Unpacking the IBO Programme Standards David Ogden Amsterdam

Unpacking the IBO Programme Standards David Ogden Amsterdam, Netherlands dogden@alumni. princeton. edu IBARMS Level 3 Conference November 2006

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Standard A 1 There is close alignment between the educational beliefs and values of the school and those of the programme. Practices Common: 1. The school is committed to the principles defined in the IBO mission statement. 2. The school is committed to developing in students the qualities, attitudes and characteristics described in the IB learner profile. 3. There are clear and close connections between the school’s published statements of mission and philosophy, and the beliefs and values of the programme. 4. The beliefs and values that drive the programme are shared by all sections of the school community (including students, teachers, administrators, members of the governing body and others, as appropriate). 5. The school is committed to continuous improvement. 6. The school promotes student inquiry and the development of critical-thinking skills. 7. The school provides a climate that encourages positive innovation in implementing the philosophy of the programme. MYP: 8. The school works to strengthen holistic learning, communication and intercultural awareness within the programme. 9. The school ensures that teachers coordinate the curriculum to develop the areas of interaction, within and across subject groups, so that students acquire an understanding of each. 10. The school ensures concurrency of learning for each student across all subject groups. Diploma Programme: 11. The school promotes concurrency of learning for each student. IBARMS Level 3 Conference November 2006 23

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

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

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

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

Learning to unpack standards: How do you do it? • There are essentially 3 stages. The work can be non-linear. You can work on any stage at any time but in the end need to be sure that the stages are complete, connect and align one to another. Stage 1 Stage 3 Stage 2 IBARMS Level 3 Conference November 2006 28

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

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

Learning to unpack standards: What’s Bloom’s Taxonomy? 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation IBARMS Level 3 Conference November 2006 31

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

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

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

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

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

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

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

Practicing Stage 2: What evidence might exist and how to collect it. Standard A 1 practice 6: Sources of school evidence: • The school promotes • Survey of students and student inquiry and the parents. development of critical- • Copies of course outlines or thinking skills. unit designs for each grade and course. • Classroom observations. • School budget. IBARMS Level 3 Conference November 2006 39

Practicing Stage 2: What evidence might exist and how to collect it. Standard A 1 practices 10 & 11: • The school promotes concurrency of learning for each student (DP & MYP). Sources of school evidence: • Daily school schedule. • Graduation or promotion requirements. • Survey of students and parents. IBARMS Level 3 Conference November 2006 40

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

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

Practicing Stage 3: Professional development needs and accountability. Standard A 1 practice 6: PD / accountability: • The school promotes • Lead teachers regularly student inquiry and the review units from every development of criticalteacher in dept. or grade. thinking skills. • Teachers model instructional ideas during monthly staff meeting. • Peer classroom observations and structured feedback. IBARMS Level 3 Conference November 2006 43

Practicing Stage 3: Professional development needs and accountability. Standard A 1 practices 10 & 11: • The school promotes concurrency of learning for each student (DP & MYP). PD / accountability: • Teachers collaborate on cross -disciplinary units. • Resources available for team teaching of lessons on regular basis. • Follow-up survey of students and parents. IBARMS Level 3 Conference November 2006 44

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

Thank you & Tot ziens! David Ogden Amsterdam, Netherlands dogden@alumni. princeton. edu IBARMS Level 3 Conference November 2006