In the fourth and final week of the Diploma Programme coordination category 2 online course we looked at some of the more intangible elements of a successful Diploma Programme. These included relationships with students and staff and strategies for managing these, particularly when stress levels might be quite high; making sure that students stayed with the full diploma program and got the recognition they deserved and how to use data to improve the program further.
In the first activity, we reflected on strategies to help bring enthusiasm for the program to students and faculty.
I think the key to providing the enthusiasm needed to champion students relies on the coordinator supporting teachers effectively so that they are able to support their own students effectively and maintain their own positive teacher-student relationships.
Of course, the DPC needs to think about their own relationships with the students on the programme, but to inspire kids, colleagues need to be empowered and supported in their own work.
This can come about through careful discussion and planning of the assessment calendar and support teachers in holding students accountable for making sure deadlines are adhered to. I have often witnessed the snowballing effect of when a teacher thinks they are being kind to a student by extending a deadline, only for that piece of work to then be happening at the same time as another piece and so the student ends up feeling doubly overwhelmed.
There, therefore, needs to be structures in place so that staff can get help with problems in their own areas but also so that students can get the support they need formally and informally.
Going forward I would like in a small school environment:
- Mix the y12 and y13 homerooms so that DP1 and DP2 students can learn from, communicate with and support each other.
- Facilitate meeting and communication between the school guidance department and the CAS advisors so that all students are receiving the same advice and all students feel that they have an individual teacher that they can go to if necessary.
- Operate office hours so that teachers/students can book appointments to meet with me on an ad hoc basis.
- Provide supervised study hall sessions so that students can get help with developing their ATLs.
- Review the school’s assessment policy to ensure that teachers understand the differences between formative and summative assessment and know when each is appropriate.
- Put systems in place to ensure that students are monitored and so that there are safety nets in place to stop snowballing of problems.
- Think carefully about the assessment policies and procedures to maximise student wellbeing – making sure that staff understand formative and summative assessment, what it is used for and when it is appropriate.
In the second activity, we reviewed the role of the DPC in admitting students to the Diploma Programme and the need for communication and collaboration with the admissions department. We also looked at the IB research and were asked to comment on one article from this area.
In terms of the IB research, I am a little sceptical of some of it as I question its independence but I have become increasingly interested in the status of second language learners who are studying the DP in languages, not their mother tongue. This interest has developed from working in two academic contexts where students had a Francophone academic background but our teaching was in English.
I had a look at the research summary for “Language proficiency for academic achievement in the International Baccalaureate Diploma Programme”. https://www.ibo.org/globalassets/publications/ib-research/language-proficiency-summary-en.pdf
This study was composed of a literature review looking at the academic literature of what is meant by academic language and the practices recommended to support students academic language proficiency, as well as a review of examination results from IBIS to examine how well students studying a second language perform. The third part of the research looked at the practices that have been implemented within schools.
I took away from this just how little ongoing monitoring for second language learners there is. It seems that while many schools give an initial assessment of a students proficiency they do not follow this up to inform future teaching. In addition, many schools leave second language support up to a small group of teachers.
The report recommends that schools give an ongoing formative assessment of students second lang development to inform teaching across their subjects and ensure that all teachers are engaged and trained on the teaching of EAL.
This is interesting because I have worked with so many schools where EAL training is restricted to a single inset day and then that is it. What I believe subject teachers need is also ongoing support and training, as the literature is vast and to get this right there is a lot of time that teachers need to invest in it.
Could school departments all have an EAL or equivalent lead who would be responsible for developing the department’s resources to support this?
In the final task we considered using IB data to further reflect and goal set.