IB Community Self-Study Questionnaire 
Thank you for taking the time to complete the survey below regarding how well we are implementing the IB programme at Plano East. Your feedback will help to inform our discussions during the review of our program, and your responses are anonymous. If you don't know the answer to a question, please select, "Don't Know". Thank you for helping us complete this process of our self-study; your time and input is greatly appreciated. 

Assessing the development of practices
After confirming that the requirements for each practice are in place, the next step in the self-assessment is to determine for each practice whether the school implementation can best be described as “developing”, “developed” or “highly developed”. 

Developing: The practice has been partially developed and implemented; some members of the school community show some understanding of the practice; the practice is integrated into some school processes.

Developed: The practice is generally developed and implemented; most members of the school community understand the practice; the practice is integrated into most school processes.

Highly developed: The practice is systematically developed and effectively implemented; all relevant members of the school community fully understand the practice; the practice is fully integrated into all relevant school processes.

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What languages are spoken in your home? Please list. *
Choose the grade level of your student(s). *
Required
Purpose - Sharing an Important Mission
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. This powerful mission that drives learning informs the development of each IB World School—as well as the IB’s larger global community of students and their families, teachers and supporters. IB World Schools strive to help realize this purpose for learning within their own local, state, national, international and global contexts.
The governing body and school leaders articulate a purpose for learning that aligns with the IB's philosophy and mission. *
The school's leadership team embraces educational approaches that encourage students to become active, compassionate, life-long learners. *
The school community fosters internationally minded people who embody all attributes of the IB learner profile. *
Environment - Providing essential structures, systems, and resources 
The learning environment is the context in which learning happens, and the conditions the school designs and develops to enhance student learning experiences. The learning environment includes evidence of the school’s culture and purpose.
The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community. *
The school implements and reviews systems and processes to improve the operation and sustainability of its IB programme. *
Student Support
Learning environments support student success.
The school provides relevant human, natural, built, and virtual resources to implement its IB programme. *
The school identifies and provides appropriate learning support. *
The school fosters the social, emotional, and physical well-being of its students and teachers. *
The school provides guidance and support that help students succeed in its IB programme and plan for the next stage of their educational and/or career-related experiences. *
The school builds relationships with the wider community that are a source of wisdom and expertise to strengthen the implementation of its IB programme. *
Culture - Creating Positive School Cultures

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

The school secures access to an IB education for the broadest possible range of students.   *
The school implements, communicates, and regularly reviews its IB-mandated policies to ensure they are cohesive and reflect the IB philosophy. Examples of this would be Academic Honesty, Language, and Admissions policies which are emailed out and are also on our website. *
Learning - Ensuring Effective Education

Learning in the IB community celebrates the many ways people work together to construct meaning and make sense of the world. IB students and teachers are lifelong learners, independently and in collaboration with others. Learning communities in IB World Schools engage in cycles of inquiry, action and reflection that lead to deeper understanding and a lifetime of learning. Learning is the central tenet, as well as the outcome, of developing purpose, culture, and environment in IB schools.

Designing a Coherent Curriculum
Learning is based on a coherent curriculum.
The school plans and implements a coherent curriculum that organizes learning and teaching within and across the years of its IB programme. *
Teachers collaborate to design, plan, and deliver the school's IB programme. *
The school develops, regularly reviews, and share its curriculum in ways that explicitly engage the school community. *
Students as Lifelong Learners

Learning in IB schools aims to develop students ready for further education and life beyond the classroom.

Students actively develop thinking, research, communication, social, and self-management skills. *
Students demonstrate and reflect on their continued development of the IB learner profile attributes. *
Students identify and foster healthy relationships, an understanding of shared responsibility, and the ability to collaborate effectively.  *
Students grow in their ability to make informed, reasoned, ethical judgments. *
Students exercise the flexibility, perseverance, and confidence they need to bring about positive change in the wider community and beyond. *
Students take ownership of their learning by setting challenging goals and pursuing personal inquiries. *
Students pursue opportunities to explore and develop their personal and cultural identities. *
Approaches to Teaching
The IB programme encourages approaches to teaching that create learning experiences that are shown to be meaningful to the school community.
Teachers use inquiry, action, and reflection to develop natural curiosity in students. *
Teachers focus on conceptual understanding to support students in developing their ideas. *
Teachers use local and global contexts to establish the relevance of the curriculum. *
Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community. *
Teachers remove barriers to learning to enable every student to develop, pursue, and achieve challenging personal learning goals. *
Approaches to Assessment
Learning, teaching, and assessment effectively inform and influence one another.
Students and teachers use feedback to improve learning, teaching, and assessment. *
The school uses assessment models that are varied and fit-for-purpose for the curriculum and state learning outcomes and objectives. *
The school administers assessment consistently, fairly, inclusively, and transparently. *
If you answered "Developing" to any of the questions, what are some areas that you believe still need further development within the IB World School program? Do you have any suggestions to strengthen or promote development?
Any additional feedback or comments you would like to share regarding how well IB is implemented at Plano East?
Thank you for completing the IB Self-Study Questionnaire!
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