Section+B+-+Organization

= Section B: Organization =

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

The school’s commitment to the IB program as a priority for the institution is demonstrated in a variety of ways. In terms of resources and staffing, we are fortunate to be able in many cases to hire experienced IB teachers when filling teacher vacancies. A generous IB Professional Development budget ensures that teachers new to IB have the opportunity to learn about IB and that experienced IB teachers can learn about new developments in their subjects and in the Diploma Program in general. In recognition of the growth of the program, the DP Coordinator’s release time will increase from 40% to 60% starting in August 2011, and the CAS Coordinator also has release time for CAS responsibilities. CAS mentorships and EE supervision are distributed widely among faculty from all departments.

Students and parents are informed about the IB program through presentations and numerous individual meetings. The IB Coordinator meets individually with all prospective full IB Diploma candidates in the spring of their Grade 10 year, before they start the program. Once students have entered the IB program, teachers, counselors and the DP and CAS Coordinators work closely together to monitor students’ progress. Once a year, all IB Diploma candidates write a detailed self-assessment of their progress in various areas of the program and, also IB teachers meet twice a year to review individual student’s progress and to discuss concerns related to individual students.

** 2. What processes are in place for the review and development of the curriculum? ** Prior to 2006, Shanghai American School relied heavily on individual teacher expertise and did not have a documented curriculum. A five-year curriculum review cycle was implemented, beginning in Fall 2006. Because of our commitment to "engage and support teachers . . . in a unique professional learning community", our curriculum review centers around teachers on both campuses collaborating in creating the departmental philosophy, essential agreements, standards and benchmarks, and determining curricular resources. This is done by teacher representatives who collaborate as a subject-area task force. Task force representatives also seek feedback and suggestions from other teachers in the subject area.

The curriculum resulting from this process exists in digital form in Atlas maps across all disciplines and in traditional curriculum binders in some subject areas. Teachers use Atlas Rubicon as a transparent, internet-based tool for accessibility. The intent was that these maps would capture our current curriculum to serve as a foundation for consistency while working toward vertical articulation through the review process. Some IB courses are not mapped on Atlas; in these cases, the course Aims, Objectives, and Syllabus details as stated in the IB Subject Guides are used as the basis for backwards design and as needed in vertical articulation.

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

Under the guidance of the current Curriculum Coordinator, Alicia Lewis, who began in August 2009, we are changing to a seven-year curriculum review process which builds in the vital year of research and evaluation prior to developing or modifying the existing curriculum. This "seven-year" draft incorporates:
 * A full year of sustained curriculum monitoring and implementation during both the official implementation of our school-wide Assessment plan and WASC visit for re-accreditation;
 * Two semesters dedicated to research and evaluation prior to moving into the development or renewal phase; and,
 * The addition of Mid-point review processes.


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


 * ===** Practices **=== |||||||| ** Degree of implementation ** ||
 * === === || ** Low ** ||||  || ==== ====

** High **
|| We have made a conscious effort in developing the program to make the IB program inclusive for faculty as well as for students -- we feel that this speaks to a high level of understanding of the program among the faculty.
 * ** 1. The governing body is explicitly supportive of the programme, and has allocated sufficient funding for the effective implementation and ongoing development of the programme. ** ||  ||   ||   || X ||
 * Evidence:
 * The program receives generous support from the Governing Board:
 * [|IB budget 2011-12.pdf]
 * [|IB budget 2010-11.pdf]
 * [|IB budget 2009-10.pdf] ||
 * ** 2. Senior management regularly informs the governing body about the ongoing implementation and development of the programme.** ||  || X ||   ||   ||
 * Evidence:
 * The governing body generally deals with bigger-picture issues.
 * Communication to the Board is via reports from the HS Principal to the Superintendent, and the Superintendent to the Board. These reports may address IB-related issues such as budget, recruitment of new teachers, new course offerings, and results.
 * IB Coordinator report to Board on the 5-Year Review Process -- [|board presentation.pdf]
 * Following our sister campus's most recent IB 5-Year Review, the IB Coordinator presented key points to the Student Programs Committee, a high-level committee including members from all stakeholder groups. It is expected that the same will be true in this case, following the receipt of the Evaluation Report. ||
 * ** 3. The school has systems for implementing and monitoring the programme with input from all constituencies, including students.** ||  || X ||   ||   ||
 * Evidence:
 * Students feel empowered to bring their concerns forward about anything at any time, but more could be done to seek student input in a systematic and intentional way.
 * Students are consulted about specific programme-related issues. For instance the schedule for mock exams was developed with input from both teachers and students. [|Mock exam spring 2011.pdf]
 * Once a year, Diploma students engage in a detailed self-reflection process, covering all aspects of the programme. [|Y2 self-assessment.pdf] The form for Y1 students is similar. ||
 * ** 4. The school’s goals, strategies, time lines and accountabilities are available in written form to all members of the school community.** ||  ||   || X ||   ||
 * Evidence:
 * Information on these overall institutional priorities is available on the school's website: [|SAS website] See for example, the school's foundational documents, Board minutes and policy manual, information about academic programs, and information about the current strategic planning process (under "Our Future").
 * Parents are involved in the development of key goals and timelines, through task-specific committees, such as the groups involved in the revision of the Mission, Vision, Core Values. ||
 * ** 5. The school builds an understanding of, and support for, the programme throughout the school community.** ||  ||   || X ||   ||
 * Evidence:
 * The IB and AP Coordinators present an annual overview of these programs to parents -- [|AP IB Parent_night Nov 16 2010.pdf] and the presentation is posted for parents who are not able to attend.
 * The IB and AP Coordinators make an annual presentation to 10th grade students as part of the course selection process.
 * The IB Coordinator meets individually with every prospective IB Diploma candidate, and meets frequently with parents.
 * Numerous IB teachers are passionate and knowledgeable advocates for their courses and for the program in general.
 * The HS Principal hosts a regular parent coffee in which parents are updated on school programs including the IB program. The IB Coordinator attends and speaks at these coffees at least once or twice a year.
 * Student work is visible through exhibitions, performances, blogs/wikis. ||
 * ** 6. The head of school/the school principal, programme coordinator, teaching staff and non-teaching professionals demonstrate an understanding of, and commitment to, the programme.** ||  ||   ||   || X ||
 * Evidence:
 * Among the faculty of the academic departments represented in the Diploma Program, 61% are currently teaching IB courses.
 * If the teachers who have taught IB courses in the past, or are serving as EE advisors or CAS mentors are added, the figure rises to over 80%.
 * The school supports the program with a generous budget for IB-related professional development (see Appendix 1). Besides teaching faculty:
 * The HS Principal has attended an IB Administration workshop.
 * The new Superintendent has attended an IB Regional Conference.
 * The Secondary Librarian has attended an IB Librarians Continuum Workshop.
 * One of the HS Counselors has attended a University Recognition Symposium. ||
 * ** 7. The school has appointed a programme coordinator with sufficient support and resources to carry out the responsibilities of the position.** ||  ||   || X ||   ||
 * Evidence:
 * The DP Coordinator has had 40% release time for these coordination duties. This year, there has been an additional 20% release for duties connected with the 5-Year Review.
 * Starting next year, because of growth in the program, the DP Coordinator will have 60% release time for programme coordination.
 * At certain periods of the year, clerical support would be greatly appreciated. The addition of a part-time clerical position is being investigated.

The IB coordinator is routinely consulted on pedagogical issues related to IB, and participates in committees that affect the implementation and development of the program:
 * The current DP Coordinator, Michael Chao, has requested to return to full-time teaching starting next school year. After an internal search and interview process by a team including Administration, the current coordinator, and other IB teachers, Carol Jordan has been selected as the next DP Coordinator for the school. Carol is an experienced IB teacher in Chemistry and Environmental Systems and Societies, a senior moderator and workshop leader for Chemistry, a member of the current curriculum review team for Chemistry, and the co-author of a textbook for IB Chemistry. Carol has been the AP Coordinator here for the past four years and will step down from that position. Michael and Carol have worked closely together for the past four years and will continue to do so next year to implement a smooth transition. ||
 * ** 8. ****The head of school/the school principal and programme coordinator have a good understanding of the principles of the programme and demonstrate pedagogical leadership.** ||  ||   ||   || X ||
 * Evidence:
 * HS Leadership Team for Pudong Campus -- Principal, Vice-Principal, Heads of Department, IB DP Coordinator, Advanced Placement (AP) Coordinator
 * HS Articulation Committee -- Principal, Vice-Principal, IB DP Coordinator, AP Coordinator, one HS Counselor from each our two campuses meet 3-4 times per year
 * Assessment task force (2008-2010) -- Representatives from Elementary, Middle, and High Schools from both campuses -- drafted the school-wide Assessment policy ||
 * ** 9. There is a process for monitoring the work of the programme coordinator in accordance with the programme coordinator’s job description.** ||  ||   ||   || X ||
 * Evidence:
 * [|SAS IB coordinator job desc.pdf]

Each SAS teacher completes a professional portfolio which is reviewed annual by the Principal or Vice-Principal. Many areas of the portfolio address the DP Coordinator's IB-related responsibilities, particularly those under Professional Responsibilities.
 * [|Portfolio Record rev 10-11.pdf]

In addition, each teacher chooses 3 professional goals per year in consultation with the Principal or Vice-Principal, also as part of the teacher evaluation process. The DP Coordinator's goals include at least one per year that is specifically IB-related. SAS has a number of policies and practices in place regarding second-language teaching, including support for ELL students, e.g. departmental flowcharts and placement guidelines, but no single language policy document. Work on drafting such a policy was originally scheduled for this school year, but has been postponed until the draft Assessment Policy, introduced school-wide this year, is further into implementation. The attached document gives the current revised timeline for the drafting of a language policy. SAS High School has an 8 block schedule, with each class meeting every other day for 80 minutes. For IB students, one of the eight blocks is designated as IB Flex. During this block, IB courses meet according to a rotating schedule to provide extra time for HL courses. Some IB Flex blocks are also used for IB Core-related activities, i.e. CAS or EE. The IB Flex block provides 11 extra 80 minute periods per course in Year 1, and 10 extra periods in Year 2.
 * [|Prof Goals 2010-11.pdf] ||
 * ** 10. The programme coordinator ensures that questionnaires and other requests for information sought by IB working groups and committees are completed by the appropriate members of staff.** ||  ||   || X ||   ||
 * Evidence:
 * Surveys and other requests for information from IB are forwarded to the appropriate teachers.
 * [|TOK survey email.pdf]
 * [|DT survey email.pdf]
 * During the May exams, teachers are strongly encouraged to complete Form G2. ||
 * ** 11. The school provides staff who are appropriately qualified and trained to teach the programme.** ||  ||   ||   || X ||
 * Evidence:
 * All teachers at SAS are required to have a teacher's certificate.
 * All teachers of IB classes are sent to IB authorized training. (see appendices for IB PD budget and training matrix)
 * Students and parents frequently cite the teachers as a strength of the program, both in terms of qualifications, and their dedication to their students. ||
 * ** 12. The school contributes to the ongoing development of the programme by encouraging teachers to participate in appropriate IB activities (for example, applying to be members of IB working groups/committees, responding to requests for samples of student work).** ||  ||   ||   || X ||
 * Evidence:
 * As with surveys, these emails are forwarded to the appropriate teachers.
 * [|WSL training email.pdf]
 * The DP Coordinator supports teachers applications to become IB assistant examiners by writing references. ||
 * ** 13. Time for collaborative planning and reflection is built into all teachers’ schedules.** ||  || X ||   ||   ||
 * Evidence:
 * There are monthly department meetings. This time may be used for collaborative planning or for other business.
 * Since we have a very wide range of course offerings, and the master schedule includes extra time for IB HL and for AP classes, it has been very difficult to provide other time for collaborative planning within the school day. ||
 * ** 14. The school has systems in place to ensure the continuity of the programme; this includes an induction system for new staff and ongoing staff professional development.** ||  ||   ||   || X ||
 * Evidence:
 * The IB coordinator contacts all newly hired IB teachers by email prior to their arrival in the fall, and meets with them individually at the start of school. If necessary, IB training is arranged during the summer before their arrival.
 * The IB coordinator arranges for departing teachers to communicate with newly hired teachers to ensure a smooth transition of curricular material and student specific requirements.
 * Our week-long New Staff Orientation program, and departmental mentoring applies to all new teachers, including new IB teachers. ||
 * ** 15. ****The school provides professional development opportunities for the head/principal, programme coordinator and teaching staff, including attendance at appropriate IB conferences, meetings and/or workshops, and access to the online curriculum centre (OCC).** ||  ||   ||   || X ||
 * Evidence:
 * [|staffing training.pdf]
 * All teachers of IB courses are provided with an OCC account. ||
 * ** 16. The school provides learning environments and opportunities for learning that support the pedagogy of the programme.** ||  ||   || X ||   ||
 * Evidence:
 * Small class sizes -- maximum of 20, with many smaller classes, particularly in IB
 * Purpose-built facilities -- during the 5 years since we received our IB authorization, we have built two new classroom buildings, including purpose-built science labs, as well as new Physical Education facilities, including an Aquatic Center.
 * Despite the investment in major construction projects, the rapid growth of the school has in some cases placed strains on our facilities in some cases. For example, this spring, the Auditorium was shut down for several months for unanticipated repairs and renovations. This placed quite a bit of strain on the IB Theatre students. Elementary, Middle, and High School performances all had to be rescheduled at short notice into alternate locations. The renovations to the current auditorium, and the planned construction of a Performing Arts Center should provide a major improvement in the facilities available to our Performing Arts programs.
 * There is strong budgetary support for educational resources. ||
 * ** 17. The school allocates appropriate print and electronic resources to support the teaching of the programme.** ||  ||   ||   || X ||
 * Evidence:
 * [|IB budget 2011-12.pdf]
 * [|IB budget 2010-11.pdf]
 * [|IB budget 2009-10.pdf]
 * The IB budget covers only program-related expenses and professional development. Instructional resources, including textbooks, electronic resources, are budgeted through subject-area departments, and are funded in a similarly generous manner.
 * We purchase past exams and markschemes as they become available, and store them in a protected area of the faculty server, with access only for teachers of IB courses.
 * We purchase Questionbanks and other resources from the IB store. (As a Mac school, we would greatly appreciate it if the Questionbanks could be made Mac-compatible; at present, departments keep PCs particularly so that teachers can use IB Questionbanks.)
 * We request inspection copies of new textbooks and other materials as they become available.
 * Many courses use more than one textbook, e.g. one IB-specific, and one more general, and this is considered to be a valuable practice. ||
 * ** 18. The school recognizes and promotes the role of the library/media centre in the implementation of the programme.** ||  || X ||   ||   ||
 * Evidence:
 * We have a secondary library with a substantial print collection, as well as a wide range of electronic resources. Interlibrary loan from the library at our sister campus is also available.
 * [|Secondary library electronic resources]
 * Use of the print resources by High School students is relatively low.
 * Currently a single full-time librarian supports both the Middle and High School programs. Next year we will have a new full-time HS librarian. He will attend the IB Librarians Continuum workshop in Beijing in fall 2011. ||
 * ** 19. The school provides specialist equipment (for example, scientific, technological) where needed to implement the programme safely and effectively.** ||  ||   ||   || X ||
 * Evidence:
 * As noted, the physical facilities of the school are extensive -- [|Description of faciliities]
 * For science, we have nine well-equipped science lab classrooms, including appropriate safety features, as well as separate, secure and safe storage areas for chemicals and other equipment.
 * For technology, as noted elsewhere, we are implementing a 1-1 laptop program. Every classroom also has a ceiling mounted LCD projector and document camera. Some classrooms have smartboards. We have full-time technicians, a full-time tech integration specialist and an on-site Apple Service Center. ||
 * ** 20. The school has a written language policy (including its provision for second-language teaching and mother-tongue language support) that meets the needs of the students and reflects the principles of the programme.** ||  || X ||   ||   ||
 * Evidence:
 * [|SAS Language Policy Writing Proposal.pdf] ||
 * ** 21. The school provides effective support for students with learning and/or physical disabilities, as well as support for the professional development of their teachers.** ||  ||   ||   || X ||
 * Evidence:
 * We have a full-time school psychologist, a full-time academic support teacher, and a full-time academic support aide. These staff members provide counseling, testing, and support to students with learning and/or physical disabilities.
 * The academic support teacher and aide provide both push-in and pull-out support, and work with teachers to develop and implement Learning Improvement Plans (first level interventions, not just for students with disabilities) and Learning Support Plans (second level interventions) for students with disabilities.
 * Students with disabilities have full access to the IB Diploma on either a full Diploma or Certificate basis.
 * In May 2010, we had one full Diploma student receive accommodations via Form D1.
 * In May 2011, we have two full Diploma and two Certificate students receiving accommodations via Form D1. ||
 * ** 22. ****The school has systems in place to guide and counsel students whenever the need arises.** ||  ||   ||   || X ||
 * Evidence:
 * In addition to the school psychologist noted above, we have four full-time HS Counselors, who provide both pastoral counseling and counseling with regard to college/university and other post-HS options.
 * Our Student Support Team, consisting of the Vice-Principal, the school psychologist, the four counselors, the Academic Support teacher meet weekly to discuss students of concern. This team can also convene meetings involving teachers, parents, students, and/or the nurse as necessary.
 * As noted elsewhere, students also feel welcome to approach teachers for guidance and advice on personal issues. ||
 * ** 23. The school provides an appropriate number of hours for all higher level (HL) courses, standard level (SL) courses and the theory of knowledge (TOK) course.** ||  ||   ||   || X ||
 * Evidence:
 * [|IB Time allocation with IB Flex.pdf]
 * Some IB classes do not participate in the IB Flex rotation if the teacher feels able to meet the demands of the course without it. We feel that this also benefits students by giving them additional time to use as they see fit.
 * The IB Flex block allows us to meet the recommended 240 teaching hours for HL courses, but also results in less prep time for teachers.
 * TOK currently meets all year during Year 1 on a flexible schedule but approximately one 80 minute block every 4 days, then for first semester only in Year 2, 80 minutes every other day. This provides significantly approximately 120 hours for TOK. We are anticipating some changes to the scheduling of TOK Year 1, but with no loss of instructional time.

As noted elsewhere, our resources and expertise in technology have grown considerably over the past couple years, so we are investigating ways of shifting some of the teaching hours currently allocated for IB Flex to online learning. The current IB Flex model places considerable constraints on our master schedule, and can lead to less flexible time for students during the school day. We are trying to make changes to the IB Flex model carefully, with strong consideration given to student workload concerns, and to the familiarity of teachers with online teaching platforms such as Moodle. ||
 * ** 24. The school provides appropriate resources and staff to support the delivery of Creativity, Action, Service (CAS).** ||  ||   ||   || X ||
 * Evidence:
 * The CAS Coordinator, Mary Pat Weber, receives 0.2 release time for CAS Coordination.
 * We subscribe to ManageBac (web-based commercial software) to host each student's online CAS portfolio.
 * 27 different teachers serve as CAS mentors for one or more Diploma candidates.
 * Students meet at least quarterly with their CAS mentors. The attached document is an example of how the mentors help make sure that students stay on track with regard to their CAS responsibilities, though these meetings also address more substantive issues like the student's balance among the 3 areas, and progress toward the learning outcomes.
 * [|CAS mentor form Y1 S1.pdf]
 * [|Student survey -- CAS.pdf]
 * [|Parent survey -- CAS.pdf] ||
 * ** 25. The school provides appropriate and adequate space, supervision and security arrangements for examinations.** ||  ||   ||   || X ||
 * Evidence:
 * Unopened packets of exams are kept in a secure storage area to which only Administrators and the DP Coordinator have access. Within this area, the unopened exam packets are kept in a locked file cabinet to which only the DP Coordinator has access.
 * Exams are conducted in an area of the school to which we can control access during the 3-week period of exams. During exams, only students with exams, the DP Coordinator, and additional parent proctors are permitted in this area.
 * Exam rooms are set up, and exams conducted, according to the procedures specified in the Handbook of Procedures.
 * The attached documents show the student seating assignments for the May 2010 exam session, and are indicative of the level of scrutiny which is applied to all exam-related matters.
 * [|exam seating templates M2010.pdf]
 * [|exam seat assignments week 1.pdf]
 * [|exam seat assignments week 2.pdf]
 * [|exam seat assignments week 3.pdf] ||

The statement of conclusions
B1.8 The DP Coordinator's position is definitely seen as one of pedagogical leadership at the school. B1.17 While many teachers can think of additional resources they would like to have, we recognize that we are in a relatively fortunate position with regard to resources. ||
 * === Strengths === ||
 * B1.6 Understanding and commitment to the IB Program on the part of the entire staff.

The new HS Librarian, the DP Coordinator, and other IB teachers should meet to plan for ways in which the librarian can support the IB program, including: Purchase more print resources that support the EE and other student research. ||
 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * B1.18 Strengthen the role of the library in the IB program || The hiring of a full-time HS Librarian has already occurred.
 * the development of research skills across the curriculum
 * the promotion of Academic Honesty
 * the EE
 * B1.20 While a number of school-wide documents pertain to language-related issues, there is no single Language Policy document for the school. || The creation of a Language Policy document (to cover both campuses) is planned for next year. ||