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Conducting a needs analysis

Classifying the challenges

Key area of focus

Building community consensus

Defining a goal and outcomes

The rationale

Overview

The IB provides a framework for schools to evolve and innovate as learning organizations. Just as learning is at the heart of the student experience, so too is it at the heart of adult and community learning. A strategic focus for inquiry is not always simple to establish since schools are operationally complex. This is why IB World Schools engage in a self-study process that is designed to span over a five year period of inquiry, action, and reflection, which results in school improvement and programme development

In Milestone One, schools establish a strategic focus by creatively and critically exploring the various enablers and inhibitors for growth. During this process, not only are issues listed, they are examined and defined in ways that facilitate transformative, lasting change. The school community,

About STANDARD 1: PURPOSE

Purpose: Sharing an important mission

The IB’s mission is central to its work with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. This powerful mission that drives learning informs the development of each IB World School—as well as the IB’s larger global community of students and their families, teachers and supporters. IB World Schools strive to help realize this purpose for learning within their own local, state, national, international and global contexts.

Purpose 1: The governing body and school leaders articulate a purpose for learning that aligns with the IB’s philosophy and mission. (0101-01)

Purpose 1.2: The school develops a mission, philosophy and/or strategy that includes a holistic approach to education that goes beyond academic development and encourages awareness beyond the individual and the immediate community. (0101-01-0200)

ABOUT Standard 2: Environment

Providing essential structures, systems and resources

School environments include the human, natural, built and virtual resources through which learning experiences take place. They cover facilities and technology; human and financial resources; assets of culture and language; the allocation of time; and decisions about how schools divide, group and coordinate responsibilities. School environments differ widely, and a wide range of local contexts can support the successful implementation of IB programmes. The learning environment is the context in which learning happens, and the conditions the school designs and develops to enhance student learning experiences. The learning environment includes evidence of the school’s culture and purpose.

Leadership 4: The school implements and reviews systems and processes to improve the operation and sustainability of its IB programme(s). (0201-04)

Leadership 4.1: The school has systems and processes in place to document, share and store curriculum, policies and procedures that safeguard programme implementation. (0201-04-0100)

Leadership 4.2: The school captures and uses data that informs the operation and sustainability of the programmes(s). (0201-04-0200)

Leadership 4.4: The school ensures that students and legal guardians are informed of the general characteristics of relevant programme(s) and how the school implements them. (0201-04-0400)

ABOUT Standard 3: CULTURE

Culture: Creating positive school cultures

School culture refers to the written and unwritten rules that define how a school functions. It also encompasses personal and collective well-being, the effective utilization of physical and human resources, and the extent to which a school acknowledges and celebrates diversity.

Culture 1: The school secures access to an IB education for the broadest possible range of students. (0301-01)

Culture 1.1: The school implements and reviews an access and/or admissions policy that clearly describes the conditions for participation in the school’s programme(s). (0301-01-0100)

Culture 1.2: The school provides relevant support materials, resources and structures to promote access to the school’s programme(s) for as many students as reasonable. (0301-01-0200)

Culture 1.3: The school provides opportunities to access the programme(s) for the broadest possible range of students. (0301-01-0300)

Leadership 4: The school implements and reviews systems and processes to improve the operation and sustainability of its IB programme(s). (0201-04)

Leadership 4.1: The school has systems and processes in place to document, share and store curriculum, policies and procedures that safeguard programme implementation. (0201-04-0100)

Leadership 4.2: The school captures and uses data that informs the operation and sustainability of the programmes(s). (0201-04-0200)

Leadership 4.4: The school ensures that students and legal guardians are informed of the general characteristics of relevant programme(s) and how the school implements them. (0201-04-0400)

Student support 1: The school provides relevant human, natural, built and virtual resources to implement its IB programme(s). (0202-01)

Student support 1.5: The school uses programme documentation to inform the use and/or design of learning spaces which allow for flexibility and collaboration. (0202-01-0500)

Student support 2: The school identifies and provides appropriate learning support. (0202-02)

Student support 2.1: The school implements and reviews systems and processes to identify the needs of students. (0202-02-0100)

Student support 2.2: The school supports the identified needs of students, and evidences this support through planning, policy, and practice. (0202-02-0200)

Student support 2.3: The school provides staff, facilities and resources as outlined in their inclusion policy. (0202-02-0300)

Student support 2.4: The school demonstrates a commitment to make the most effective use of learning spaces and learning environments in ways that meet the needs of all students. (0202-02-0400)

Student support 3: The school fosters the social, emotional, and physical well-being of its students and teachers. (0202-03)

Student support 3.1: The school identifies and allocates spaces and resources to support the social, emotional, and physical well-being of its students and teachers. (0202-03-0100)

Student support 3.2: The school demonstrates in its systems, processes and policies attention to the social, emotional, and physical well-being of its students and teachers. (0202-03-0200)