Principal factors needing strengthening in order to improve the quality of students’ learning and/or well-being

STEP FIVE: ASSEMBLE, SIGN AND SUBMIT THE SELF-STUDY REPORT

The Self-Study Committee should carefully assemble all the materials collected and produced during Steps One to Four inclusive, so as to form the Self-Study Report on the Section concerned.

As evidence of the co-operative action which is so vital in this process, the cover page for this Section in the report should carry the name, position and signature of all the Self-Study Committee members responsible for it. Note: no one person should be exclusively responsible for evaluating any particular area of a school's operation.

The Self-Study Committee should submit its report to the Self-Study Steering Committee.

SECTION A: PHILOSOPHY AND OBJECTIVES

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Note: Committee A should complete its work very early in the Self-Study process, given that all other committees must have access to the recently reviewed School Philosophy and Objectives statement.

Introduction

A central tenet of the accreditation process is that a school must operate with a clear understanding of its mission relative to the needs of its students. The School Philosophy is a statement of the beliefs held by the school community (staff, management, governing body, parents and students) about the education of young people and the purposes and goals of the school. Everyone at an effective school should know what the institution stands for, knows what it seeks to accomplish, and should understand why it teaches in the way it does.

In an effective school, the Philosophy and Objectives are systematically developed and reviewed by the broad school community at appropriate intervals. Action planning is needed to translate the Philosophy and Objectives into practice, and systematic monitoring of the school’s effectiveness in doing so should be an essential part of promoting continuous school improvement.

An effective school's Philosophy and Objectives Statement commonly contains many of the following ingredients:

· Reasons for the school's existence, including the nature of the student body it is designed to serve.

· The role of the school in the community it serves.

· Beliefs about effective educational practices.

· The collective vision for the school in providing educational opportunities for all students.

· The intellectual, personal, social, physical, and affective characteristics to be nurtured in students.

· The roles and relationships expected of the students, teachers, school managers, parents and governing body in the educational process of the school.

· Consistency with the spirit of the United Nation Universal Declaration of Human Rights, and a commitment to promote international and intercultural experiences for students. These are vital features, given that the school has chosen to participate in an international accreditation process.

School Objectives should flow from the Philosophy statement, and should be practical and measurable in nature. They should cover all school operations in such a way that any one given area can derive its own specific objectives from the general school-wide list.

NOTE:

Please see Appendix A for more practical guidance concerning this area of the school's Self-Study.

Instructions

Self-Study Committee members should now follow Steps One to Five as they consider this area of school life.

STEP ONE: COLLECT AND REVIEW THE INFORMATION

First, collect and review the Profiles and the analysis of the survey results generated in Part One of the Self-Study, as well as the current version of the Philosophy and Objectives.

1. The school’s Philosophy and Objectives Statement*

2. All publications (e.g. School Prospectus*) used to inform the community and outside organisations about the school, its Philosophy and Objectives.

3. Details of the process by which the school's Philosophy and Objectives have been developed and regularly reviewed. Those details should include some consideration of the following:

a. the people who participated and the sectors of the school from which they were drawn

b. how input was sought (meeting agendas on the subject, calendars, questionnaires used, etc)

c. the frequency with which the review process has, and will, take place

4. Details of the action planning process (who, when, how) which translates the Philosophy and Objectives into practice.

5. Details of the process by which the practical impact of the Philosophy and Objectives on school life is monitored (who, when, how). Include the results of the latest monitoring.

6. The school’s Admission Policies* and Procedures*.

STEP TWO: WRITE THE DESCRIPTIVE PROFILE

Questions to be answered, with the Standards in mind, when producing the Descriptive Profile:

1. By what process, and by whom, was the current Philosophy and Objectives Statement created?

2. When was the current Philosophy and Objectives Statement formally approved, and by whom?

3. What are the major features of the Philosophy and Objectives Statement?

4. By what means is the Philosophy and Objectives Statement communicated to the entire school community and appropriate recipients outside that community?

5. What action planning processes are used to translate the Philosophy and Objectives into practice?

6. What means are used to monitor the school’s effectiveness in putting its Philosophy and Objectives into practice?

7. What features of the Philosophy and Objectives commit the school to act within the auspices of the United Nations Universal Declaration of Human Rights?

8. What features of the Philosophy and Objectives Statement commit the school to promote international and inter-cultural experiences for its students? How does this commitment show itself in practice?

9. What admissions policies and procedures are in use, and how do they ensure there is a reasonable match between an admitted student’s needs and the programme offered by the school?

STEP THREE: RATE THE SCHOOL AGAINST THE INDICATORS AND THE STANDARDS FOR ACCREDITATION

The Committee should use the information collected in Step One as a source of evidence upon which the ratings in this step will be based.

Section A: INDICATORS RELATED TO STANDARD ONE

Rating

W, P or N

The Philosophy and Objectives Statement defines the core values and mission of the school.

The Philosophy and Objectives Statement addresses the needs of students, and provides some indication of the ways in which the school intends to meet them.

The Philosophy and Objectives Statement establishes expectations for high quality education.

Section A: STANDARD ONE

Rating

E, M or D

The school shall have a clear and effective written statement of its philosophy and objectives, appropriate for the students it serves

Comment (if applicable):

Section A: INDICATORS RELATED TO STANDARD TWO

Rating

W, P or N

The Philosophy and Objectives Statement was created by a process involving input from the broad school community.

The Philosophy and Objectives Statement is widely published in all major school documents, and is appropriately displayed on school premises.

Promotional documents and activities project a realistic picture of the school.

Promotional documents and activities provide parents with an adequate basis for appraising the suitability of the school for their children.

There are periodic reviews of the Philosophy and Objectives which involve the broad school community.

Section A: STANDARD TWO

Rating

E, M or D

The school’s philosophy and objectives shall be generally known, understood and accepted by the governing body, school management, staff, parents, and students.

Comment (if applicable):

Section A: INDICATORS RELATED TO STANDARD THREE

Rating

W, P or N

Appropriate action planning procedures are in use to translate the Philosophy and Objectives into practice.

Appropriate procedures are used to monitor the effectiveness of the Philosophy and Objectives in the life of the school.

Appropriate reference is made to the Philosophy and Objectives in decision-making processes.

Effective procedures are used to collect and analyse hard data and opinions to determine the school's degree of success in achieving the aspirations expressed in its Philosophy and Objectives.

Effective procedures are used to enable the school to react positively if evidence shows that the aspirations expressed in the Philosophy and Objectives are not being achieved.

Section A: STANDARD THREE

Rating

E, M or D

There shall be procedures which enable the school to determine its degree of success in putting its Philosophy and Objectives into practice.

Comment (if applicable):

Section A: INDICATORS RELATED TO STANDARD FOUR

Rating

W, P or N

The Philosophy and Objectives Statement is consistent with the spirit of the United Nations Universal Declaration of Human Rights.

In practice, the school operates within the spirit of the United Nations Universal Declaration of Human Rights.

Section A: STANDARD FOUR

Rating

E, M or D

The school’s Philosophy and Objectives shall lead the school to act within the spirit of the United Nations Universal Declaration of Human Rights.

Comment (if applicable):

Section A: INDICATORS RELATED TO STANDARD FIVE

Rating

W, P or N

The Philosophy and Objectives Statement clearly states the school's commitment to promoting international and intercultural experiences for its students.

In practice, all students at all levels are receiving experiences in internationalism and interculturalism through the formal curriculum and/or activities programme offered at the school.

Section A: STANDARD FIVE

Rating

E, M or D

The Philosophy and Objectives shall commit the school to promoting international and inter-cultural experiences for its students.

Comment (if applicable):

Reminder: Comments should have been made in the appropriate box for any Standard rated "D" or "E". Comments are optional for any Indicators as well as for Standards rated “M”.

STEP FOUR: WRITE THE STATEMENT OF CONCLUSIONS

In a series of brief statements, keeping the Standards in mind, the Self-Study Committee should write its main conclusions for this Section with respect to:

i. Principal strengths in the area concerned which impact positively upon the quality of students’ learning and/or well-being

ii. Principal factors needing strengthening in order to improve the quality of students’ learning and/or well-being

STEP FIVE: ASSEMBLE, SIGN AND SUBMIT THE SELF-STUDY REPORT

The Self-Study Committee should carefully assemble all the materials collected and produced during Steps One to Four inclusive, so as to form the Self-Study Report on the Section concerned.

As evidence of the co-operative action which is so vital in this process, the cover page for this Section in the report should carry the name, position and signature of all the Self-Study Committee members responsible for it. Note: no one person should be exclusively responsible for evaluating any particular area of a school's operation.

The Self-Study Committee should submit its report to the Self-Study Steering Committee.

GUIDELINES FOR PART TWO OF THE SELF-STUDY

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The "Five Step Analysis" of the Areas of a School’s Operation

These general guidelines are to be used in completing each of the Self-Study Sections.

Copies of these guidelines should be made available to all persons working on each Section of the Self-Study Report.

All documentation submitted as part of a Self-Study Report must be written in English (unless the accrediting agency has given specific permission for some Sections to be written in another language).

STEP ONE: COLLECT AND REVIEW THE INFORMATION

The Self-Study Committee should collect all the information requested, both to assist it in the rating of Indicators and Standards in Step Three and as evidence (to be made available to the Visiting Team) to support those ratings:

First, collect and review the Profiles and the analysis of the survey results generated in Part One of the Self-Study, as well as the current version of the Philosophy and Objectives.

Secondly, collect and review all the materials requested in the list. Current documents should be used whenever possible. Items marked with an asterisk* must be included in the report eventually to be sent to Visiting Team members. The other items are likely to be too bulky or too expensive to be duplicated. Therefore only a brief summary of these items should be contained in the report to be sent to the Visiting Team, and the complete items should be available in the Team Meeting Rooms at the school and the hotel for perusal during the Team Visit week. All material, either sent to Team members or made available during the visit week, should be clearly organised and labelled.

STEP TWO: WRITE THE DESCRIPTIVE PROFILE

The Self-Study Committee should produce the Descriptive Profile of the area by responding succinctly to all the questions shown, and by filling out any forms in cases where they are provided. Each answer may be written underneath a copy of the corresponding question, or answers may be fused into continuous prose.

Responses to the questions and entries on any forms should be purely factual, and should not include evaluations or judgments. The Self-Study Committee has ample opportunities to express its opinions in Steps Three and Four.

Later, once verified, this Descriptive Profile will inform the Visiting Team as it writes its report. Therefore its contents must be as current and accurate as possible, reflecting the situation in the school as the Visiting Team will find it. Normally, a Descriptive Profile should occupy just one to two typed pages.

STEP THREE: RATE THE SCHOOL AGAINST THE INDICATORS AND THE STANDARDS FOR ACCREDITATION

The Committee should use the information collected in Step One as a source of evidence upon which the ratings in this step will be based.

i. For each Standard, the Self-Study Committee should first consider all the Indicators provided and rate the school's own practice against each one (W = Widely Implemented; P = Partially Implemented; N = Not Implemented). Given that the circumstances of each school are unique, the Committee may wish to add one or more of its own Indicators to the list and also give a rating against them. The Committee may comment on any of its ratings if considered to be appropriate.

ii. The Self-Study Committee should then examine each Standard for Accreditation, and rate the school accordingly (M = Meets the Standard; D = Does Not Meet the Standard; E = Exceeds the Standard). The Committee's work in rating the school against the Indicators, both those provided and any others added, will guide the process of rating the Standard. All ratings of "D" or "E" must be accompanied by brief explanatory comments. The Committee is also encouraged to comment on any "M" rating where this would help to clarify the response.

STEP FOUR: WRITE THE STATEMENT OF CONCLUSIONS

In a series of brief statements, keeping the Standards in mind, the Self-Study Committee should write its main conclusions for this Section with respect to:

i. Principal strengths in the area concerned which impact positively upon the quality of students’ learning and/or well-being

ii. Principal factors needing strengthening in order to improve the quality of students’ learning and/or well-being

iii. Draft Plans for Improvement which will impact positively upon the quality of students’ learning and/or well-being. These Draft Plans (which ideally would include timelines, lists of those responsible for action, resources required, etc.) will be useful to the school as it draws up its Action Plans for inclusion in the First Progress Report at a later stage of the accreditation process. The Committee should ensure that it includes Draft Plans for Improvement which address all Standards given a "D" rating in Step Three.

STEP FIVE: ASSEMBLE, SIGN AND SUBMIT THE SELF-STUDY REPORT

The Self-Study Committee should carefully assemble all the materials collected and produced during Steps One to Four inclusive, so as to form the Self-Study Report on the Section concerned.

As evidence of the co-operative action which is so vital in this process, the cover page for this Section in the report should carry the name, position and signature of all the Self-Study Committee members responsible for it. Note: no one person should be exclusively responsible for evaluating any particular area of a school's operation.

The Self-Study Committee should submit its report to the Self-Study Steering Committee.

AN OVERVIEW OF THE ACCREDITATION PROCESS

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Introduction

The accreditation process has long been recognized in the United States and in international school circles as a highly effective means of initiating and maintaining school improvement and demonstrating adherence to a set of publicly stated standards. The information contained in this Overview is intended to clarify the various aspects of the accreditation process, its declared purpose, the procedures involved in the self-study and team visit components of the process, and the benefits that accreditation offers to a school.

A. The Accrediting Association

The Council of International Schools (CIS) is a membership organization serving more than 500 schools around the world. On 1st July 2003 CIS assumed responsibility for the Accreditation Service that had been operated by the European Council of International Schools (ECIS) since 1970.

The CIS Accreditation Process is recognized in the United States under the Recognition Program of the National Association of Independent Schools (NAIS).

On request CIS may undertake an evaluation in collaboration with another accrediting association, in which case the school produces one Self-Study and hosts one Team Visit. The Chair and Co-Chair, representing the two associations, convey the recommendations of the Team to their respective organizations. Each association makes its own independent decision with regard to the possible accreditation of the school.

B. Purpose of the Accreditation Programme

There are a number of benefits associated with the award of accreditation to a school, but the main aim of this evaluation programme is to provide an opportunity to improve the quality of the education offered at the school through a rigorous process of self-examination followed by an objective external appraisal by a team of peers. The resulting Visiting Team Report and the independent actions of the accrediting association(s) attest to the quality of education at the evaluated school.

C. Criteria for Evaluation

Each school is evaluated against two basic 'benchmarks', these being:

1. The School's own Philosophy and Objectives

Each school is required to have a clear statement of Philosophy and Objectives and is evaluated in terms of how successful it is in meeting its own stated purposes.

2. The Standards for Accreditation

Each school is required to meet a set of written standards in each area of its operation.

The Standards are designed to reflect the characteristics of a high quality educational experience. However, they do not pre-suppose any specific model of excellence nor do they suggest comparing the characteristics of one school with those of another. The guiding principles of the accreditation programme are that a school will be evaluated against prescribed standards but in terms of its own Philosophy and Objectives and that the school’s programmes are appropriate to its unique demography.

D. Outline of the Accreditation Process

The process involves these five essential stages which are repeated on a routine ten-year cycle:

1. The Preliminary/Preparatory Visit

A school seeking accreditation for the first time hosts a Preliminary Visit, usually lasting two to three days and normally involving one or two visitors appointed by CIS. The purposes of the visit are both to clarify the various aspects in the accreditation process and to ascertain the school's readiness to undertake the self-study. When the school concerned is seeking re-accreditation a similar visit is conducted, the main differences being that the school remains in accredited status throughout and that the visit is entitled The Preparatory Visit in order to highlight this distinction.

2. The Self-Study

The self-study, lasting approximately two years, is the most important part of the entire evaluation and accreditation process, both in the commitment of time and effort involved and in the value to be derived. The self-study begins with the Part One Committee collecting and analysing data from the opinion surveys applied to all constituent groups in the school community and then generating a school profile. In Part Two, the school conducts a searching review of its own operations with each self-study committee using the results of the recently completed data collection and profile and its own philosophy and objectives as the starting point for its work.

Part Two of the self-study is divided into seven Sections, listed below. Each Section covers a major area of the school’s operation, for which there are Standards for Accreditation against which the school will rate itself. Indicators for each Standard will guide the school in assessing its own adherence to the stated Standards.

A - Philosophy and Objectives
B - Curriculum
C - Governance and Management
D - Staff
E - Student Support Services
F - Resources
G -Student and Community Life

For each of the Sections A and C-G, an assigned self-study committee will collect, assemble and analyse certain requested data, complete a descriptive narrative or fact sheet, rate its current practice against the Indicators and the Standards for Accreditation, and write a statement of conclusions which will include plans for improvement in areas determined by the school to be weak or deficient with respect to the standard at hand.

For Section B, the school will assign a number of self-study committees to look at curriculum from both “horizontal” and “vertical” perspectives. The number of “horizontal” reports to be completed will be determined by the school, according to the number of divisions or levels that exist at the school. Each “vertical” report will cover a single subject area or discipline through the full grade range of the school. In each of the many reports required for Section B, the school will use the same steps as those listed above for Sections A and C-G.

A truly comprehensive self-study requires a considerable time commitment from all members of the school's teaching and management staff and also from a representation of parents, Governing Body members and students. It is the intention of CIS that the self-study should present an honest, broad view of the school and that it should not represent the views of any minority group within the school.

Every staff member should participate in the self-study process through completion of a meaningful assignment or assignments, preferably reflecting both the individual’s direct area of teaching or other responsibility and his/her interest in a more general aspect of the school's operation. In forming the subject area committees under Section B, it will be important to have representation from each of the divisions in which the subject is taught.

When finished, the Self-Study Report must be sent by the Steering Committee to CIS and appointed Visiting Team members. The report should also be available for perusal by all those who took part in the Self-Study Process.

3. The Team Visit

Following the completion of the self-study, the school is visited by a team of suitably qualified administrators and teachers drawn from other schools that represent the accrediting association(s).

The primary function of the Visiting Team is to assist the school by providing an objective assessment of the conclusions of the self-study. The Team visits the school for approximately one week to see it in action. Team members visit classrooms and other work places, and they talk with students, parents, members of the staff and Governing Body. They examine all aspects of the school in the light of the self-study, the school's own Philosophy and Objectives, and the Standards for Accreditation.

It is worth emphasizing here that during the course of the visit, no assessment should be made of individual staff member’s performance, nor will critical reference be made to any specific individual in the report of the Visiting Team. The job of the Team is to review the quality of the educational experiences offered at the school, not to assess the qualities of individual teachers.

The Team will write a detailed report which will address every part of the self-study. For each of the Part Two Sections A and C-G, and the many Sections under B, the Team will offer a narrative of its findings and a set of commendations and recommendations. The Visiting Team Report will be sent to CIS, and will be forwarded to the school as soon as initial analysis has been carried out.

The Visiting Team will also make an overall recommendation with regard to possible accreditation of the school directly to CIS. The Team will not inform the school of its overall recommendation which strictly has the status of advice to the accrediting agency.

4. Decision on Accreditation

The CIS Accreditation Service and its Advisors will carefully review the Visiting Team Report and consider the recommendations of the Visiting Team relative to possible accreditation of the school. A recommendation will then go before the CIS Board of Trustees.

The decision by each Board may be to:

a. Award Accreditation or Re-accreditation.

b. Award Accreditation or Re-accreditation with specific qualifications.

c. Postpone Accreditation or Re-accreditation for some specified reason(s).

d. Not award Accreditation or Re-accreditation.

Any adverse decision is subject to appeal by the school. Adverse accreditation decisions are defined as denial of accreditation, placement on probation, postponement of accreditation, or termination of accreditation.

5. Subsequent Procedures

A number of follow-up procedures have been established, including:

a. The First Report on Progress and Planning, prepared by the school at a date to be specified by the CIS (typically no later than 18 months from the Team Visit). This shall contain a summary of the recommendation responses already completed by the school and Action Plans for addressing the other recommendations of the Visiting Team. An on-site visit may be required at the option of CIS.

b. A Five Year Report that shows how the school has addressed the Visiting Team’s recommendations following its own Action Plans. The accrediting association(s) will also expect to see Action Plans for the coming period included in this report. Receipt of the school’s report will be followed by an on-site visit by at least two people appointed by CIS, and they will themselves write a comprehensive report.

c. Special Reports and/or Special Visits at any stage of the accreditation cycle if considered necessary

E. Benefits of the Accreditation Process

The award of accreditation itself.

The school's own claim to excellence, however well justified, will always be open to question in the absence of an objective verification of quality. The school's earning of accredited status from a respected agency can be very reassuring to parents and faculty. It is an indication to the school community and to other individuals and establishments (including universities) that the school offers a quality education.

The opportunity for self-assessment.

To some extent continuous improvement is already a goal of schools, but not at the level to which self-evaluation is taken during the writing of the self-study when the school is working to meet clearly stated external standards and demanding deadlines. Schools earning accreditation status tend to agree that introspection has been the most valuable aspect of the entire process. Also of significant benefit is the opportunity for school staff to meet collaboratively, often across disciplines and divisions of the school, to discuss issues, to identify concerns, and to propose improvements.

The opportunity for improved intra-school contact and understanding.

In some schools it is quite possible to go from year to year feeling that staff members in other areas are vague acquaintances at best and that the concerns of other sections are of little interest to them. It is the common experience of schools undergoing evaluation that the accreditation process is a unifying force in a school.

The opportunity to receive an external assessment.

The Team Visit involves a detailed, objective evaluation which reflects the perspectives of fellow professionals who have been trained in the evaluation process and who are familiar with both the Standards for Accreditation and the unique nature and concerns of international schools.

A plan for the future.

The Self-Study document, the Visiting Team Report, the First Progress Report and the Five Year Reports serve as a guide to planning for the school as it maps out its direction for the years ahead.

Affirmation of the school's needs.

It may be that Governing Body members, staff, management, students or parents have felt the existence of certain needs for some time. The Visiting Team Report will serve to validate concerns and to guide staff, Governing Body and administration in establishing priorities and developing action plans.

GLOSSARY OF TERMS AS USED IN THIS BLOG

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A wide variety of terminology is used in international schools world-wide. In the following list, the authors of this Guide explain some of the terms they have used.

Curriculum: this term is used in a very broad sense. It refers not only to written documentation but to all aspects of the teaching/learning programme namely its design, delivery, assessment, and review.

Governing Body: this term applies to the duly constituted group which has the ultimate authority to make decisions on behalf of the school. In a given school it may be known as the School Board, the School Council, the Governing Council, the Board of Governors, the Board of Directors, the Board of Trustees, etc.

Head of School: this term denotes the person who leads and supervises the daily operations of the school, ensuring that the policies of the Governing Body are put into practice. In given schools titles such as Director, Headmaster/Headmistress, Headteacher, Principal (when it is the highest leadership post in the school), CEO, Chief Administrator, etc. may be in use.

Heads of Subject: usually a teacher who also has a supervisory or middle management role with respect to a subject or combination of subjects. In some schools may be called a Department Chair.

Philosophy & Objectives: includes all similar “fundamental” school statements such as Mission, Charter, Vision, etc.

School Community: used here in the broad sense of all “stake-holders”. That is to say the following are included: students, parents, school staff, school managers and the governing body.

School Divisions: refers to “horizontal” units (School Sections or School Departments) such as Elementary or Primary Division, Middle School Division, etc

School Management: equivalent to the “Administration” in USA English. Refers to the group of people whose main role is to supervise school operations.

Special Needs: includes provision for students with learning difficulties as well as those with exceptionally high ability or talents.

Staff: this term is used in a broad sense. It includes all personnel - those with managerial roles, those with academic roles (teachers/faculty), and those with support roles.

REPORT ON A FACT-FINDING VISIT TO The Memorial International School Tirana, Albania

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- summary -

Date: -November 11 – 12, 2007

CIS Visitor: - John Heard, Accreditation Officer

1. Introduction and Background

The Memorial International School (MIST), Tirana was granted accreditation status in June 2005 following a successful Preliminary Visit conducted a month earlier.

In hindsight it may have been best for both the school and CIS to have waited slightly longer before the MIST embarked upon the rigorous and very demanding accreditation process.

The school was growing in numbers and adding grades. Secondly, the school was planning to move to new facilities in the summer of 2006. Further, there was no one on staff with previous accreditation experience. While this in and of itself should not be a problem, experience shows that schools beginning accreditation are best served if there is a professional with knowledge about accreditation working at the school. Additionally, there has been a significant turnover in staff.

A new native speaking English curriculum coordinator was appointed last January. This person also took on the role of accreditation coordinator. Having examined the progress made between June 2005 and December 2006 the curriculum coordinator did not feel that MIST was ready to host the Team Visit in the spring of 2007.

Consequently, the school contacted CIS in the spring 2007 and asked for a postponement.

2. Current Situation

Under CIS accreditation policy, schools must re-start the process if they have not hosted a Team Visit within 24 months of the initial Preliminary Visit (in the case of MIST by May 2007).

Thus, a “fact-finding” visit was arranged for November 2007. The Visitor spent 2 full days at the school on November 11 and 12, 2007. During this visit, a number of people were interviewed including the management team, Board, teachers and staff. A workshop was held to explain the 7^th Edition accreditation protocol.

The new curriculum coordinator has experience with accreditation and has thus managed to focus the school’s energy on the process. I believe the decision to postpone the Team Visit in spring 2007 was the correct decision as the Self-Study to that point had not really reflected on the findings of the original Preliminary Visit of May 2005.

3. Recommendation/Conclusion

The MIST school today is one that is significantly different than the one described in the Preliminary Report of May 2005. Nevertheless, many of the findings of the 2005 Report are still valid.

Consequently, my comments will be superimposed in bold print on the original Preliminary Report and it will be re-titled as a Fact Finding Visit. The school should use this report as its basis during the self-study.

It is hoped that as many people as possible within the MIST community will participate in the on-line survey which is step 1 before review the school’s Philosophy and Mission. This is the foundation of a good self-study.

The Visitor is confident that Memorial International School is now ready to recommence the Self-Study and will benefit from the CIS accreditation process.

Respectfully submitted,

John Heard

CIS Accreditation Officer

Naples, Florida, USA

December 2007

REPORT ON THE PRELIMINARY VISIT TO Memorial International School Tirana Albania

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The Council of International Schools

Partially revised December 2007 Fact-Finding Visit

John Heard - CIS Accreditation Officer

May 2^nd 4^th 2005 -Preliminary Visitor

Margaret Alvarez - CIS Accreditation Officer

Compatibility: 7th Edition (7.01) 23 July 2003

INTRODUCTION

Memorial International School Tirana (MIST) was founded in 2001 as an English- medium school to serve the needs of the foreign community in Tirana as well as internationally minded local citizens. It is part of the Turgut Ozal Education Company, a for profit, Turkish owned company, which runs several private schools in Tirana. The other schools in the group offer the Albanian national curriculum. MIST is one of two international schools in Tirana and it is recognised by the Albanian Ministry of Education.

The Company’s Board, consists of 7 shareholders. The work of the Board is supported by an additional Board called the Administrator’s Board which is chaired by the General Director and Administrator, one of the shareholders, and includes the Finance Director, Culture and Social Activities Director, Education Director and the 5 Principals of the schools in the group.

Fact Finding Visit: the school has appointed a new curriculum coordinator

The school serves students from ages 5 to 13. There are currently 51 students enrolled in the school. The main student nationalities are Albanian and Turkish. The school intends adding an additional year each year and has recently received approval from the Albanian government to start a High School section.

Fact Finding Visit: enrolment now at 151.

Teaching staff members are primarily from Albania (50%). Five nationalities are represented in the teaching body. There are in total 10 full time equivalent teachers.

Fact Finding Visit: there are now 23 full-time teachers.

The school’s curriculum is broadly based on the National Curriculum for England and Wales.

The school is located in the outskirts of Tirana in a residential area where many diplomatic families live. The facilities include outdoor play areas, a science laboratory, a computer laboratory, regular teaching spaces as well as specialist teaching rooms, a canteen, rooms for administrators an indoor gymnasium and a library. The facilities are tastefully decorated and attractively finished.

Fact Finding Visit: the school is now in new premises in central Tirana

The school is currently planning to relocate to a new site as enrolment growth has put pressure on available space. One of the challenges facing MIST is to attract and retain foreign teaching staff. Albania is a little known developing country.

Fact Finding Visit: the move to a new building has been completed

The school approached CIS with a view to entering the accreditation process in 2003. The Preliminary Visit which is the subject of this report took place in May 2005. As the school is a small school Margaret Alvarez obtained permission from CIS to undertake the Preliminary Visit alone. In this instance the Preliminary Visit and the Membership Visit have been combined.

Fact-Finding Visit: the school submitted a new Request for Prior Information Form with updated information on November 3, 2007.

The report which follows adheres to the usual format for CIS Preliminary Visits under the 7th Edition of the accreditation protocol. It is hoped that it will prove informative and useful to the CIS Accreditation Committee, to the school during the Self-Study, and to the Chair of the Visiting Team when appointed.

The Report contains three main parts, as explained below:

Part One deals with the question of the readiness of the school, contains general information and addresses the Standards for Accreditation. It also informs CIS and the school of those areas which, in the opinion of the Visitor, warrant particular attention prior to the Team Visit. It must be stated, of course, that the opinions expressed are those of one Visitor and, while they are intended to reflect accurately the information provided and views expressed by members of the school community, they must not be expected to be as comprehensive or thorough as the findings of a full Visiting Team. Any conclusions reached by the future Team will naturally take precedence over those expressed in this Preliminary/Preparatory Visitor’s Report.

Part Two deals with those aspects of the Visit which were designed to ensure that the school is prepared for both the Self-Study and the Team Visit.

Part Three offers comments with regard to the school's current status within the accreditation process and incorporates general concluding remarks.

In writing this introduction the Visitor would like to emphasise that their visit was made professionally effective and personally pleasant by the outstanding hospitality shown by all persons associated with Memorial International School Tirana. Everyone was extremely welcoming and helpful with regard to providing information. The Visitor would like to thank all connected with the school, and particularly Mr Emrullah Durmaz, the Principal for organising the details of the Visit.

Mr. John Heard would also like to extend his thanks to everyone at MIST for their kind hospitality during the November 2007 Fact-Finding Visit.

PART ONE: ASSESSING THE READINESS OF THE SCHOOL

The information which follows has been sub-divided according to the usual section headings used in the Guidelines for the Self-Study. Each section is further sub-divided under two headings:

· Observations (which are intended to address the Standards for Accreditation)

· Suggested Areas for Attention (if any).

SECTION A: PHILOSOPHY AND OBJECTIVES

Observations:

Fact Finding Visit: no changes in this section. However, as part of the self-study, the school should conduct a thorough “on-line” survey through Endicott College of the MIST constituents (parents, students, staff and Board) so that an impartial review of the current Philosophy and Objectives takes place. (COMPLETED DECEMBER 2007 - JANUARY 2008 60 DAYS)

MIST’s Philosophy and Objectives were written by the then school Head and the Administrator prior to the school opening in 2001. At that point no other members of the school community were involved. The Philosophy and Objectives will now be reviewed as part of the accreditation process. This review needs to include a broad cross section of the school community. A policy for review of the philosophy and objectives is also needed. At present the school’s philosophy and objectives make no mention of the school’s objective to maintain its recognition by the Albanian Ministry of Education and the stipulations it must comply with to retain this status.

The admissions process differs depending on which Key Stage the student wishes to enter. For example in the earlier Key Stages the school solely relies on information from school reports and in the later key stages students undergo admissions tests and interviews. In general the school tries to serve the needs of students seeking admission; however, it does not have services for students with special needs. Further comments on this issue can be found in Section E. Students who need support with English receive help from English Second Language teachers. The school is advised to more clearly publish its policy on special educational needs in its admissions package and request that parents inform the school on the admissions form of the extent of any special educational support a student may have received.

The school’s philosophy and objectives is referred to in school publications but would benefit from being more explicit. The Visitor also recommends that these statements be displayed around the school campus.

The school is very open to receiving parent feedback and arranges many meetings throughout the year for this purpose. Its noble attempts to measure its effectiveness in putting its philosophy and objectives into action would be strengthened if the school could create an instrument which uses hard data and which directly measures the school’s aims as stated in the philosophy and objectives.

The school’s Philosophy and Objectives resonate with the spirit of the United Nations Universal Declaration of Human Rights and the statements commit the school to promoting international and intercultural understanding.

MIST is striving to be an international school of excellence and the Visitor is in no doubt of the commitment and goodwill in this area. As not many of the staff have experience of working in an international school it is recommended that the school seek to network with other international schools and that as far as possible it sends staff members to international school conferences or sends staff to visit other international schools. In this way the school community will develop a better understanding of the nature of international school education.

Suggested Areas for Attention:

· A review policy is needed for the school’s Philosophy and Objectives.

· In the upcoming review of the Philosophy and Objectives the school should involve representatives from each of the school’s stakeholder groups.

· Consideration should be made in the upcoming review of the school’s recognition by the Ministry of Education in Albania and what that involves.

· The school needs to review its admissions process to ensure that effective screening takes place for students with special educational needs.

· The school should more clearly articulate its policy on special educational needs in the admissions package and ask on the admissions form that parents inform the school if their child has previously received special educational support.

· The school should display its philosophy and objectives around the school campus.

· An instrument is needed which makes use of hard data, to determine the school’s degree of success in implementing its philosophy and objectives.

· It is recommended that the school seek to network with other international schools and that as far as possible it sends staff members to international school conferences or sends staff to visit other international schools. In this way the school community will develop a better understanding of the nature of international school education.

SECTION B: CURRICULUM

Observations:

Fact Finding Visit: between the time of the original Preliminary Visit and November 2007, the school has done considerable work in this area. Of the various segments of this report, curriculum is the one area where teachers and staff are on task to meet accreditation standards and indicators.

The school’s curriculum is broadly based on the National Curriculum for England and Wales. It is however not implemented in its entirety, for example the numeracy and literacy strategies are not completely followed and achievement tests at the end of the key stages are not given. There is an urgent need for the school to hire at least one teacher who has substantial experience in the National Curriculum for England and Wales and who can provide in house training in this area.

The curriculum seems to have been chosen because of its reputation and the ease of access to curriculum materials and supporting resources. As the school is recognised by the Albanian Ministry of Education, Albanian students in the school must be given instruction in Albanian Language and Literature, history and geography. It seems that the school can have some flexibility in how much of the Albanian curriculum is taught but as yet has not exercised this right. As a result it appears that the entire curriculum is being delivered to students but that the time available for this results in superficial coverage of the Albanian curriculum. The school needs to make the link between the curriculum and the school’s philosophy and objectives more explicit and, as mentioned in Section A, needs to address the Albanian government requirements in its objectives.

School-wide curriculum policies as listed in Standard 1 are needed and these policies when written should be consistent with the school’s philosophy and objectives.

Considerable curriculum documentation is in place and it is obvious that much effort has been focused in this area. With some adjustments the curriculum documentation should meet Standard 2. The principal task is to follow a uniform approach to documentation and to ensure that all areas include the concepts outlined in Standard 2. Documentation is missing for Year 5 as there is currently no Year 5 in the school and no documentation is in place yet for Year 8 which will begin next year. These areas of need should be addressed as soon as possible.

The curriculum provides for the varied developmental, academic, social, physical and emotional needs of students. The Visitor saw examples of how the teachers differentiate the curriculum to meet individual student needs.

The school day is punctuated by a series of bells which indicate mandatory break periods throughout the school day. The Visitor witnessed how these ‘mandatory breaks’, sometimes only 5 minutes in the middle of a double period, interrupted lesson flow and added to classroom management issues.

Vertical and horizontal articulation is an area of need. The school needs to create time for teachers to meet so that cross curricular links can be made and effective scope and sequences can be created for each area. In order to lead this and other aspects of curriculum development a member of staff needs to be given overall responsibility for managing the curriculum.

Field trips to places of interest around Tirana take place but the school should make more explicit the manner in which it uses resources in Albania to enrich the curriculum. In a similar vein much more can be made of the richness of the cultural diversity of the community to enhance the children’s learning experiences.

As the school is a relatively new school not many resources have been available for professional development. Now that the school is more established the administration needs to develop a professional development plan which supports the school’s overall curriculum development plan. Current needs appear to be the role of assessment in the curriculum, classroom management, supporting English Second Language speakers in mainstream classes, special educational needs, information technology- its use and integration into the curriculum, implementation of the national curriculum of England and Wales, student learning styles and broadening the range of teaching methodologies used in the classroom.

Resources development is an area of need; in particular technology resources. The Visitor saw no use of technology in classrooms other than in the computer laboratory. No computers are available in the library and computers are available in classrooms only in years 3, 4, 6 and 7. Staff report that the school is very willing to support their resource needs but that limited supplies are available locally and obtaining resources from overseas is problematic.

Teachers communicate very well with parents. Parents, in spite of the obviously different methods of teaching and curriculum from the one they are used to, demonstrate remarkable understanding of the school and its systems. Indeed they are delighted with what the school delivers and are very supportive of the school, the school administration and teachers. Students are clear about what teachers expect from them.

The school reports student progress to parents 4 times per year. Two reporting periods offer detailed information about student progress and the other two periods offer summaries of student progress. Parents expressed appreciation of the school’s diligence in informing them of their child’s progress.

Student assessments take place on a regular basis but they tend to be rather ’traditional’ in nature. The school needs to support teachers in building a repertoire of assessment tools which reflect current educational thinking in this area. The school also needs to create systems to use the data gathered from assessments to evaluate and revise the curriculum and methodology (Standard13). To assist the school in measuring student learning against external standards it would be helpful if the school could benchmark itself with other English National Curriculum schools.

Suggested areas for attention:

· The school needs to make the link between the curriculum and the school’s philosophy and objectives more explicit and as mentioned in Section A needs to address the Albanian government requirements in its objectives.

· The school needs to review the manner in which the Albanian curricular requirements are addressed.

· There is an urgent need for the school to hire a staff member who has substantial experience in the National Curriculum of England and Wales and who can provide in house staff training in this area.

· School-wide curriculum policies as listed in Standard 1 are needed and these policies when written should be consistent with the school’s philosophy and objectives.

· A uniform school-wide approach to curriculum documentation should be created and all documentation should include the concepts outlined in Standard 2. Documentation is needed for Year 5 and the school should begin to create documentation for Year 8 and subsequent years as soon as possible so that appropriate resources can be requisitioned and a clear curricular path is created for students.

· The school needs to create time for teachers to meet so that cross curricular links can be made and effective scope and sequences can be created for each area.

· In order to lead curriculum development a member of staff needs to be given overall responsibility for managing the curriculum.

· The school should make more explicit the manner in which resources in Albania are used to enrich the curriculum. In a similar vein much more can be made of the richness of the cultural diversity of the community to enhance the children’s learning experiences.

· The school should create a professional development plan which supports the school’s curriculum development plan. Areas of need listed above should be prioritised and addressed when feasible.

· As soon as possible the school should address information technology needs. These needs include the acquisition of additional hardware and software as well as staff training and the integration of technology into the curriculum.

· The school should continue to seek ways to increase classroom and library resources.

· MIST needs to support teachers in building a repertoire of assessment tools which reflect current educational thinking in this area.

· The school may wish to revisit the system of mandatory short breaks throughout the day in order to allow the teacher to utilise time available in the manner best suited for the students in the class.

· The school needs to create systems to use the data gathered from assessments to evaluate and revise the curriculum and methodology (Standard13).

· To assist the school in measuring student learning against external standards it would be helpful if the school could benchmark itself with other English National Curriculum schools.

SECTION C: GOVERNANCE AND MANAGEMENT

Observations:

Fact-Finding Visit: The original observations noted in the Preliminary Visitor’s Report are still accurate. The Fact-Finding Visitor found a good working relationship between the various components of the school administrative and governing structure. Nevertheless, the general principles of good governance and management must be looked at very carefully during the self-study process.

It is important to clarify the roles of the teachers/department heads within MIST and the larger Turgut Ozal Company (which also employs “department heads”).

The School Board consists of the Administrator, his assistants and the principals of all the schools in the education group. The business discussed at these weekly meetings tends to relate to the group in general. The Principals are, however, very supportive of each other and if an issue is affecting one of the schools this could be discussed at the meeting. There is currently no governance training in place for this group and no evaluation process. The other Principals are heads of schools offering primarily the Albanian National curriculum. During the course of the visit the Visitor mooted the idea of establishing an Advisory Body for the school which could focus more specifically on issues relating to the international school.

The Principal has a very detailed job description which describes the scope of his authority and responsibility. A good relationship appears to exist between the Principal and the governing body. It would be helpful if the role of the company directors, the governing body and the Administrator could be laid out in policy form so that there is a clear understanding of the different roles. Job descriptions are also needed for all positions in the school and an appraisal system is needed for the Head of School.

When the current Principal assumed the leadership of the school in November 2004 he began a process of analysing the school’s strengths, weaknesses and opportunities and established a set of goals for improvement. This excellent foundation now needs to be built upon to include timelines for action, designation of responsibility for action, and the creation of planning steps. The financial implications of the planned action also need to be stated and the school should seek to involve the staff in the process.

The governing body and school management comply with all applicable statutes, government laws and regulations. Contracts are respected and the school seems to deliver on its promises.

A policy manual is needed which includes for example board specific, curricular and student related policies.

The school has a budget which is separate from that of the group. The Principal is responsible for managing the budget .Currently the school relies on subsidies from the group as its income is not sufficient to cover its operating fees. The amount of subsidy needed seems to be less each year as a result of increased enrolment. The Visitor did not view documents relating to the overall financial situation of the group, just the school’s individual budget, but informed the school that at the time of the Team Visit if the school was still reliant on group subsidies that the Team would need to have an indication of the overall financial situation of the group in order to decide if the school could meet Standard 7. The Visitor visited one of the other schools in the group and was impressed by the splendid campus and resources as well as the level of construction which was taking place to build a new campus adjacent to this school for one of the other schools in the group. Given the level of investment and the track record that the education group seems to have in Albania this bodes well for the future of the school.

Parents are informed in advance of the nature and scope of their financial obligations.

Suggested areas for attention:

· It is suggested that the school review the current governance structure to see if there are ways of including an additional layer which would specifically support the international school programme.

· The school should seek ways to train board members and have them create an evaluation tool.

· It would be helpful if the role of the company directors, the governing body and the Administrator could be laid out in policy form so that there is a clear understanding of the different roles.

· Job descriptions are also needed for all positions in the school

· An appraisal system is needed for the Head of School.

· The excellent preparations for strategic planning now need to be built upon to include timelines for action, designation of responsibility for action, and the creation of planning steps. The financial implications of the planned action also need to be stated and the school should seek to involve the staff in the process.

· A written codified policy manual is in needed which includes, for example, board specific, curricular and student related policies.

· The school should continue its plan to become independent of subsidies from the educational group and at the time of the Team Visit should ensure that documents are available which describe the financial wellness of the school and/or education group.

SECTION D: STAFF

Observations:

Fact Finding Visit: the number of teachers has increased significantly reflecting the increase in the number of students at the school. There seems to be a high turnover of foreign staff – perhaps not untypical of a young, international school in a country with an emerging and developing economy. Nevertheless, the school should takes steps to find and retain the best foreign and local, Albanian teachers that its resources can manage. This is very important.

Current nationality mix: Albanian = 56%, Turkish = 30$ and UK, USA, Canadian = 14%

In general the school has sufficient numbers of management and teaching staff to carry out the school’s programmes and services. However, some of the support areas seem to struggle to deliver services at the standard expected by the school with the number of available staff. Some of the teaching staff have no teaching credentials and others are not qualified for the areas in which they are teaching.

A positive climate prevails in the school and staff members appear to enjoy collegial, supportive relationships. Teaching and non teaching staff members appear to be thoroughly engaged and committed to tasks and the Visitor saw first hand how teaching staff make every effort to meet the individual needs of students. Contracts clearly state the conditions under which staff members are hired. An adequate orientation programme is given to staff when they join the school and this serves as a good introduction to the unique nature of an international school.

This very positive foundation would be further enhanced by creating a comprehensive set of personnel policies and job descriptions which delineate areas of responsibility outline communication channels and address the other areas listed in Standard 4. These tools will help create greater transparency, serve as a basis on which to evaluate staff performance and assist staff better understand where responsibilities lie. Furthermore a system of evaluation for support staff and foreign hire staff is needed. The existing system of appraisal for local teaching staff and the eventual appraisal system for foreign hire teachers need to inform the school’s professional development programme. At present limited professional development opportunities exist for staff.

Some support staff felt that their remuneration package was below market rates for the standard of work required of them. However, when this perception was checked with members of the school administration a very different picture was presented. In the interests of staff morale and a healthy working climate this perception ought to be addressed.

Suggested areas for attention:

· The school should develop a set of comprehensive personnel policies and practices for all staff.

· The issue of teacher qualifications need to be addressed.

· The school should develop job descriptions for all positions in order to clearly delineate areas of responsibility, create greater transparency in decision making, and to use the job description as a basis on which to base evaluations of staff performance.

· An evaluation system is need for support staff and foreign staff and these new systems along with the existing system for local staff need to inform the school’s professional development plan.

· The school needs to increase opportunities for staff development and these opportunities should relate to school as well as individual needs.

· In the interests of a healthy working climate and staff morale the school should address the perception that support staff salaries are below market rates.

SECTION E: STUDENT SUPPORT SERVICES

Observations:

Fact Finding Visit: the move to the new building has made life better for all teachers and staff including additional resources in this area. The school is still not equipped to take children with learning disabilities. There is some limited support in this area

Currently there is only one non-native speaker who is qualified in ESL. The school is considering the City and Guild coursework for teachers who teach in English.

The school makes an effort at intake to convey these limitations to parents. Additionally, the school does its best to collect appropriate information from parents when they bring their children in to enrol.

MIST does not offer a programme for students with learning differences and there is no teacher on staff with training in this field. Although the school policy is not to admit students with special needs the current admissions screening process is not always able to identify such needs and the school feels that as the only international school in town that they ought to try to serve students as best they can. This dichotomy obviously presents challenges for the school. The school needs to clarify its position with respect to special educational needs and needs to clearly state its position on admissions forms and in promotional materials. A comprehensive set of policies are needed for this area.

A prospective student’s English level is tested during the admissions process. If English support is needed teachers work with the student on a withdrawal basis. Although the teachers giving support tend not to be qualified in this area, this programme appears to have met with success. Parents are delighted with the progress students have made and students seem to quickly reach the competency level necessary to function in a regular class. This success story is due in large part to the extra effort made by teaching staff in assisting students during lunchtimes and after school.

As MIST is a small school there is no qualified counsellor on staff. Class teachers are charged with the responsibility of monitoring the social and emotional welfare of the students. A scheduled pastoral class took place last year on a weekly basis during which designated topics were taught to the children. This appears to have been discontinued and the students expressed the need for the programme to be reinstated. Teachers deal with individual concerns as and when necessary. Standard 8 does not currently apply to MIST.

The school reports to parents in detail twice per year and in brief another two times per year. In addition parents are encouraged to contact the school at any time should they have questions about their child’s progress or questions about the school’s programmes.

The school enjoys the services of a doctor from 10am each day. The doctor gathers and maintains student medical information, administers emergency first aid, and monitors hygiene in the kitchen and around the school. In order for sufficient health care services to be provided for activities and events outside the school, the school should prepare first aid kits which teachers can take with them when they accompany students outside of school. It would also be helpful if some staff could be trained in first aid. Policies for the school’s health service are needed to clarify to the community the scope of the service and to create a common understanding of how the service functions. Student medical records are not stored in a fire proof container.

Suggested areas for attention:

· The school needs to clarify its position with respect to special educational needs and needs to clearly state its position on admissions forms and in promotional materials.

· A comprehensive set of policies are needed for the area of special needs.

· The school should address the need for teacher expertise in the area of ESL.

· The school should review the students’ desire to have the pastoral/ personal Social and Health programme reinstated.

· The school should prepare first aid kits for use when teachers accompany students off campus.

· It would be helpful to have staff trained in first aid who could effectively deal with emergencies when the doctor is not present.

· Policies are needed for the school’s health services to clarify to the community the scope of the service and to create a common understanding of how the service functions.

· Student records should be stored in a fire proof container.

SECTION F: RESOURCES

Observations:

Fact-Finding Visit -This section of the original Preliminary Visitor’s report is now redundant as the school moved into new premises in the summer 2006. Here is an update as of December 2007.

The new school building is within a “college” that is just adjacent to MIST. The MIST program is self-contained and the school can expand in the future if necessary.

The school is located at the city centre. Facilities include specialist areas such as a science lab, networked computer lab, art and music room, gymnasium, library and media room. Each classroom has a computer with TV connection to enable computer-based studies.

Regular classrooms for primary and secondary are of an adequate size. There are rooms for art/music, science laboratory, computer and media rooms and a very small library. Teachers have their own preparation room. There is a large cafeteria where breakfast and lunch are served.

The ICT/technology resources are adequate for such a small school but the library/print resources are very, very limited.

The school has its own outdoor play space in both the front and rear of the main building.

Suggested areas for attention:

· The school should review all the Standards and Indicators in Section F to determine whether the new facility is in compliance with the CIS requirements.

· School records should be kept in a fire proof container.

· The school should continue its plan to develop the library. Computers are needed as well as additional books and periodicals.

· The school should seek to create a library database for managing the collection.

· If possible the librarian should gain experience in international school library management.

· A library skills programme is needed

· A job description is needed for the library.

· Systems should be created to involve teachers in the development of the library collection and the librarian should be involved in the school’s curriculum development process.

· A policy is needed for challenged materials

· An information technology development plan is needed

· A process is needed for evaluating the effectiveness of the library.

· The school should seek to integrate information technology into the curriculum by: increasing the number of computers in classrooms, enhancing teachers’ IT skills and creating a greater understanding of how IT can be used within the curriculum and the IT skills required of students within the National Curriculum.

SECTION G: STUDENT AND COMMUNITY LIFE

Observations:

Fact-Finding Visit – no essential changes to this section. However, the Visitor did not the efforts being made by the school to internationalise the program, activities and cultural events.

A climate of mutual respect, friendship and collaboration exists at MIST. Students readily describe how new students adapt easily to the school and how the students support each other. A similar atmosphere exists amongst the staff. Parents and students also emphasise the excellent relationships which exist between teachers and students and both are very appreciative of the manner in which teachers guide students and manage behaviour. This appears to contrast favourably with the local system. Relationships with the administration are generally good and the school’s leadership team has a genuine commitment to the well being of students, staff and the school. Policies and procedures are needed in some areas to overcome the occasional miscommunication and misunderstanding. Until the current administration assumed responsibility for the school it seems that the school culture did not encourage community input into school policy and school planning. This appears to have changed and staff are very encouraged by this shift.

As MIST is a small school the processes for giving and receiving information and feedback can be informal. Nevertheless, many opportunities seem to exist. For example, the school sends out regular communications, holds parent evenings and holds a series of ‘cocktails’ during which information is shared. Students and parents report that the administrators are always available to listen to their concerns, answer their questions and that they actively seek feedback on the service they provide. No Student Council currently exists and students tend to address concerns to their teachers in the first instance and if necessary to members of the administrative team.

A variety of activities such as piano lessons, ballet, sports, computer classes, art and games are on offer everyday for around 40 minutes. Student participation is optional. Overseas excursions take place around 2 times a year and students participate in fieldtrips to places of interest around Tirana.

The school certainly promotes positive interaction between students and parents but the Visitor felt that the school could engage in more activities through which students can acquire and express intercultural awareness and understanding in keeping with the MIST mission statement. For example, greater diversity could be built into the range of materials used in the classroom or in the library and more events could be held to learn about the backgrounds of the students in the school.

Suggested areas for attention:

· Policies and procedures are needed in some areas to enhance the overall climate of collaboration.

· The school may wish to explore the establishment of a Student Council in order to promote opportunities for student leadership.

· The school should seek additional ways to promote intercultural and international awareness.

PART TWO: PREPARING THE SCHOOL FOR THE SELF-STUDY AND THE TEAM VISIT

During the course of the visit the Visitor met with parents, students, faculty, school administrators and Board members. During these meetings the Accreditation process was explained and information was sought about the school, its operations and in particular about the school programme. A considerable amount of time was spent with the school administration in explaining the process and helping them understand the purpose of the self- study and how the self- study should be undertaken. Translators were needed for some of the meetings held and the Visitor is extremely grateful to the staff members who so willingly and graciously assisted in this field.

Fact-Finding Visit – met with a smaller group of people but nevertheless a representative group. The Fact-Finding Visitor conducted the 7^th Edition Workshop for the administrative team and many teachers in November 2007.

Copies of the booklets The Self-Study and The Team Visit, consistent with the 7th Edition of the CIS School Evaluation and Accreditation Guide were left with the Principal who was asked to familiarise himself with them and to ensure that staff were made aware of the relevant sections.

Timing:

The Visitor proposes that the school be given leave to continue with the evaluation process once member status and candidacy status have been granted, following this time-table:

Revised December 2007*

Once candidacy status granted aim for January 2008

Set up all Self-Study Committees. Begin work on Part One and Section A of Part Two

February 2008

Begin full Self-Study

March 2009

Complete and distribute the Self-Study Report

May 2009

Host the Team Visit

* Should the school need an additional few months to conclude the Self-Study it should notify CIS no later than October 2008. The Self-Study will then be due on September 1, 2009 with a Team Visit in October 2009.

Team Size and Composition:

As Memorial International School is a small school it is requested that the team size be limited to 6 people. A member of the team should have a solid foundation in the National Curriculum of England and Wales. Experience in working in a proprietary school would be appropriate and the school would like to have a member with a science/mathematics background. The school respectfully requests, for political reasons that no member of the team be a Greek national.

PART THREE: FINAL COMMENTS AND RECOMMENDATIONS ON THE STATUS OF MEMORIAL INTERNATIONAL SCHOOL TIRANA

The Fact-Finding Visitor was pleasantly surprised at what he found at the school. Since the time of the original Preliminary Visit, the MIST has moved to a new building and the enrolment has increased. New staff has been added.

Unfortunately, in terms of accreditation time has been lost. Nevertheless, there is still a very positive intent for the MIST to go ahead with the self-study. The recent addition of a native English speaking curriculum coordinator with previous accreditation experience is very helpful.

The Visitor is confident that Memorial International School is now ready to recommence the Self-Study and will benefit from the CIS accreditation process. Much work remains to be done and the leadership team will have to remain committed throughout the entire process from start to finish.

I’m pleased to recommend to the CIS Accreditation Service that the school be re-instated into Candidacy Status.

My thanks go to school Director Emrullah Durmaz and Vice Directors Mehmet Deniz Gunes and Murat Akbiyik for their hospitality. I also thank Dr. Rod for organizing the details of the visit. My appreciation also extends to the teachers and staff of the Memorial International School who gave me such a nice welcome.

Respectfully submitted to the CIS Accreditation Advisors.

Revisions submitted by John Heard

CIS Accreditation Officer

December 2007

Margaret Alvarez

Preliminary Visitor

May 5^th 2005

Preamble

2008-03-06T10:17:00.001+01:00

The Original Preliminary Visit of CIS to MIST was in May 2005. At that time the school was located in a different part of Tirana and only went from KG - Y 5. Within the following two years Mist grew from a school of less than 50 students to one of more than 150 and covering age ranges from KG through Y 11. In 2008 / 2009 we will have our first Year 12 - Graduating class.

Some preliminary work for the self study was conducted between May 2005 and January 2007, however this was limited. The reasons from this were based upon having a major change in the physical plant as well as an increase in the years covered by the school. In February 2007 MIST appointed a teacher with responsibility for Coordinating the Self Study process. After his initial evaluation it was determined that MIST was not ready to host a full site visit.

In November 2007 Mr. John Heard from CIS made a special visit to MIST to re evaluate the situation and granted us a new period for completing the Self Evaluation process. Therefore the current Self Evaluation is drawing upon work completed between 2005 and the present time as well as running the formalized committee process.

Between December 2007 and January 31st 2008 the parents, teachers and students participated in the 'On Line' evaluation. 18 Teachers, 65 Students (Years 7 - 11 inclusive) and 27 parents took part. These results form the base line.

This blog will therefore pick up from the creation of the formalized committees and follow their progress.

MIST CIS Self Study

Closed Blog

Self Study Progress Update:

Self Study Progress Update:

Self Study Progress Update:

Sub Committee B - Horizontal KG - Y2 Minutes

Member Discussion Item

Sub Committee B - Mathematics VERTICAL

Progress Report / Timeline 3

IMPORTANT REMINDER - Academic Fair

Important Dates

Sub-Committee B: Horizontal Primary Meeting

Sub Committee B - English Vertical Meeting

Sub-Committee B - VERTICAL - English / ESL

Vertical English REMINDER

What the Self Study means to me...

Collaboration...

Progress Report / Timeline 2

Sub-Committee B: Horizontal ~ Secondary MINUTES

REMINDER

Sub-Committee B: Horizontal KG - Y 2 PROGRESS REPORT

Sub-Committee B: Horizontal - KG - Y 2 Minutes

Progress Report / Timeline

Committee G ~ Initial Meeting

Section B Committee Meeting ~ Minutes:

Section B - Sub Committe Chair Meeting

Sub Committee Albanian French Vertical Minutes:

Example of Curriculum Assessment Form Completion

Self-Study Committee B Documentation Request for Teachers

Curriculum Committee Chair Meeting

Curriculum Committee Requirements

Progress Report

Time Line Up-Date

Part B Committee Update

Student Representative to the Steering Committee

Making a difference - Student Perspective

Staff Meeting 10th March

Timeline January - June 2008

Why I am part of the process of change...

Curriculum Section B Sub-Committee Structure

Committee Structure

Strategic Plan

One Page Action Plan

Using Mind Mapping to Help Your Committee

STAFF MEETING

SELF STUDY COMMITTEES

SELF STUDY COMMITTEES

PART B- SUB COMMITTEES - CURRICULUM

SELF STUDY COMMITTEE PART A – PHILOSOPHY AND OBJECTIVES - REPORT

MEMORIAL INTERNATIONAL SCHOOL OF TIRANA

Mission Statement

Philosophy

We believe …

Vision Statement:

“MIST: The first choice for international education in Albania”

Revised March 6th, 2008

Chairperson’s Support Materials

Interpreting Section C - Governance and Management

How to Run a Committee

A Guide for Committee Chairpersons

Part Two Appendix Materials Section G Student and Community Life

Part Two Appendix Materials Section F Resources

Part Two Appendix Materials Section E Student Support Services

Part Two Appendix Materials Section D Staff

Part Two Appendix Materials Section C Governance and Management

Part Two Appendix Materials Section B Curriculum

Part Two Appendix Materials Section A Philosophy and Objectives

PART THREE - SUMMARY OF MAJOR CONCLUSIONS

SECTION G: STUDENT AND COMMUNITY LIFE

SECTION F: RESOURCES

SECTION E: STUDENT SUPPORT SERVICES

SECTION D: STAFF

SECTION C: GOVERNANCE & MANAGEMENT

SECTION B: CURRICULUM

SECTION A: PHILOSOPHY AND OBJECTIVES

GUIDELINES FOR PART TWO OF THE SELF-STUDY

AN OVERVIEW OF THE ACCREDITATION PROCESS

GLOSSARY OF TERMS AS USED IN THIS BLOG

REPORT ON A FACT-FINDING VISIT TO The Memorial International School Tirana, Albania

REPORT ON THE PRELIMINARY VISIT TO Memorial International School Tirana Albania

Revised March 6^th, 2008