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Program Reviews

International School Bangkok

The Learning Design Center ( LDC)

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Why do we review?

The review process is a part of our commitment to continuous improvement and a collective pause for reflection. Are we meeting our goals? Are we doing what aligns with who we say we are?

We review to check in on our goals and actions and we are empowered to make revisions that better align with our purpose and aspirations as a learning community.

Our process allows for a multiyear review that includes collaborative inquiry, practice, implementation and refinement.

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Checking in…

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Let’s Define Our Reviews

Curriculum Review: A multi-phased review to ensure standards alignment through PK-12 content areas. Funding may be allocated to upgrade materials and provide support for training and implementation. Often an adoption.

Program Review: In addition to a curriculum review, a program review is a multi-phased review to inquire into current research regarding instruction, assessment and student offerings. Professional learning plans are developed to improve practice schoolwide, in support of organisational change.

Policy Review: A multi-phased review to ensure current practices and procedures are

indicated and reflected in the policy. Updated language through the

intended audience lens is a focus of the review. Typically, Board

approval is necessary for any policy revisions.

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What are the Desired Outcomes of the Curriculum/Program Review Process?

Throughout the Review process, individuals and teams are provided with opportunities to reflect upon current documents, programs and practices to improve student learning through:

The alignment of our program of study across grades and subject area to ISB’s Mission, Vision, Values, Definition of Learning and Learner Attributes.
Informed decisions about changes to the written, taught and assessed curriculum through the review of research on best practice and analysis of student data.
Vertical and horizontal articulation and consistent implementation of the written, taught and assessed curriculum.
Evaluation of standards, assessment tools, resources, and learning evidence on a regular basis.
Reduction of inconsistencies and redundancies, and acquisition

of new resources to enhance the existing curriculum.

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ISB Learning Principles

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ISB Curriculum/Program Review Process: AT A GLANCE

Handbook

PHASE 1: CURRICULUM STUDY

Goal: Review and refine subject philosophies, including essential agreements; analyze learning and perception data and current standards in order to identify areas of strength and for growth; recommend modifications to existing curriculum and learning resources.

PHASE 2: PLANNING and MAPPING

Goal: Develop and/or revise curriculum and materials, develop programs, units and assessments that are aligned vertically and horizontally.

PHASE 3: TEACHING, LEARNING and REFLECTION

Goal: Implement revisions made in Phase Two to assess their effectiveness, and to make recommendations to improve student learning.

PHASE 4: MONITORING AND REVIEWING

Goal: Implement the recommended revisions of Phase Three to improve student learning and continue to work collaboratively to ensure the continuous improvement of the curriculum.

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Phase 1: Curriculum/Program Study

Multiple Entry Points

Inquiry

Philosophy Statements

Visioning

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Philosophy Statements

-Every 3-4 years

-May be after a full program review or visioning process

-Used as an ongoing check-in, pause and determine Phase 1 entry point

-Could be combined with other Phase 1 entry points

1

Representative Group

.

2

Consistent Process and Format

.

3

Feedback Loops

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Program Inquiry

-Multi-year cycle of inquiry (all four phases)

-Could be launched after a Philosophy Review, an opportunity to review new/different standards or to formally study impact on student learning in an existing schoolwide program

-Could be to launch new or revised elements of a program; action research

1

What do we want to inquire into?

2

Collect and review external data

3

Collect and review local data

.

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Visioning

-Multi-year cycle, action research

-May be decided after a Philosophy Review or to investigate a new program

-Could be to review through a specific lens such as DEIJ/B or to inquire into an element of assessment or instructional practices

-May not immediately engage in all phases of the review

1

Inquire through equity

2

Where do we want to be?

3

Define, reflect, set goals

.

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Who are our learners?

Always our starting point

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ISB Curriculum/Program Review Process: AT A GLANCE

Teams with support

Like a Design Cycle: Start with Stories, research, system mapping, then shift into “How Might We” questions, before heading into brainstorming, , co-designing and building on the ideas of others. Then we begin to choose ideas that could support needs in Phase 3- Commit with a prototyping lens and finally in Phase 4, check in with our students, faculty…

PHASE 1: CURRICULUM STUDY

Goal: Review and refine subject philosophies, including essential agreements; analyze learning and perception data and current standards in order to identify areas of strength and for growth; recommend modifications to existing curriculum and learning resources.

PHASE 2: PLANNING and MAPPING

Goal: Develop and/or revise curriculum and materials, develop programs, units and assessments that are aligned vertically and horizontally.

PHASE 3: TEACHING, LEARNING and REFLECTION

Goal: Implement revisions made in Phase Two to assess their effectiveness, and to make recommendations to improve student learning.

PHASE 4: MONITORING AND REVIEWING

Goal: Implement the recommended revisions of Phase Three to improve student learning and continue to work collaboratively to ensure the continuous improvement of the curriculum.

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Phase 2: Planning and Mapping

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Phase 3: Teaching, Learning and Reflection

This phase is about implementation and professional learning/coaching support.

Opportunity to refine current structures that are or could be operational on teams.

Teams may focus on integrating transdisciplinary frameworks and skills that may not have been a focus in earlier phases or reviews.

Documentation in Stages 1,2,3 of our unit planners in EduPlanet

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Phase 4: Monitoring and Reviewing

This final phase of the review process is designed to allow for review of the current systems and structures that are/have been implemented.

A review of a body of evidence, qualitative, quantitative, local and external data is a focus during this phase to support continuous improvement ( student growth and achievement, collaborative practices and intended learning goals). What is our impact? What do we tweak? What do we keep doing?

With Phases 2,3 and 4 operationalised, ongoing evidence analysis supports decisions when and how to enter Phase 1: Curriculum/Program Study.