Section+B+Organization

Section B: organization

The school **1. How have organizational structures/systems developed in order to better support the implementation of the programme?**

The schools' commitment to make the IB program a priority for the institution is evidenced in many ways starting with the practice of recruiting veteran experienced IB teachers when filling teacher vacancies.

An organizational effort is made to inform students about the IB program. Once students have entered the IB program there is a system in place to monitor their progress which includes, but is not limited to, a formal meeting of all IB teachers to discuss the progress of IB diploma candidates.

The organizational structure of the homerooms has been shifted to allow IB diploma students to be grouped with their CAS adviser for homeroom. The CAS program is further supported by the fact that CAS advisers are given a stipend and the CAS coordinator is given release time.

Professional Development, curricular resources & facilities are given priority by the organization to ensure a well resourced IB program.

**2. What processes are in place for the review and development of the curriculum?** This current academic year, Shanghai American School has followed the curriculum review process as defined by past Curriculum Coordinator, Lynne Coleman, in the Curriculum & Professional Development Handbook. We began the preK-12 review of our Group 2 courses by assembling a task force and conducting both task force and divisional curriculum writing teams from November 2009 to present.

Prior to 2006, Shanghai American School relied heavily on individual teacher expertise and did not have a documented curriculum. The Curriculum Coordinator established a five-year curriculum review cycle beginning with the Fall 2006. Because of our commitment to "engage and support teachers . . . in a unique professional learning community", our curriculum review centered around teachers on both campuses collaborating in creating the departmental philosophy, essential agreements, standards and benchmarks, and determining curricular resources. This was done by representatives in a particular subject area creating a task force which then sought feedback and suggestions from constituents.

The curriculum resulting from this process exists in digital form in Atlas maps across all discipline and in traditional curriculum binders some subject areas. We made the option not to curriculum map all IB courses, rather to make the Aims and Objectives available for backwards design as needed in vertical articulation. Teachers used Atlas Rubicon as a transparent, internet-based tool for this accessibility. The intent was that these maps would capture our current curriculum to serve as a foundation for consistency while working toward vertical articulation through the review process.

Within these processes, we incorporated our accreditation goal to "empower professional staff to engage as a unique learning community in constructive discussion, sharing our teaching practice with one another in order to improve student learning" through the use of Critical Friends Groups protocols and practices. Forward progress toward a PreK-12 documented curriculum process has been delayed by both temporal and physical challenges, with over 70 km separating our campuses and intensive schoolwide activity due to growth and expansion. Also, we preferred to allow teachers the time necessary to research best practices and to ensure consensus, above rigid adherence to the review cycle, a new process for Shanghai American School. The cycle did go off schedule, and SAS has transitioned in a new Curriculum Coordinator, Alicia Lewis, who began in August of 2009.

The administrative team is currently reviewing a proposal for a seven year curriculum review process which builds in the vital year of research and evaluation prior to developing or modifying the existing curriculum. This "seven-year" draft incorporates


 * a full year of sustained curriculum monitoring and implementation during both the official implementation of our school-wide Assessment plan and WASC visit for re-accreditaiton
 * two semesters dedicated to research and evaluation prior to moving into the development or renewal phase
 * the addition of Mid-point review cycles, intended to foster a more integrated curriculum by combining subjects such as
 * 1) Mid-point review (MPR) of Social Studies with Language Arts Development (D),
 * 2) Language Arts (D) with World Languages, ESOL and Academic Support (MPR),
 * 3) Techonlogy and Art (MPR) with Math (D), and
 * 4) Science developed with Health/PE (Physics of movement, our body as a massive set of chemical chain reactions, et cetera)

With upcoming visits from the incumbent Superintendent in April, May, and June, this draft should be finalized by the end of May and presented to faculty during the August pre-service days.

**STANDARDS AND PRACTICES**

** PLEASE NOTE: The numbers 1 to 4 (1=low degree of implementation & 4=high degree of implementation) were used to ease conversation amongst departments. Numbers displayed below are not a numerical average but rather a representation of consensus reached after group discussion. **

**Standard B1 The school demonstrates ongoing commitment to, and provides support for, the programme through appropriate administrative structures and systems, staffing and resources.** **Shows satisfactory development**

IB deadline calendar (see supporting document #6 below) Students and parent sign an agreement when joining the IB diploma program || IB coordinator encourages all teachers to compete the survey about exams by attaching the following the note to their copy of the exams. || Well resources facilities ||
 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. The governing body is explicitly supportive of the programme, and has allocated sufficient funding for the effective implementation and ongoing development of the programme. ||= 4 || See appendix 1 The Budget ||
 * 2. Senior management regularly informs the governing body about the ongoing implementation and development of the programme. ||= 3 || * Communication to the Board is via reports from the HS Principal to the Superintendent
 * In addition reports are made to the Board's sub-committee called the student programs committee (evidence: invite to IB coordinator to report on 5 year review) ||
 * 3. The school has systems for implementing and monitoring the programme with input from all constituencies, including students. ||= 3 || Student input is solicited about specific issues (example: students were survey about the mock exam system) as well official teacher feedback system which students complete for all their classes ||
 * 4. The school’s goals, strategies, time lines and accountabilities are available in written form to all members of the school community. ||= 4 || Teachers sign a contract annually which spells out responsibilities
 * 5. The school builds an understanding of, and support for, the programme throughout the school community. ||= 4 || * Each month the Principal hosts a parent coffee in which parents are updated on school programs including the IB program.
 * We host numerous parent nights and student presentations ||
 * 6. The head of school/the school principal, programme coordinator, teaching staff and non-teaching professionals demonstrate an understanding of, and commitment to, the programme. ||= 4 || * Understanding of the program is high in the HS since a full 62% of the HS faculty teach IB classes and another 10% are involved as extended essay supervisors & CAS advisers.
 * Commitment from upper admin is demonstrated by the fact that both the Superintendent and the HS Principal will have attended IB conferences this school year. ||
 * 7. The school has appointed a programme coordinator with sufficient support and resources to carry out the responsibilities of the position. ||= 3 || * IB coordinator is given 60% release time to fullfill her duties as IB coordinator.
 * In addition the school has alotted an office space for the IB program.
 * Secretarial support would be appreciated. ||
 * 8. The head of school/the school principal and programme coordinator have a good understanding of the principles of the programme and demonstrate pedagogical leadership. ||= 4 || The IB coordinator is often consulted on pedagogical issues related to IB and sits on school wide committees. Example: Assessment task force ||
 * 9. There is a process for monitoring the work of the programme coordinator in accordance with the programme coordinator’s job description. ||= 3 || Each teacher must complete a professional portfolio which is reviewed annual by their Principal. The IB coordinator's porfolio includes IB leadership standards. (porfolio record of IB coordinator-area highlighted in yellow pertains to IB coordination) ||
 * 10. The programme coordinator ensures that questionnaires and other requests for information sought by IB working groups and committees are completed by the appropriate members of staff. ||= 4 || Emails requests for IB are always forwarded to the appropriate departments. ex: English A1 call for input, Extended essay call for input
 * 11. The school provides staff who are appropriately qualified and trained to teach the programme. ||= 4 || All teachers at SAS are required to have a teacher's certificate. All teachers of IB classes are sent to IB authorized training. (see appendix 3) ||
 * 12. The school contributes to the ongoing development of the programme by encouraging teachers to participate in appropriate IB activities (for example, applying to be members of IB working groups/committees, responding to requests for samples of student work). ||= 4 || IB coordinator passes on these notifications to faculty ||
 * 13. Time for collaborative planning and reflection is built into all teachers’ schedules. ||= 2 || This has proven to be very difficult to achieve since we are a mixed IB & AP school. We continue to explore creative solutions to this problem. ||
 * 14. The school has systems in place to ensure the continuity of the programme; this includes an induction system for new staff and ongoing staff professional development. ||= 3 || * IB coordinator contacts all newly hired IB teachers by email prior to their arrival in the fall. If necessary, IB training is arranged during the summer before their arrival.
 * IB coordinator arranges for departing teachers to communicate with newly hired teachers to ensure a smooth transition of curricular material and student specific requirements. (example: IB business teacher transition)
 * During new teacher orientation, time is spent to orient new teachers to SAS. They are given an IB teachers handbook. ||
 * 15. The school provides professional development opportunities for the head/principal, programme coordinator and teaching staff, including attendance at appropriate IB conferences, meetings and/or workshops, and access to the online curriculum centre (OCC). ||= 4 || see professional development matrix in appendix 3 ||
 * 16. The school provides learning environments and opportunities for learning that support the pedagogy of the programme. ||= 4 || Small class sizes (Cap is set by the Board at 18 students)
 * 17. The school allocates appropriate print and electronic resources to support the teaching of the programme. ||= 4 || Well resources as evidenced by the budget ||
 * 18. The school recognizes and promotes the role of the library/media centre in the implementation of the programme. ||= 4 || * Well resourced library which is going to get even better as it is the focus of a campus wide improvement campaign.
 * Liberian works directly with extended essay students. ||
 * 19. The school provides specialist equipment (for example, scientific, technological) where needed to implement the programme safely and effectively. ||= 4 || See description of facilities ||
 * 20. The school has a written language policy (including its provision for second-language teaching and mother-tongue language support) that meets the needs of the students and reflects the principles of the programme. ||= 2 || While SAS has several language related adoptions, they are not currently in the form of a single cohesive language policy. The curriculum coordinator is pulling together a task force to rectify this issue (see attached email) ||
 * 21. The school provides effective support for students with learning and/or physical disabilities, as well as support for the professional development of their teachers. ||= 3.5 || The high school has 2 part time student support services teachers however there are limited facilities for physical disabilities. Our facilites do meet the needs of our current student population ||
 * 22. The school has systems in place to guide and counsel students whenever the need arises. ||= 4 || SAS currently has 4 fulltime guidance counsellors. This will increase to 5 next year creating a student/counselor ratio of 1:134 ||
 * 23. The school provides an appropriate number of hours for all higher level (HL) courses, standard level (SL) courses and the theory of knowledge (TOK) course. ||= 3 || See IB timetable The use of the flex block allows higher level classes to meet their recommended hours but does increase the teaching load for IB teachers. ||
 * 24. The school provides appropriate resources and staff to support the delivery of creativity, action, service (CAS). ||= 4 || * We believe our CAS program is exceptionally well resourced (see CAS program description) if fact we are wondering if perhaps we are over committing to the program and would appreciate feedback
 * CAS coordinator job description ||
 * 25. The school provides appropriate and adequate space, supervision and security arrangements for examinations. ||= 4 || * IB exams are stored in a locked cabinet in the IB office which has a guard and security camera in the hallway.
 * In addition to the IB coordinator parent volunteers are used as invigalators of IB exams at a maximum of 25 students per adult invigaltor (schedule of parent invigalators May 2010 exams) ||


 * The statement of conclusions**


 * Strengths:**
 * SAS has excellent resources for all programs including the IB program. This includes facilities, staffing, & instructional materials
 * There is excellent support for the IB program from the community including parents, students, & teachers
 * We provide good communication to parents & students about the IB program through Informational sessions as well as email updates
 * We offer individual student support for students in the IB program


 * ** Practices in need of strengthening ** || ** Proposals for improvement ** ||
 * 1) Increased opportunity for teacher collaborative planning || Continue to explore ways to build into the master schedule common prep time ||
 * 2) Better orientation of non-IB teachers to the philosophy of the IB program || IB coordinator do orientation program for new teachers ||
 * 3) Secretarial support for the administration of IB program || Budget for increased secretarial support ||
 * 4) No formal mechanisms for teachers to give feedback to IB coordinator || evaluation process for IB coordinator ||


 * Supporting documentation for the evaluation of the Diploma Program**


 * 1) All appendices at the end of the self-study questionnaire
 * 2) A diagram of the organizational structures within the school that support the implementation of the programme, showing lines of responsibility and accountability
 * 3) The job description of the Diploma Programme coordinator
 * 4) A copy of the timetable/schedule, including an explanation of the time allocation for higher level (HL) and standard level (SL) subjects, per week or per cycle of the schedule
 * 5) A management and staff profile including the number of years in the current post and, where applicable, any experience gained in similar positions in other schools
 * 6) A calendar of school deadlines for internally assessed (IA) work
 * 7) A list of staff who are IB examiners, moderators or workshop leaders, and/or who have been involved in IB curricular development