Professional Documents
Culture Documents
1
A teacher
support material:
Example interim
Language
International
Baccalaureate
Organization
2010objectives
International Baccalaureate
Peterson House, Malthouse Avenue, Cardiff Gate
Cardiff, Wales GB CF23 8GL
United Kingdom
Phone: +44 29 2054 7777
Fax: +44 29 2054 7778
Website: http://www.ibo.org
The International Baccalaureate (IB) offers three high quality and challenging educational
programmes for a worldwide community of schools, aiming to create a better, more peaceful world.
P
The IB is grateful for permission to reproduce and/or translate any copyright material used in this
publication. Acknowledgments are included, where appropriate, and, if notified, the IB will be
pleased to rectify any errors or omissions at the earliest opportunity.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, without the prior written permission of the IB, or as
expressly permitted by law or by the IB's own rules and policy. See http://www.ibo.org/copyright.
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to determine its own assessment of the implementation of the programme, according to the
Programme standards and practices and programme requirements
to identify major achievements during the period under review and to identify practices that need
further development.
The IB is expected:
to analyse and evaluate the schools implementation of the programme, according to the Programme
standards and practices and programme requirements
to commend schools on practices that address the Programme standards and practices in ways that
solve challenges faced by the school and/or show outstanding implementation
to point out areas within a schools practice that, if not addressed immediately, will jeopardize the
integrity of the programme and thus the schools entitlement to be considered an IB World School.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
* If the report includes matters to be addressed, the school will be asked to respond to these matters as mentioned below.
Frequency
The evaluation process occurs four years after authorization and every five years thereafter.
The relevant IB office provides information about timelines and procedures for submission of the self-study
questionnaire and supporting documents, as well as date of the evaluation visit.
Consider that the self study will take place over at least 12 months because all those involved in the
organization and implementation of the programme should contribute to this process: members of the
governing body, administrators, teaching and non-teaching staff, students and parents. It involves
looking at all aspects of school life that are affected by the programme.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Identify who will be responsible for organizing the process. Normally, the IB programme coordinator
fulfills this role in close collaboration with the pedagogical leadership team.
Ensure that the leader in charge of organizing the process has the time and resources necessary to
organize and coordinate the activities that the process entails.
Determine who will be responsible for the completion of each section of the self-study questionnaire
and the gathering of required documentation.
Define the support that the teams will receive in order to carry out the activities (financial resources,
clerical/technical support, and so on).
Determine the means by which feedback of stakeholders will be gathered (for example, surveys, faceto-face meetings). Define objectives and contents.
Reserve significant formal meeting time to carry out this process. Meetings need to be carefully
organized, allowing time for reflection, discussion and collating of evidence, if applicable.
Further clarify aspects of the process to those who will be contributing to the study, including:
need for reflection on the gathered evidence in order to decide whether a standard shows
satisfactory development or needs significant attention
guidelines and timelines for the completion of the sections of the questionnaire.
Inform the wider school community about the process in order to gain their support.
Analyse all the findings and discuss outcomes with those involved in the process, as appropriate.
Submit the questionnaire and supporting documents electronically to the IB by the specified date,
signed and agreed by the head of school.
Gathering evidence
The self study should be evidence based, drawing on existing school documentation and reflecting actual
practice in the school during the period under reviewnormally five years.
Documents related to the self-study questionnaireincluding surveys and reflectionsthat are not explicitly
required as part of this process by the IB should be kept at the school in case they are needed to inform
aspects of what was submitted.
As part of the self study, the school is required to include a response to the IB recommendations from the
previous evaluation or authorization report.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Commendations: These relate to school practices that address the Programme standards and
practices in ways that solve challenges faced by the school and/or outstanding implementation.
Recommendations: These provide guidance for the school on further developing the programme.
Matters to be addressed: These are areas within a schools practice that, if not addressed
immediately, will jeopardize the integrity of the programme and thus the schools entitlement to be
considered an IB World School.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
gather evidence and describe findings with regard to the progress of the implementation of the
programme in relation to the Programme standards and practices since the last evaluation process or
since authorization
identify practices that are beyond the requirements and those whose further development will
contribute to the effective implementation of the programme.
The aim of the visit is not to appraise or assess individual teachers or school administrators. It is an aspect
of the evaluation process that seeks to ascertain the effectiveness of the programme implemented in the
school as described in the schools self study.
Who is involved?
The IB visiting team
Composition
The IB visiting team normally comprises two to three experienced IB educators who have been duly trained
according to global IB policies to become site visitors. The IB may decide on a greater number according to
the size of the school. The team is selected by the appropriate IB office.
Staff from the school being visited cannot be members of the visiting team. Normally, members of the team
may not visit schools where they have recently taught or with which they otherwise have, or have had, a
close relationship. If it presents a potential conflict of interest, team members should not visit a school in
close proximity to their own.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
How is it organized?
Schools responsibilities
Providing the IB with information about nearby hotels to book for site visitors or making hotel
reservations, if applicable.
Providing transportation for site visitors from and to the airport and from and to the school, if
applicable.
Making available, in the school, a room for the use of the team throughout the visit where all
necessary documentation required by the team will be available. As meetings will normally take place
in the allocated room, it is the schools responsibility to see that it is quiet and conducive to private
conversations.
IBs responsibilities
Providing the school with dates for the visit, with enough time for the school to organize it.
Appointing the members of the visiting team and informing the school of their names in a timely
manner.
Approving the final agenda, after consultation with the school. This will normally be carried out by the
leader of the visiting team.
Agenda items
The agenda for the visit will normally include the following items:
Formal interviews with the school administration, governors/board members (if applicable), the IB
programme coordinator, the school pedagogical leadership team, teachers, librarians, groups of
students, parents and others who are involved in the programme. These interviews will be individual
and in groups, as decided by the visiting team leader, and will adhere to the local legal framework.
Informal dialogues with teachers, students, administrators and other staff members who are involved
in the programme.
Observation of classes.
Tour of school facilities emphasizing the areas that support the implementation of the programme
(library and so on).
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Details of the agenda are determined and confirmed before the visit. The precise agenda will depend on
factors such as the size of the school and the information provided by the school prior to the visit. Sample
agendas are available electronically.
The visiting team leader may revise the agenda slightly on site if the need arises and if the school is able to
accommodate the request.
Exit interview
At the end of the visit, the visiting team will conduct an exit interview with members of the school
administration. Based on the visit and school documentation submitted for the evaluation process, the team
will orally communicate the observations made during the visit. The team will take this opportunity to check
their facts and to ensure that the subsequent report that they have to write and submit to the IB relevant
office accurately depicts the findings.
At this time the visiting team will not provide the school with a response regarding the evaluation, as the
visit is but one part of a larger process, the outcome of which will be notified to the school by the IB.
The visiting team will continue discussions among themselves after the visit, and adjustments to their oral
report may be made. The visiting team will then complete a written report to be submitted to the relevant IB
office.
This questionnaire and supporting documentation must be submitted in one of the IB working languages: English, French
or Spanish. Translations of official documents should be duly certified.
The self-study questionnaire should be completed electronically and submitted along with supporting documentation
following the guidelines and deadlines provided by the relevant IB office.
Insert your responses in the boxes provided for each question. The boxes will expand as you type your responses. Add
rows as necessary.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Self-study questionnaire
School presentation
1.
1. CONTACT DETAILS
Name of school
IB school code
4570
Postal address (include city, state, country and postal or zip code)
Street address (if different from above) (include city, state, country and postal or zip code)
Telephone
+370 5 276 1564
(include country and area
codes)
Fax
+370 5 276 1572
(include country and area
codes)
Title
(Mr,
Mrs,
Ms)
Name
Position (2)
Email address
Ms.
Rebecca Juras
Director
director@vischool.lt
Mr.
Colin Powell
Asst. Principal
cpowell.vis@gmail.
com
PYP coordinator
Mr.
Colin Powell
PYP Coordinator
cpowell.vis@gmail.
com
www.vischool.lt
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1.
Head of school (director/principal in some systems) is the person who leads and supervises the daily operations of
the school, ensuring that the policies of the governing body are put into practice.
2.
2. SCHOOL INFORMATION
Date school founded or opened
May
2004
month
year
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A government/state/publicly funded school is a government or national school where the employees are paid by
the state either at a local or national level; usually there are no tuition fees (as distinct from examination or other fees).
A private school is an independent (not-for-profit or for-profit) institution whose main revenue comes from tuition
fees; they may or may not have government subsidies but these are only part of their income.
Government/state/publicly
funded
Private
Yes
Other
(specify)
No
Include schools accreditation status with other organizations, if any (eg CIS, WASC).
Does the school belong to a group of schools gathered in a foundation, district or common project in relation to the IB? If this
is so, identify the group/project.
Type of school
Boys
Girls
Coeducational
Boarding only
Day only
Starts
September
Ends
June
From
years
old
To
16
years
old
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
2. SCHOOL INFORMATION
Name the grades or years that comprise the different sections of the school and indicate the total number of
students in each.
Name of the section in the school
(eg kindergarten, primary)
Grades/years
as identified in
the school
Total number
of students in
each section
Kangaroos (Pre-K 1)
3-6
68
6-11
142
12-16
110
Pandas (Pre-K 2)
Turtles (KG 1)
Dolphins (KG 2)
PYP Primary
MYP Middle school
1st-5th
P
6th-10th
P
320
What other IB programmes does the school currently implement or plan to implement?
MYP
Candidate school
4570
DP
Candidate school
What educational programmes are currently taught in each section of the school? (eg national syllabus, AP)
Name of the section
Educational programme
PYP
Primary School
Middle School
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
2. SCHOOL INFORMATION
Language(s) of instruction at the school (language through which the curriculum is taught at the school)
English
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
2.
Write brief paragraphs that describe the following aspects of the school and its community, and
highlight any changes that have taken place during the period under review:
a.
The major characteristics of the school that make it attractive for students and parents
VIS is perceived as promoting healthy relationships between students and teachers, and
between students with one another. This marks a fundamental difference between VIS and the
local Lithuanian schools and foreign public schools from which our expat students begin their
education. Parents and students generally seek the school out for the values we promote in
addition to English language instruction. The existence of the PYP and MYP programmes is
slowly becoming a draw for families new to Vilnius.
b.
The context in which the school is located: socio-economic and cultural aspects of the
surrounding community, interactions of the school with it
VIS attracts local families who represent the professional upper-middle class demographic,
most of whom have attended institutions of higher education abroad. Diplomatic families hail
from China, Turkey, former Soviet and East European countries and Finland. With the
exception of the latter, many of the other embassies have restrictions on funds available for
schooling. The affordable tuition at VIS makes Vilnius an attractive destination for diplomatic
families from the aforementioned countries. VIS prides itself in attracting this demographic as
it reflects cultures that highly value education and respect the relationships fostered between
all stakeholders.
This demographic stands in contrast to other private and international schools in Vilnius who
cater to the entrepreneurial elite and West European and North American embassy families.
c.
Student body and staff, including their national, cultural and linguistic backgrounds
The staff is comprised of 12 nationalities speaking 14 languages. The student body is
comprised of 40 nationalities. Approximately 40% or expatriates, 30% are mixed nationality
with one parent being a Lithuanian citizen but and the other an expat, 30% are Lithuanian
nationals who speak Lithuanian in the home.
In the period under review, student enrolment has grown substantially. Four and a half years
ago student enrolment was approximately half of what it is now.
3.
Identify any changes to the school legal entity that occurred in the period under review.
None.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Self-study
The subsequent questionnaire follows the structure of the Programme standards and practices, with
programme requirements for the PYP.
Section A: Philosophy
Standard A
The schools educational beliefs and values reflect IB philosophy.
1.
Identify who was involved in the completion of this part of the questionnaire.
Add rows as necessary.
Name or group
Position
2.
Rebecca Juras
Director
Contributor
Colin Powell
PYP Coordinator/Asst.
Principal
Contributor
Parent stakeholders
Contributors
Grade 9 students
Student stakeholders
Contributors
3.
Has the school revised its philosophy/mission statement since authorization/the last evaluation? If yes,
describe the process by which this was done and who was involved.
The schools guiding statements have been reviewed and they align with the IB mission statement.
Through this process the school developed two new guiding statements. Work began with Grade
four and nine student groups where ideas were collected on what attributes best represent the
school. A parent focus group added to the conversation outlining what attributes VIS is known for
and which attributes stakeholders would like to develop further.
A committee (comprising of a representative from most stakeholder groups one EC teacher, two
primary teachers, two MYP teachers, one parent and the director) reviewed the existing documents,
definitions provided by the accrediting agencies, exemplars from other schools and key attributes or
values that the school would like to promote. The mission and vision were then revised and
consolidated into a mission statement and a tagline. The tagline is: Learning for Challenge and
Change. In the process, feedback was solicited from representatives from all stakeholder groups
(board members, council members, students, parents and teachers). Cultural proficiency was
adopted as our new understanding and approach to international mindedness and interculturalism.
It was then included in the mission statement. The mission statement combines with the IB Learner
Profile and the values associated with developing the whole child.
The committee is now in the midst of outlining a system to realize the mission statement for all VIS
stakeholders. In addition, the committee is tasked with the question of impact and deciphering
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
measures of success.
4.
Include a brief summary of the perceptions of the parent community regarding the implementation of
the programme at the school and its impact on their children.
VIS has recently completed the Endicott Survey in preparation for the upcoming CIS accreditation
visit. The following data serve to affirm the positive alignment between parent expectations and
their personal perceptions of their childs experience as members of the school community.
Endicott Survey Results
PARENTS - I know and understand the mission or philosophy of my childs school. 95%
PARENTS - Students at all levels are experiencing internationalism and interculturalism through the
formal curriculum and activities offered at the school. 95%
PARENTS - The schools curriculum and programs reflect what the mission or philosophy says the
school is trying to do. 95%
PARENTS - I believe the curriculum meets my childs needs. 84%
PARENTS - My child seems appropriately challenged. 88%
PARENTS - I believe my child is developing critical thinking and problem solving skills. 95%
Parent testimonial: I think VIS is on the right way for teaching students and for the IB principles
such as "risk taker, open-minded, knowledgeable, and others" that are the core of learning. I have
missed just some things in learning process the right feedback. All the teachers wrote what was
wrong in the paper work (or presentation, essay and etc.), but they didn't strictly require the
students to improve or correct them. As I can see now from my childs opinion and our earlier
conversations, VIS teachers must from early grades explain individually, structure requirements of
tasks and then give oral feedback on what was perfect and what was not. Students must be
expected to correct the work until it is finished correctly. As I can see from my childrens learning
process, sometimes they did the work but not very well. When I proposed to them to correct it they
didn't and of course they didn't read the teachers feedback. They did not learn from their
mistakes. I would like to say thank you that you always want to hear opinions and want to improve
the curriculum and the learning process at VIS.
5.
Include a brief summary of the perception of the students regarding the implementation of the
programme and its impact on them. Include the perceptions of students who have completed the
programme if the school has had the opportunity of involving them in the process.
Student perspective: I feel like nothing can really prepare you for IB, because the work load is
unimaginable. The best thing that can prepare you is teaching the structure of work that has to be
handed in and the way to answer to the twisted test questions that the IB comes up with. That is
what Vilnius International School has done well. The style of lessons is interesting and informative
at the same time and the care that teachers put into creating strong bonds with the students and
helping them is extraordinary. I am really thankful that I had the opportunity to go to such an
amazing school.
Student perspective: VIS has helped me build a range of skills and develop in many ways. It has
helped me better understand myself as an individual and the world around me. It has also taught
me how to question critically, be a risk taker, thinker, communicator, but most importantly VIS,
through the wonderful teachers and great community, has taught me to be caring and openminded. VIS gave me the confidence and independence that allowed me to do well in my new
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
school and has helped me to better understand the IB curriculum and its requirements.
Furthermore, VIS familiarised me with the IB learner-profile and encouraged me to look back at it
and reflect on what areas of growth I need to improve on. Over all, VIS was one of the best schools
I have ever been to and what I loved about it was that, it not only concentrated on the education, but
they also cared about your personal development.
6.
Complete the chart below with the results of the self-study process.
Practice
Level of implementation
Low
High
1.
2.
3.
a.
b.
c.
The school is committed to a constructivist, inquirybased approach to teaching and learning that
promotes inquiry and the development of criticalthinking skills.
d.
e.
4.
The school develops and promotes internationalmindedness and all attributes of the IB learner profile
across the school community.
5.
6.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice
Level of implementation
Low
7.
7.
b.
High
X
8.
9.
a.
Requires significant
attention
b.
Shows satisfactory
development
X
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Describe any major achievement(s) related to this standard during the period under review.
The school has solicited parent feedback for the last four years. Last academic year the
Endicott survey was used for the first time. Before that the school administered a survey
written by staff at the school. Reflections on the parent feedback collected show that parents
continue to choose VIS because of the values and the IB approach to teaching and learning.
VIS is now in the position of sustaining and maintaining this parent support. Specifically,
anecdotes show that parents choose the school because of the programme and its
philosophy. As demonstrated during the 2014/15 academic year, annual revision of the
guiding statements with all stakeholders ensures that all stakeholders are guided by and
aspire to agreed upon values. Further achievements include:
The school has a new mission statement and it is aligned with the IB mission statement.
The school has a new tagline.
The strategic plan (balanced score card), which is aligned with the IB philosophy has
been implemented.
The communitys understanding of the PYP is growing by offering parent information
sessions. We have offered 21st Century Learning and the PYP. We intend to offer
several more this academic year including Assessment in the PYP and Play in the
P
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
PYP.
Professional development is varied, continuous and targets understanding the
programme better.
A thorough review of the programme of inquiry was conducted in 2014/15. Through
consultation between teachers and the PYP Coordinator many adjustments were
made. This academic year we will continue this work.
The school participates in the IB World community by sending the Director to the IB
regional conference.
c.
Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
Recommendation: The staff ensures that the development of the Learner Profile and
attitudes permeates and supports all aspects of school life.
Progress: The Learner Profiles attributes and the attitudes are posted in each classroom.
Specific ones are selected to focus on during Units of Inquiry. Teachers use the Units of
Inquiry to authentically develop student understanding of the attributes or the attitudes.
Students also self-assess themselves based on the Learner Profile attributes. As part of the
VIS report card, students assess and reflect on their learning strengths and areas for growth. It
is noted in the teacher handbook that the Learner Profile attributes and other applicable unit
vocabulary are part of the displays in each classroom.
Recommendation: The school further promote student inquiry and the development of critical
thinking skills across all classes and subject areas.
Progress: Student initiated inquiry is noted in the PYP planners. The use of wonder walls in
each classroom demonstrates commitment to making Units of Inquiry student-centred and
more student-driven. One PYP professional development session was dedicated to how to
use wall space to facilitate student learning and make student thinking visible. The Making
thinking visible resource was purchased with specific teachers experimenting with routines.
The PYP Coordinator/Asst. Principal and the Gr. 4 teacher will attend Making thinking Visible
facilitated by Mark Church in August 2015.
Recommendation: The IB mission statement to be made available to the wider community
through school handbooks, displays and communications.
Progress: The IB mission is posted/published where applicable e.g. school website.
Recommendation: The school continues to find ways to make visible the diversity of cultures
and perspectives of all constituents in the school.
Progress: Planned school events continue to promote a diversity of cultures and
perspectives. The new guiding statement underscores the commitment to understanding
diversity better and realizing it in the school. Reinstating PYP assemblies will encourage more
student voices to be heard and promote a balance of student perspectives.
Recommendation: The school ensure that information on the school website in regard to the
curriculum, and program overall, is accurate.
Progress: All information on the schools website is accurate.
d.
As a result of this self study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
With the development of a new mission and a new tagline it is important that the school
continue the practices that will develop VIS as a mission-driven school. Furthermore, it will be
a priority to determine measures of success within how we come to realize our new mission.
This process will outline what the new mission means for each stakeholder group. Specially,
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focus will be made on working with students to construct their understanding of the mission
language. The non-academic staff should also be invited to understand and embrace the new
mission. This is important given the nature of their work.
Furthermore, the pedagogical leadership team needs to align the implementation of the
curriculum and various associated activities with the schools mission.
Additionally, annual review and analysis of parent survey results will provide another avenue
to reflect on learning at VIS.
Section B: Organization
Standard B1: Leadership and structure
The schools leadership and administrative structures ensure the implementation of the Primary
Years Programme.
1.
Identify who was involved in the completion of this part of the questionnaire.
Add rows as necessary.
Name or group
Position
2.
Rebecca Juras
Director
Contributor
Deirdre Jennings
MYP Coordinator/Asst.
Principal
Contributor
Colin Powell
PYP Coordinator/Asst.
Principal
Contributor
Ausra Maggiar
Contributor
Jurga Dzikaite
Head of Languages
Contributor
Name of
grades/years as
identified in the
school
Name of school
section to which
each grade/year
belongs
Number of
classes
Total number
of students
in each PYP
year
34 years
Pre-K 1
Early childhood
15
45 years
Pre-K 2
Early childhood
18
56 years
Kindergarten 1
Early childhood
18
67 years
Kindergarten 2
Early childhood
22
78 years
Grade 1
Primary
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Student age
Name of
grades/years as
identified in the
school
Name of school
section to which
each grade/year
belongs
Number of
classes
Total number
of students
in each PYP
year
89 years
Grade 2
Primary
36
910 years
Grade 3
Primary
24
1011 years
Grade 4
Primary
21
1112 years *
Grade 5
Primary
20
210
b.
Yes
No
Specify what type of requirements and in which year(s) of the PYP they need to be fulfilled.
Lithuanian national curriculum is referenced and adapted in the Language and
Mathematics scope and sequences.
ii.
If the requirements were introduced or changed in the period under review, how did the
school address them in order to comply with them and with the IB requirements?
The integrity and rigour of the IB scope and sequences was maintained. While merging
national standards into the IB scope and sequence documents a focus on conceptual
learning was emphasized.
c.
Yes
No
If the answer is yes, describe the policy that the school applies.
Students are generally selected on a first come first served basis. However, English
language skills are evaluated to determine whether or not EAL support planned for that
particular class is sufficient to accommodate the student and the class as a whole.
Although we do not limit the percentage of any population, we may leave places
available in classes with a highly dense local demographic to accommodate expat
families who apply during the summer. The rationale for this is to promote cultural
diversity at VIS. We do our best to accommodate families who share our values.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
ii.
Are the current criteria for enrollment of students in the school a result of a change of policy
in the period under review? If this is so, explain the reasons for the change.
VIS has become increasingly aware of the growing number of students with undiagnosed
learning needs. Although we aim to be an inclusive school and we have increased the
resources available to learners with diverse needs, we have increasingly found ourselves
needing to consider how admissions and learning support are connected. Recently, the
school experienced rapid growth and this has warranted changing the policy. Four years
ago the school was half the size of what we are now. With better structures in place we
are better able to identify and individualize our programme to suit the needs of learners
with diverse needs. We continue to work to formalize our support structures.
3.
Governance
a.
Briefly describe the governance structure at the school and highlight any changes that have been
made to it during the period under review.
Meeting of Stakeholders
There are three levels of school governance. The school is governed by the Meeting of
Stakeholders (founders) whose authority is outlined in the school by-laws. The by-laws reflect
the standard Lithuanian governance relationship of non-profit public institutions.
The Meeting of Stakeholders is responsible for changing the by-laws of the school, hiring and
dismissing the Director, electing and recalling the School Council, approving annual financial
reports of the school, setting the school fee guidelines, approving information made available
to the public and reorganisation or liquidation of the school.
The Meeting of Stakeholders also considers the annual budget of the school, audit and
selection of auditor and other questions pertaining to the competence of the Stakeholders
Meeting.
The Meeting of Stakeholders must take place once a year no later than 4 months after the end
of financial year, but can also meet more often, on an as needed basis, stakeholders of the
school are involved significantly more than the minimum prescribed by the by-laws. The
Stakeholders typically meet formally every two months and informally on a more regular basis.
School Council
The by-laws also provide for a five member advisory School Council who serve a two year
term. The role of the School Council includes community oversight of the School, long-term
development responsibilities, analysing school financial reports, and providing strategic
recommendations for the upcoming period of activity to the Director.
Any member of the school community is eligible to become a member of the School Council
through election/approval by the Meeting of Stakeholders. The Council must meet at least
once a quarter.
Director
The director is the operational head of the school. The director is responsible for organising
activities of the school, hiring, dismissing and supervising of all staff, issuing and approving
procedures, regulations and orders, entering into transactions on behalf of the school,
safeguarding assets of the school, representing the public interest of the school, fulfilling
reporting obligations in accordance with Lithuanian law, and providing information on school
activities to the public (additional duties are described in the Director Job Description).
Parent Teacher Association
The school has a formal organisation called the Parent Teacher Association, or PTA, which is
comprised of a group of active parents. The PTA serves a public relations and outreach
function by helping organize school, parent community outreach, charitable and other similar
21
activities.
b.
Describe how the governing body (or the educational authorities) is kept informed about the
implementation of the PYP.
The first School Council Meeting serves as both a review of the state of the school and a
general introduction to roles and responsibilities for new Council members. One-on-one
sessions are scheduled between the Director and each new School Council member to
respond to individual questions, review policies and update them on current activities that
impact the strategic direction of the school. Additional sessions may be required to clarify
school policies and educational practices, particularly with regard to the implementation of the
PYP and MYP if these programmes are new to them.
The second meeting typically includes reporting on strategic initiatives and alignment with
strategic plans and priorities. The third and fourth meetings include updates on policies and
issues relevant to that school at that particular point in time. The Council of International
Schools accreditation and the IB PYP evaluation process are key issues for the 2014-2016
duration.
4.
Pedagogical leadership
Describe any changes in the structure and responsibilities of the pedagogical leadership team in
charge of the implementation of the PYP that have occurred during the period under review and why
they were implemented.
The pedagogical leadership team consists of both the PYP and MYP Coordinators and in many
instances, includes the Head of Languages and the Learning Resource and Assessment
Coordinator. The PYP and MYP Coordinators are charged with leading curriculum development and
implementation and all four individuals hold some degree of responsibility for instructional
support/coaching. In addition, the role of Early Childhood Coordinator was also added. Other staff
members take on leadership roles for short-term projects such as implementation of specific
programmes or projects.
5.
Policies
Describe the process of revising the language, assessment and special educational needs policies at
the school, including who was involved. Indicate when they were last revised.
a.
Language policy
School policies are an essential part of all learning decisions made at this school. School
policies inform team meetings at every level of teaching and learning at the school. The
pedagogical leadership team works with a variety of focus groups to revise school policies on
a needs basis. This is done to take account of the specific student demographic, their learning
needs and the staffing available to facilitate student learning. This is set in the specific
historical and cultural framework of the host country. Taking account of the student
demographic, their learning needs, the available staffing and the historical/cultural context
means that a 'needs approach' makes school policy review purposeful and a significant part of
learning at our school.
Most recently, members of the leadership team (Head of Languages, the MYP Coordinator
22
and the Director) formed a committee to revise the Language policy. Certain other staff
members also contributed. The PYP Coordinator shared language policy elements to inform
the process of revising the document. The Language policy was revised in February 2014.
b.
Assessment policy
Most recently, the pedagogical leadership team revised the Assessment policy. The Director,
the MYP Coordinator and the PYP Coordinator were involved. A formal PYP section was
drafted including the need to assess the essential elements, the portfolio agreement and the
updated reporting system among other things. The document was reviewed in July 2015.
c.
6.
Complete the chart below with the results of the self-study process.
Practice
Level of implementation
Low
High
1.
2.
a.
b.
3.
4.
23
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice
Level of implementation
Low
5.
7.
High
a.
b.
6.
7.
Requires significant
attention
Shows satisfactory
development
b.
Describe any major achievement(s) related to this standard during the period under review.
VIS has made several significant changes in the organizational structure to support and
extend the objectives of the PYP and MYP programmes.
The position of PYP Coordinator/Asst. Principal was redefined to allow for a greater role
as an instructional coach and pedagogical leader rather than classroom teacher. We
were also able to reduce contact hours to 10.
The position of Head of Languages was further developed.
The positions of Learning Resource and Assessment Coordinator and Early Childhood
Coordinator were created.
Additional hours were also identified for Service Learning Coordinators (PYP and MYP).
The Language policy was reviewed in 2014.
The Assessment policy was reviewed in 2015.
The Special Education policy was reviewed in 2012.
The Endicott survey was introduced to solicit better quality parent feedback.
All staff has undergone or is registered to undergo IB training to teach the programme.
24
Programme evaluation guide and self-study questionnaire: Primary Years Programme
c.
Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
VIS continues to review and improve policies in order that they reflect the way things are
done around here. VIS does not wait for a review cycle to inform us of the need to revisit
policies and procedures. This mode of operation has come to fore thanks to a concerted effort
on the part of the pedagogical leadership team to better understand good practice and to
willingly recognize when a policy or procedure is no longer relevant or helpful in achieving our
goals and objectives. This lies in stark contrast to where we were at the time of our initial
authorization visit at which time policies were created for their own sake.
Recommendation: The board ensure that the Stakeholders Rights and Obligations ,
according to Lithuanian law.
Progress: Completed.
d.
As a result of this self study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
The school has identified the following practices that are in need of further development:
The role of the governing body to be developed. The governance entities will undergo training
in autumn of 2015. Other improvements to have been made will include a process of selfevaluation and further development of the Board Policy Manual.
Strategic goals were identified by means of a process that included the 2013-2014
pedagogical leadership team with input from the Meeting of Stakeholders and the School
Council. Significant progress has been made to date. A new long-term strategic plan will be
developed at the end of the CIS self-study process in 2016. This will include any
recommendations put forward by the 2015 PYP evaluation.
Identify who was involved in the completion of this part of the questionnaire.
Add rows as necessary.
Name or group
Position
Rebecca Juras
Director
Contributor
Deirdre Jennings
MYP Coordinator/Asst.
Principal
Contributor
Colin Powell
PYP Coordinator/Asst.
Principal
Contributor
Ausra Maggiar
Contributor
Jurga Dzikaite
Head of Languages
Contributor
25
2.
Teachers and other staff who are involved in the implementation of the PYP
Update the following information:
a.
Number of staff
Note: When completing the chart, use the following definitions:
classroom teacher: teachers who take responsibility at least for the language of instruction, mathematics,
social studies and science (to support the PYP model of transdisciplinary teaching and learning)
teaching assistants: teaching staff who assist in the classroom teaching and learning process
single-subject teachers: teachers with subject-specific expertise or credentials who focus on the teaching
and learning process in their specific subject areas (for example, physical education, music)
other staff involved in the PYP teaching and learning process: practitioners who fulfill roles related to special
educational needs, counselling, and so on (it does not include clerical/administrative support).
Full-time Part-time
b.
15
Number of other staff involved in the PYP teaching and learning process
c.
Indicate the main roles of other staff members who are involved in the PYP, included in the chart
above (for example, counsellors).
The Learning Resource and Assessment Coordinator, the PYP Coordinator, Early Childhood
Coordinator, two learning support teachers, one special education teacher
d.
18-22
students
26
Programme evaluation guide and self-study questionnaire: Primary Years Programme
e.
Describe the turnover of the staff involved in the implementation of the PYP in the period under
review and how the school addressed any challenges in this area.
The initial strategy of the school was to hire teachers eager to make their move into
international teaching. These were primarily teachers new to the profession or those in the
twilight of their profession who were interested in working aboard. Now that the school has
had several successful years, the strategy has changed. VIS now seeks greater diversity
among staff members.
Furthermore, VIS aims to increase teacher retention and has included an annual flight home
every year after the second year of service, an increase in shipping allowance, and minor
increases in salaries and housing allowances. These changes in addition to our growing
reputation in the region have contributed to greater numbers of teachers signing on for three
rather than two years. Local-hire staff has much lower rates of turnover and highly value their
professional development opportunities with very few exceptions.
3.
Who attends
Pedagogical
leadership team
meeting
Director, MYP
Coordinator & PYP
Coordinator
PYP professional
development meeting
Learning Resource
and Assessment
Coordinator and
learning support
teachers
Frequency of meeting
Objectives
Once a week
This is an open
meeting where we
discuss progress on
school goals and plan
for weekly professional
development
meetings.
Once a week
School goals,
professional
development and
curriculum
development
Once a week
Early Childhood
meeting
Once a week
School goals,
professional
development and
curriculum
development
PYP/Early childhood
Coordinator meeting
Once a week
Vertical alignment of
school goals
27
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Name of meeting
Who attends
Frequency of meeting
Twice monthly
collaborative planning
with the PYP
Coordinator
Unit development or
unit links to single
subjects
Grade-level
collaborative planning
Homeroom teachers
and single-subject
teachers
Open-floor
transdisciplinary
planning
Increasingly all
teachers
Single-subject
integration in the Unit
of Inquiry
When needed
Policy update,
curriculum
development,
reporting system
review, school events
Committees
4.
By volunteers
Objectives
Teaching time
Have there been any changes in the students weekly schedule
during the period under review?
Yes
No
If the answer is yes, explain its impact on the implementation of the PYP.
Revisions to early childhood timetables have allowed for longer sustained play. No chess class
offered.
5.
Complete the chart below with the results of the self-study process.
Practice
Level of implementation
Low
High
1.
2.
3.
a.
4.
28
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice
Level of implementation
Low
6.
High
5.
6.
7.
8.
9.
10.
a.
11.
12.
Requires significant
attention
b.
Shows satisfactory
development
X
Describe any major achievement(s) related to this standard during the period under review.
The MYP section of the school has moved into new 900 sqm premises allowing for the
expansion of the PYP in the main building. PYP students are invited to use the MYP
facilities such as the gallery and the stage in the Loft.
Improvements have been made to the playground by installing a gated train playground
for early childhood students.
29
Additional equipment has been installed in the gym including a soft-impact floor.
The library collection has grown to 9,000 books. We have decided to change our
management system to Destiny Follett. We will begin using this system in September
2015.
A purpose built Discovery room was constructed for use by the early childhood grades.
The following technology equipment was added: tablet computers (approximately 40 for
PYP), two Smartboards, three document cameras, mounted projectors in most rooms,
two mobile projectors with laptops and 23 laptops in the computer lab.
Everyday Mathematics was purchased to begin in September 2015.
c.
Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
Recommendation: The school continues to make it a priority to acquire resources that offer
access to a variety of cultures, perspectives and languages.
Progress: Many library books have been purchased recently (all orders coming from
teachers). In most cases, teachers have specifically ordered to support units of inquiry.
Recommendation: The school strengthen the pedagogical leadership team by clearly
delineating the roles, responsibilities and accountabilities in the coordination
and development of the PYP for:
a) the director
b) the newly appointed PYP coordinator
c) the subject coordinators
and ensure that the roles and responsibilities for programme implementation
and development are assigned with the overall aim of enhancing the coherence and cohesion
of teaching and learning across the curriculum.
Progress: The new PYP Coordinator has been appointed with a clear job description and
release hours. The pedagogical leadership team works together to implement the programme.
Recommendation: The school ensure that the newly appointed PYP coordinator will have
sufficient support and resources to carry out the responsibilities of this position as pedagogical
leader, and that the scope of this responsibility is recognized, as described in Pedagogical
Leadership in a PYP School .
Progress: The new PYP Coordinator has been appointed with a clear job description and
release hours. The pedagogical leadership team works together to implement the programme.
Recommendation: The school ensure it meets the PYP training requirement prior to
authorization, that all teachers, full- and part-time, working with PYP students participate in
PYP regional and/or in-school workshops, organized by the regional office.
Progress: List of staff/IB PYP training compiled. Staff identified who need IB training. All
teachers have completed, are enrolled or are registered for IB training as of September 2015.
Recommendation: The school continues to support and promote the central role of the library
in the implementation of the programme.
Progress: Full-time librarian hired. Books purchased. Multimedia equipment installed in
library. Destiny Follett purchased. Catalogue is currently being transferred to new
management system.
Recommendation: The school continues to develop the range of resources available to
students and teachers in support of an inquiry-based curriculum.
Progress: Inquiry in-service held for all teachers during staff retreat in August 2014. The
school continues to identify and purchase teacher resources focused on developing inquiry in
each classroom.
Recommendation: The school further revise its language policy using the IB guidelines to
ensure that it provides a commonly understood framework for, and establishes agreements
30
on, teaching about, teaching for, and teaching through language in a transdisciplinary
program.
Progress: The language policy was most recently updated in 2012. Revisions were made in
consultation with the PYP Coordinator to ensure adherence to IB guidelines.
Recommendation: The school ensure that the special needs of all students enrolled are
identified and met in a systematic manner.
Progress: Referral form and process introduced in October 2014.
Note: There is a local limitation with regard to 'identification' of special needs the school
cannot go ahead with formal evaluation without explicit parent permission - therefore we have
put systems in place to support where we see there is a need.
Professional development sessions with the Learning Resource and Assessment Coordinator
for PYP and MYP teachers focusing on specific special needs and what teachers can do to
support learners.
Recommendation: The school ensure that class schedules clearly reflect the
schoolscommitment to :
a. the PYP curriculum framework
b. inquiry-based learning which needs blocks of uninterrupted time
c. a balance between transdisciplinary and single subject provision
d. the effective use of instructional time for implementing the PYP in grade 1.
Progress: Early childhood schedules were changed so as to allow for longer sustained play.
Beginning in 2014/15 teachers have been encouraged see scheduled time as transdisciplinary
time. The shift has started to outline a clearer reflection of the PYP curriculum framework.
d.
As a result of this self study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
The Llibrary and its role in teaching and learning should be developed. This entails both
a focus on ordering/organizing books and resources as well as a focus on developing
the role of the librarian.
Since authorization, the school has acquired various technologies. This includes lap top
computers (computer lab), smart boards, multimedia projectors, document cameras,
electronic portfolios, tablet computers etc. The school is at a pivotal point where time
should be spent on how the different technology supports student learning and aligns
with the programme philosophy.
We need to continue to develop the systems and structures in place to track and support
students with diverse learning needs.
We need to continue to look for ways to offer and promote mother tongue language
learning.
Section C: Curriculum
Identify who was involved in the completion of this part of the questionnaire (C1, C2, C3 and C4).
Add rows as necessary.
Name or group
Position
Jelena Chatiuina
Contributor
31
Name or group
Position
Aist Dubinskien
Contributor
Jasper Mehagnoul
Contributor
Violeta Pundien
Contributor
Jennifer Wong-Powell
Kindergarten 1 teacher
Contributor
Agn Vilit
Kindergarten 1 teacher
Contributor
Dalia Krupaviciene
Kindergarten 2 teacher
Timekeeper, contributor
Jekaterina Budic
Kindergarten 2 teacher
Contributor
Giedr Juodyt
Contributor
Laura Laniauskait
Gr. 1 teacher
Scribe, contributor
Tatjana Neifach
Gr. 1 teacher
Contributor
Lisa Berman
Gr. 2 teacher
Contributor
Marie Donke
Gr. 2 teacher
Contributor
Jessica McColly
Gr. 3 teacher
Chairperson 1
Lezlie Faber
Gr. 4 teacher
Scribe, contributor
Katherine Lum
Gr. 5 teacher
Contributor
Deirdre Jennings
Contributor
Diana Titarenko
Art teacher
Timekeeper, contributor
PE teacher
Contributor
Colin Powell
Chairperson 2
Ruta Postic
Librarian
Contributor
Viktorija Barkauskaite
Music teacher
Contributor
Justinas Lapatinskas
Contributor
Agn Strolyt
Lithuanian teacher
Contributor
32
Programme evaluation guide and self-study questionnaire: Primary Years Programme
2.
Describe the role of single-subject teachers in the development of the units of inquiry.
The role of single-subject teachers is to support units of inquiry where and when authentic, relevant
and applicable.
Open-floor transdisciplinary planning meetings held every six weeks (at the beginning of
each unit) where single-subject and homeroom teachers develop units together.
Single-subjects seek to support the central idea and link with at least one unit of inquiry per
grade per year. Many other non-conceptual links are made as well. Single-subject teachers
are in a preliminary stage of documenting unit of inquiry collaboration on PYP homeroom
planners.
In addition, single-subject teachers support with informal conversations, adding pictures to
portfolios, demonstrating care for students and sharing social and emotional issues with
homeroom teachers.
33
Programme evaluation guide and self-study questionnaire: Primary Years Programme
3.
Complete the chart below with the results of the self-study process.
Practice
Level of implementation
Low
1.
High
a.
b.
c.
2.
3.
a.
b.
4.
a.
b.
5.
6.
7.
8.
9.
34
Programme evaluation guide and self-study questionnaire: Primary Years Programme
4.
Indicate the practice(s) that produced more diverse answers in the group. In one or two paragraphs,
identify the differing views and how the consensus was reached.
The following practices produced diverse answers:
We have varying degrees of integration. However, the evidence of this on ManageBac is developing
and needs continued work. We have established the aim of using single-subjects (specialist
classes) to support the central idea in at least one unit of inquiry per grade per year. Many other
non-concept based links are also made. It is expected that Mathematics and Language are
integrated into the units of inquiry as much as possible. The Language scope and sequence has
been mapped in every unit of inquiry and at every grade-level. Mathematics has not been mapped
consistently. With the adoption of Everyday Mathematics, mapping Mathematics needs to be a
focus for 2016/17.
Further, questions arose as to the level of linking between Information Technology, Library and
units of inquiry. Currently, where/how Information Technology supports units of inquiry is outlined on
a Unit Sequence spreadsheet. Library has no documented links with units of inquiry. This is a
necessary action and is planned for the 2015/16 year.
Finally, when we have open-floor transdisciplinary planning meetings, not all teachers are there or
able to come. Scheduling is an issue for early childhood teachers as they continue to care for
children between 2:45 and 4:00 pm. While there are informal meetings between single-subject
teachers and homeroom teachers, the attempt at a systematic approach is still perceived as
developing.
The school ensures that Primary Years Programme planners are coherent records of
student learning.
Not all PYP planners are complete. ManageBac was adopted two years ago. During the 2014/15
school year there was effort to develop units and establish a coherent record of student learning.
However, teachers disagreed on this practice because we are in a transition period. As a school, we
have been developing units of inquiry for about five years. Single-subject teachers did not develop
standalone units before 2014/15. However, the use of ManageBac is relatively new. Evidence of
coherent records of student learning on ManageBac is inconsistent. More training on how to use the
planner to support transdisciplinary learning will benefit all teachers. In addition, essential
agreements on the planning process will be beneficial.
Collaborative planning and reflection recognizes that all teachers are responsible for
language development of students.
The discussion surrounding this practice centred on if and how single-subject (specialist) classes
develop language. Some teachers argued that using key vocabulary and oral activities counted as
language development. Other teachers argued that it is not purposeful language development. Two
issues surfaced at the centre of the debate. First was a lack of a definition of language
development and second was questioning whether specialist teachers (single-subject) are
responsible for language development. This requires further understanding of the role of singlesubject teachers in the PYP and how language development is the responsibility of all teachers.
35
Programme evaluation guide and self-study questionnaire: Primary Years Programme
5.
Requires significant
attention
Shows satisfactory
development
b.
Describe any major achievement(s) related to this standard during the period under review.
The major achievements are listed below. Generally, the consistent use of ManageBac
combined with scheduled planning meetings has had a positive impact on teaching and
learning.
All PYP teachers collaboratively plan with the PYP Coordinator twice monthly.
The programme of inquiry underwent a significant review during the 2014/15 school
year. This was a collaborative effort at many different points during the school year
and involving all PYP teachers.
ManageBac access and authorship (editing rights) have been provided to all PYP
teachers for all of the applicable units. The new expectation is that all teachers will
contribute to updating the applicable planners.
New curriculum for PE, Art and Music are being developed. This involves
collaboration between the single-subject teachers and the PYP Coordinator.
The PYP Coordinator and the MYP Coordinator have met a number of times during
the 2014/15 school year to discuss the vertical alignment between PYP and MYP
regarding Science.
The PYP Coordinator and the Service Learning Coordinators (PYP and MYP) have
met a number of times during the 2014/15 school year to integrate service learning
into the curriculum.
Six PYP planners were submitted to the IB for review (Building Quality Curriculum).
Through consultation with the PYP Coordinator, social studies and science related
concepts were added to all units of inquiry. Prior to 2014/15 related concepts were not
36
Programme evaluation guide and self-study questionnaire: Primary Years Programme
consistent.
c.
Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
Recommendation: The pedagogical leadership team ensures that there is a systematic
approach to the integration of subject-specific scope and sequences within the units of inquiry.
Progress: Grade-level collaborative planning meetings as well as open-floor transdisciplinary
planning meetings with the PYP Coordinator facilitate the integration of subject-specific scope
and sequences. Work on this recommendation continues.
Recommendation: All teachers work together to further develop their understanding of the
difference between a thematic and transdisciplinary program, with a view to
strengthening the transdisciplinary nature of the Programme of Inquiry.
Progress: Collaborative planning and open-floor transdisciplinary planning ensure
collaboration. Several professional development meetings were dedicated to conceptual
learning (concept based learning outcomes) during 2014/15.
Recommendation: The pedagogical leadership team ensures that all teachers continue to
deepen their understanding of the planning process and the effective and systematic use of
the PYP planning tools.
Progress: We are moving to a more complete use of ManageBac. We have sought and
received IB feedback on six of our unit planners. More work on the PYP planning process will
continue next during 2015/16.
d.
As a result of this self study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
The following practices have been identified for further development:
37
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Complete the chart below with the results of the self-study process.
Practice
Level of implementation
Low
1.
b.
c.
d.
High
X
2.
3.
4.
a.
b.
5.
6.
a.
38
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice
Level of implementation
Low
7.
2.
High
a.
8.
9.
a.
10.
11.
Indicate the practice(s) that produced more diverse answers in the group. In one or two paragraphs,
identify the differing views and how the consensus was reached.
The following practices produced diverse answers:
The written curriculum provides opportunities for student learning that is significant,
relevant, engaging and challenging.
Here the questions of the degree of challenge and the integration of service learning were raised.
Some teachers stated that they would like to see more challenge opportunities for higher achieving
students. Other teachers stated that they would like service learning to develop further in its
integration and hopefully create more student initiated service.
There is a system for regular review and refinement of the programme of inquiry, individual
units of inquiry and the subject-specific scope and sequences.
The part of this practice that produced diverse responses was in regards to Mathematics. Prior to
2015/16, the school used the IB PYP Mathematics scope and sequence to integrate Mathematics
learning into units of inquiry where and when authentic and appropriate. The Director and the PYP
Coordinator worked in consultation with teachers to determine that high teacher turnover and a lack
of common vocabulary or understanding of concept based math is producing inconsistencies. After
research into inquiry and concept based Mathematics programmes feedback was sought on the
benefits and limitations of adopting Everyday Mathematics or Investigations. Further research and
feedback from teachers rendered the choice to adopt Everyday Mathematics. 2015/16 will be the
first year that we offer Everyday Mathematics.
39
Programme evaluation guide and self-study questionnaire: Primary Years Programme
3.
Requires significant
attention
Shows satisfactory
development
b.
Describe any major achievement(s) related to this standard during the period under review.
The major achievements are listed below.
Five standalone unit planners being developed on Managebac for Physical Education.
Kindergarten 1 and 2 used to have the same units. These were separated and now
each grade-level has its own units of inquiry.
PSPE integrated into units of inquiry where authentic, relevant and appropriate.
The 6+1 Traits of Writing and CAF adopted to support teaching literacy.
The development of the Service Learning Coordinators role and the integration of
service into at least one unit of inquiry per grade per year.
MYP and PYP Coordinators working on alignment between PYP and MYP science.
A review of each subject area has been done. The following scope and sequence
documents are in use:
o From IBO, PYP: Science, Social Studies, PSPE, The Arts
o The following scope and sequence documents have been developed in-house
40
adapted from the IBO, PYP scope and sequence documents: Early
Childhood Mathematics and Language scope and sequences.
c.
Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
Recommendation: The pedagogical leadership team and teachers deepen their
understanding of the PYP as a concept-driven curricular framework and reflect this in the
scope and sequence documents and unit planners.
Progress: At the start of the 2014/15 year there was a 2-day, whole-school retreat on concept
based learning, teaching thinking and inquiry. Later that year we dedicated five professional
development meetings to developing our understanding of a concept-driven learning.
Recommendation: The teachers re-evaluate the Program of Inquiry for the age
appropriateness of units, as well as for the relevance of the central ideas to the
transdisciplinary themes.
Progress: This is ongoing. During the 2014/15 academic year teachers in consultation with
the PYP Coordinator focused on the age appropriateness/ relevance of units of inquiry.
Changes were made. In addition, feedback from Building Quality Curriculum suggested
changes to make units more age appropriate and relevant. Further reflection and discussion
may well necessitate further adjustments.
Recommendation: The pedagogical leadership team ensures that there is a shared
responsibility for the review of the Programme of Inquiry, and corresponding units, with all
teachers.
Progress: In trimester 1, 2014 the review of the programme of inquiry started with the new
PYP Coordinator. The PYP Coordinator attends all collaborative planning meetings and openfloor trandisciplinary planning time. Teachers are responsible for curriculum mapping and unit
development. The PYP Coodinator is responsible for the horizontal and vertical articulation.
Recommendation: The teachers ensure greater focus on the essential elements of concepts
and action during their planning.
Progress: All essential elements are represented in the units of inquiry planners. Continued
work on single-subject planners will focus on essential elements. Student action featured
prominently in the planning for the PYP Exhibition.
Recommendation: The teachers come to a common understanding the action component of
the PYP.
Progress: We have a developing understanding of the action component. However, this will
be our goal for 2105/16.
Recommendation: The school create opportunities for service learning within the school and
local community.
Progress: Service learning has been integrated into at least one unit of inquiry per grade per
year. Service Learning is overseen by the Service Learning Coordinators.
d.
As a result of this self study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
41
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Determine a way to map and integrate Everyday Mathematics into our units of inquiry.
PSPE and early childhood are developing scope and sequences. PSPE is
considering a document that outlines a continuum from Pre-school to Grade 10. Early
childhood have developed and mapped Mathematics and Language scope and
sequences.
Explore a way to make service learning more authentic and relevant within the
context of each unit of inquiry.
Complete the chart below with the results of the self-study process.
Practice
Level of implementation
Low
1.
2.
3.
4.
High
a.
b.
c.
a.
a.
42
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice
Level of implementation
Low
2.
High
5.
6.
7.
8.
9.
10.
a.
11
12.
13.
14.
b.
15.
16.
Indicate the practice(s) that produced more diverse answers in the group. In one or two paragraphs,
identify the differing views and how the consensus was reached.
The debate here specifically focused on technology issues and a perceived lack of PE equipment
43
Programme evaluation guide and self-study questionnaire: Primary Years Programme
and outdoor equipment. Teachers argued that technology equipment and the internet network
within the PYP building require an upgrade. This was compounded by PE teachers calling for more
physical education equipment. Ongoing work has been done to upgrade the technology equipment
and the internet network in the PYP building. The issue may well be that we lack an onsite resource
to troubleshoot small difficulties.
3.
Requires significant
attention
Shows satisfactory
development
b.
Describe any major achievement(s) related to this standard during the period under review.
The major achievements are listed below.
The year-long early childhood focus on understanding play. This was a collaborative
inquiry into facilitative roles that teachers can take to support and intervene in
childrens play.
All homeroom teachers have reviewed their units of inquiry for the purpose of
integrating PSPE.
39T
All teachers understand that they are responsible for language development.
Development of the Service Learning Coordinator roles, service written into the
curriculum and purposeful service occurring in the community.
The new mission statement necessitates working with students to construct a better
and revised understanding of human commonality, diverse and multiple perspectives.
44
Programme evaluation guide and self-study questionnaire: Primary Years Programme
in a variety of ways.
c.
All teachers use a variety of grouping strategies allowing time for both group work and
independent work.
Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
Recommendation: All teachers provide students with a range of opportunities and contexts
for reflecting on their learning.
Progress: Our portfolio agreement has changed. Portfolios better represent student voice and
reflection. In service learning, students are producing reflections on their service.
Recommendation: All teachers continue to deepen their understanding of inquiry as a
philosophy and as a pedagogy across all subject areas.
Progress: Whole staff in-service on inquiry in August 2014. Early childhood focus on the
complexities of play and our roles in it.
Recommendation: All teachers continue to explore ways to further develop appropriate
learning engagements that promote the development of critical thinking skills.
Progress: Whole school professional development on inquiry and teaching thinking in August
2014. PYP Coordinator and Grade 4 teacher will attend Making thinking Visible facilitated by
Mark Church in August 2015.
Recommendation: The teachers actively engage students in using the think-act- reflect
Action Cycle in order to make informed choices about their actions, both inside and
outside of the classroom.
Progress: Student action featured prominently in the PYP Exhibition where students had to
make ongoing choices about action. However, the development of student action is a goal for
2015/16.
Recommendation: The school continue to look for ways that self-initiated action can be
fostered and promoted, and support students in playing a role in some of the decision-making
processes of the school.
Progress: Student action is recorded on all PYP planners. The PYP Exhibition featured action
prominently.
d.
As a result of this self study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
Continue to promote inquiry as the main pedagogical approach within each subject
area across the school.
Continue to develop integration of single-subjects into the units of inquiry with specific
focus on Mathematics and Science. In Mathematics, we are transitioning to the
programme, Everyday Mathematics. Science has been identified to review during the
2015/16 year.
45
Units of inquiry have been reviewed with PSPE integration in mind. Teachers will now
need to determine how to integrate PSPE within specified units of inquiry.
Continue to develop the system for identifying, tracking and supporting students with
diverse learning needs.
More work to be done on supporting student language needs whose mother tongue is
not English or Lithuanian.
Complete the chart below with the results of the self-study process.
Practice
Level of implementation
Low
1.
b.
c.
High
X
2.
3.
4.
5.
6.
a.
46
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice
Level of implementation
Low
7.
a.
2.
High
X
8.
9.
Indicate the practice(s) that produced more diverse answers in the group. In one or two paragraphs,
identify the differing views and how the consensus was reached.
The issues that caused diverse opinions included:
The differences in assessment practice between early childhood and Grade 1 - 5. There is a
need to use our assessment policy to create common assessment practices. This will
create better consistency in format and expectations and will ensure vertical alignment.
Student readiness for Grade 1. According to the law, Grade 1 starts with seven year olds. As a
school we continue to negotiate between our need for assessed readiness and the
Lithuanian law.
Further work needs to be done on analyzing data at the classroom level to inform instruction. A
system and routine has started to review learning data in order to inform instruction. However,
this needs to be developed.
3.
Requires significant
attention
b.
Shows satisfactory
development
Describe any major achievement(s) related to this standard during the period under review.
The new reporting system will be implemented in 2015/16. This includes revisions to
the report cards and the format of our conferences. Our November parent/teacher
47
c.
The writing of rubrics follows a consistent format. Criteria are developed according to
our lines of inquiry.
A new portfolio agreement was created emphasizing student voice. Grade 1-5 have
adopted electronic portfolios hosted on the Weebly platform. Early childhood to review
portfolio format during 2015/16.
Continued refinement and use of Fountas & Pinnel and Words Their Way
assessments to inform instruction.
Introduction and continued use of the CAF model for teaching reading.
Continued use of Measure of Academic Progress (MAP) results to track and support
learners.
The PYP Exhibition website documents the process and many student reflections.
The use of ManageBac has become consistent amongst all PYP teachers. Now we
need to develop and document better assessments within ManageBac.
The role of the Learning Resource and Assessment Coordinator was developed.
Support provided with assessments.
Twice a year all grades collect a writing sample from students. This is scored using 6
traits of writing rubrics and then moderated between teachers. Writing conferences
ensure teachers feedback to students on this process.
Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
Recommendation: The teachers with the PYP coordinator, continue to develop formative and
summative assessments that effectively provide evidence of the concepts,
skills, and attitudes learned during the units of inquiry.
Progress: The format for writing unit rubrics has been standardized. Unit rubrics build on the
lines of inquiry as criteria, which are connected to key concepts. Peer- and self-assessment
are used to develop IB attitudes and transdisciplinary skills.
Recommendation: The teachers look for ways to involve students in peer- and selfassessment strategies so that they grow as independent learners.
Progress: Peer and self-assessment are used to develop students as independent learners.
Every grade uses peer and self-assessment strategies. Portfolios and the report card (Grade
1-5) include the use of self-assessment. In addition, peer conferencing is a model frequently
used.
Recommendation: All teachers continue to develop systems for recording and storing
evidence of student learning so that it is accessible, as appropriate, to students, parents, and
teachers.
Progress: PYP planners have been further developed on ManageBac to ensure a coherent
record of student learning. As stipulated in our Portfolio Agreement, evidence of student
learning is collected as early as September. An assessment database has been created by
48
the Learning Resource and Assessment Coordinator. Among others, results for Fountas &
Pinnel, Words Their Way and MAPs tests are recorded.
Recommendation: The pedagogical leadership team and teachers develop a report card that
reflects the principles of the programme and shows progress of student learning.
Progress: A committee of two teachers and the PYP Coordinator was formed to revise the
report card. An updated reporting system was devised that includes a new report card format.
A large part of the new reporting system involves goal setting and reflection. The new report
card reflects the principles of the programme.
d.
As a result of this self study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
Continue the consistent format of using lines of inquiry to draw up rubrics and ensure
that we are assessing conceptual understanding.
Assessment of the essential elements needs to be more explicit. This will require
discussion on how to assess the different elements appropriately.
Everyday Mathematics has been adopted. It will be import to take inventory of the
assessments and ensure that we are using them in a consistent and helpful manner.
Considering trialing a Mathematics inventory in PYP. MYP has already trialed it. By
using it in both programmes consistency will be enhanced and students transitioning
from PYP to MYP will be supported further.
The practice of having team mentors for the PYP Exhibition was successful. Continue
to have team mentors take on Exhibition groups. In addition, look for other singlesubject teachers to act as experts or consultants.
Develop more teacher and student discussions surrounding learning data and
continue to use data to drive instruction.
49
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Organization
School organization chart showing the PYP pedagogical leadership team situation (including the
PYP coordinator) and reporting lines
Job description of the PYP coordinator, including all additional responsibilities besides the PYP
coordination. Indicate the percentage of the coordinators weekly schedule that is devoted to
complying with the coordination responsibilities.
N/A
Language policy
Assessment policy
Curriculum
PYP programme of inquiry
Three completed unit planners (stages 19) for each year/grade level
A description of how the exhibition is organized and managed in the school, to include:
a description of the previous years exhibition, indicating the type of projects involved
Updated and newly developed planners for all transdisciplinary units of inquiry for each year/grade
level, including planners for the current unit of inquiry at each year/grade level
Unit planners for each year/grade level from outside of the programme of inquiry
X
1
Any policies/essential agreements regarding the implementation of the programme the school may
have adopted or developed, if appropriate
2
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Other
(assemblies, special events)
81T
Length of cycle:
5 days
34 years
28 hrs. 20 min.
90%
8%
2%
45 years
28 hrs. 20 min.
90%
8%
2%
56 years
28 hrs. 20 min.
84%
14%
2%
67 years
28 hrs. 20 min.
84%
14%
2%
78 years
26 hrs. 15 min
68%
30%
2%
89 years
26 hrs. 15 min
68%
30%
2%
910 years
26 hrs. 15 min
67%
31%
2%
1011 years
26 hrs. 15 min
67%
31%
2%
1112 years
26 hrs. 15 min
67%
31%
2%
* This percentage includes teaching time with teachers in charge of specific subjects such as physical education, music or other subjects.
51
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Chart 2: Update of PYP teaching staff, qualifications and IB-recognized professional development
IB-recognized professional development is activities as listed on the IB events calendar on the IB public website (http://www.ibo.org) or in-school professional development activities
organized by the relevant IB office.
Location: In the chart below, indicate where the training took place.
Name
Qualifications of
each teacher
(degrees, diplomas)
Year/grade
34 years
Jelena Chatiuina
Aist Dubinskien
BA Social Pedagogy
BA Early Childhood
Education
Number of
years at
this
school
MA Educology
Full/
part-time
(use FT/PT)
FT
FT
Date
Workshop
name and
category
Vilnius
March 2011
Making the
PYP Happen
in the
Classroom
(Category 1)
Vilnius
October
2011
Inquiry in the
PYP
(Category 3)
Warwick, UK
February
2012
PYP PlayBased
Learning
(Category 3)
Online
March 2015
Making the
PYP Happen
in the
Classroom
(Category 1)
52
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Year/grade
45 years
Jasper Mehagnoul
BA Social Work
Number of
years at
this
school
Full/
part-time
(use FT/PT)
FT
Date
Workshop
name and
category
Vilnius
March 2011
Making the
PYP Happen
in the
Classroom
(Category 1)
Online
May 2012
Vilnius
October
2011
Teacher qualification
Violeta Pundien
BA Social pedagogy
FT
Online
Year/grade
56 years
May 2014
International
Mindedness
Inquiry in the
PYP
(Category 3)
Assessment
in the early
years
(Category 3)
Teacher qualification
0
(returning
from
maternity)
FT
Vilnius
October
2011
Inquiry in the
PYP
(Category 3)
Jennifer Wong-Powell
BA Womens Studies
FT
Online
November
2013
Pedagogical
Leadership
in the Early
Years
(Category 3)
October
2011
3-5 Year
Olds in the
PYP
(Category 3)
September
2010
Making the
PYP Happen
(Category 1)
MA Applied Linguistics
Graduate Diploma in
Learning and Teaching
Hong Kong
Singapore
53
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Agn Vilit
BA Philosophy
Number of
years at
this
school
Full/
part-time
(use FT/PT)
Date
FT
Online
May 2014
Symbolic
Learning In
The Early
Years
(Literacy &
Numeracy)
(Category 3)
FT
Online
May 2012
Making the
PYP Happen
(Category 1)
FT
Online
May 2012
Making the
PYP Happen
in the
Classroom
(Category 1)
Teacher certificate
Year/grade
67 years
Dalia Krupaviciene
BA Geography
Teacher certificate
Jekaterina Budic
BA English
Workshop
name and
category
Teacher qualification
54
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Year/grade
78 years
Laura Laniauskait
BA History
Number of
years at
this
school
11
Full/
part-time
(use FT/PT)
FT
Date
Workshop
name and
category
Vilnius
March 2011
Making the
PYP Happen
in the
Classroom
(Category 1)
Vilnius
October
2011
Teacher qualification
Tatjana Neifach
BA English Philology
Warwick, UK
February
2012
PYP
Transdiscipli
nary
Learning
(Category 3)
Online
May 2012
Conceptbased
Learning in
the PYP
(Category 3)
FT
Istanbul
June 2014
Encouraging
Children's
Creative
Instincts in
the
Classroom
(Category 3)
FT
Online
September
2013
Making the
PYP Happen
in the
Classroom
(Category 1)
Teacher qualification
MA Strategic
Management of
Organisations
Year/grade
89 years
Dorothy Broussard
(2015/16)
BA Education
Inquiry in the
PYP
(Category3)
55
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
BA Recreation
Number of
years at
this
school
Full/
part-time
(use FT/PT)
Date
Workshop
name and
category
FT
Online
July 2015
Making the
PYP Happen
(Category 1)
FT
Accra,
Ghana
February
2013
Transdiscipli
nary
Learning
(Category 3)
Shanghai,
China
December
2011
Making the
PYP Happen
in the
Classroom
(Category 1)
October
2013
Transisciplin
ary Learning
(Category 3)
MA Special Education
Teaching certification
ESL certification
Year/grade
910 years
Jessica McColly
BA Sociology
MA Elementary and
Early Childhood
education
MA Special Education
56
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Year/grade
1011 years
Lezlie Faber
Colin Powell (see below)
BA Elementary
Education
Number of
years at
this
school
Full/
part-time
(use FT/PT)
FT
Singapore
Inquiry and
the Librarian
across the
Three
Programs
October
2011
Promoting
International
Mindedness
(Category 2)
July 2010
The Written
Curriculum
in the PYP
(Category 2)
Lyon,
France
September
2007
Making the
PYP Happen
(Category 1)
Online
September
2013
Making the
PYP Happen
(Category 1)
Copenhagen
, Denmark
Katherine Lum
BA Human
Development
MA Teaching
FT
Workshop
name and
category
January
2013
Dhaka,
Bangladesh
Year/grade
1112 years
Date
Head of section/
principal
57
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
PYP coordinator
Colin Powell
BA Anthropology
Number of
years at
this
school
Full/
part-time
(use FT/PT)
FT
Brussels
MA English Studies
Date
October
2014
PYP + MYP
+ Diploma
Programme
Leadership
for School
Improvement
(Category 3)
October
2011
The PYP
Exhibition
(Category 3)
Graduate Diploma in
Learning and Teaching
Hong Kong
Singapore
Workshop
name and
category
September
2010
Making the
PYP Happen
(Category 1)
58
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Number of
years at
this
school
Full/
part-time
(use FT/PT)
Date
Workshop
name and
category
Others
(physical education,
music, administrators)
Director
Rebecca Juras
BA Biology
11
FT
Brussels
BA Russian Studies
October
2014
MA Education
PYP + MYP
+ Diploma
Programme
Leadership
for School
Improvement
(Category 3)
PYP
Assessment
PYP The
Written
Curriculum
IB
Continuum
Creating
Inclusive
Classrooms
Lithuanian teacher
Agn Strolyt
BA Lithuanian
FT
Online
July 2015
Making the
PYP Happen
in the
classroom
(Category 1)
FT
Online
March 2015
Making the
PYP Happen
in the
classroom
(Category 1)
Teacher qualification
MA Education
Leadership
Lithuanian teacher
Rita Mikelionyt
BA Lithuanian
MA Lithuanian
Teacher qualification
59
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Head of
Languages/Lithuania
n teacher
Jurga Dzikait
BA Lithuanian philology
Number of
years at
this
school
Full/
part-time
(use FT/PT)
Date
FT
Budapest,
Hungary
October
2012
Encouraging
children's
creative
instincts in
the
classroom
(Category 3)
FT
London
June 2013
Physical
Education:
Delivering
the Middle
Years
Programme
(Category 2)
PT
Online
June 2013
Making the
PYP Happen
in the
classroom
(Category 1)
MA Lithuanian Philology
MA Education
Leadership
Physical education
teacher
Physical education
teacher
Diana Titarenko
BA Business
BA Education
BA Fine Arts
Workshop
name and
category
60
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Early Childhood
Coordinator/Art
teacher
Giedr Juodyt
BA Early Childhood
Number of
years at
this
school
Full/
part-time
(use FT/PT)
FT
Online
MA Education
Vilnius,
Lithuania
Vilnius,
Lithuania
Information
Technology teacher
Jrat Skpien
MA Applied
Mathematics
PhD Informatics
Music teacher
Viktorija Barkauskaite
BA Music
1 (returned
after
maternity
leave)
Education qualification
PT
PT?
Date
September
2010
July 2011
March 2011
Workshop
name and
category
Induction in
the PYP
(Category 1)
Inquiry
(Category 3)
Making the
PYP Happen
in the
Classroom
(Category 2)
Istanbul,
Turkey
June 2014
Vilnius
June 2011
Introducing
the MYP:
Capturing
the Art and
Science of
Teaching
Online
October
2011
An
Introduction
to teaching
MYP
Technology
(Category 1)
Online
March 2015
Making the
PYP Happen
in the
Classroom
(Category 1)
Assessment
in the Early
Years
(Category 3)
61
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Learning support
teacher
Zydre Barabanchuk
BA Social Sciences
Number of
years at
this
school
Full/
part-time
(use FT/PT)
FT
Date
Online
July 2015
Making the
PYP Happen
in the
Classroom
(Category 1)
Online
March 2015
Making the
PYP Happen
in the
Classroom
(Category 1)
Online
May 2015
Making the
PYP Happen
in the
Classroom
(Category 1)
Librarian
Ruta Postic
BA Lithuanian philology
MA Comparative
Literature
Learning Resource
and Assessment
Coordinator
Ausra Maggiar
BA Political Science
Workshop
name and
category
MBA
MA Education in
International Schools
62
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Chart 3: Update of school facilities that support the implementation of the PYP
Describe the changes that the school has made, if any, during the period under review, regarding its physical resources (for example, sports fields) to support the
implementation of the PYP. Indicate the areas that are still in the process of improvement. Add rows as necessary.
Resource
Library/multimedia centre
Up to 9,000+ volumes.
Arts provision
Addition of 40 tablets
Two smart boards
Document cameras in most classrooms
Upgraded to laptops in computer lab
Information technology provision
Other (identify)
73T
73T8
Gym
63
Programme evaluation guide and self-study questionnaire: Primary Years Programme
1T
USD = US dollars
USD
IB World School
current year
Year 2 after
evaluation
Year 3 after
evaluation
Year 4 after
evaluation
Year 5 after
evaluation
2015-2016
2016-2017
2017-2018
2018-2019
2019-2020
6,417.31
6,738.17
7,075.07
7,428.82
7,800.26
Total resources
33,984
33,984
33,984
33,984
33,984
Library
11,328
11,328
11,328
11,328
11,328
Furniture/inventory
2,265.60
2,265.60
2,265.60
2,265.60
2,265.60
Teaching supplies
6,796.80
6,796.80
6,796.80
6,796.80
6,796.80
Other
13,593.60
13,593.60
13,593.60
13,593.60
13,593.60
33,984
36,249.60
39,648
42,480
45,312
Training/conf.
16,992
18,124.80
19,824
21,240
22,646
Trip expenses
16,992
18,124.80
19,824
21,240
22,656
74,385.31
76,971.77
80,707.07
83,892.82
87,096.26
Academic year
Annual school fee
Resources
(specify)
IB professional
development
(specify)
68T
68T
Other
TOTAL
Approved by
Rebecca Juras
Position
Director
64
Programme evaluation guide and self-study questionnaire: Primary Years Programme
3
Programme evaluation guide and self-study questionnaire: Primary Years Programme