CIS/WASC Self Study
CIS/WASC Accreditation Update
From March 16 to March 22, 2013, twelve educators from around the world will visit Brent Manila as members of a joint, CIS-WASC Accreditation Team. They will be here to look closely at our self-study report and compare what we wrote with what they observe. All these efforts are in the interests of school improvement. Reflection and self-assessment are essential to growth and we sincerely look forward to not just their commendations but also their recommendations. They will also examine our improvement plan and give us practical suggestions as we move forward and work on being even better!
Some (in our community) have asked, “Who are these visitors?” Since this is a public web page, I won’t list their names. However, below, I have listed which organization they will be representing while at Brent, their current job assignments, and where they are coming from:
- The Chair (CIS) – Head of School-Munich International School, Starnberg, Germany.
- The Co-Chair (WASC) – Assistant Superintendent-Porterville Unified School District, Porterville, CA, USA.
- (CIS) – Senior School Principal-Prem Tinsulanonda International School, Chiang Mai, Thailand.
- (CIS) – MS Technology Facilitator-International School of Kuala Lumpur, Selangor, Malaysia.
- (CIS) – Project Manager-Miras International School, Almaty Kazakhstan.
- (CIS) – High School Principal-International School of Stavanger, Hafrsfjord, Norway.
- (CIS) – Head of School-KIS International School, Bangkok, Thailand.
- (WASC) – College Curriculum Development K1-12-United World College South East Asia, Singapore, Singapore.
- (WASC) – Deputy Head of School-Jakarta International School, Jakarta Selatan, Indonesia.
- (WASC) – Deputy Head-Discovery College, Discovery Bay, Hong Kong, Peoples Republic of China.
- (WASC) – HS Assistant Principal-St. Mary’s International School, Tokyo, Japan.
- (WASC) – MS/HS Librarian-International School of Kuala Lumpur, Kuala Lumpur, Malaysia.
Feel free to stop by my office or stop me as I walk around and ask any other questions you might have!
Joseph Levno – Dir. for Academic Affairs
The following section was last updated on Thursday, April 12, 2012, 12:51:51 AM
Self Study Committee Areas’ Summaries
Section A – School Guiding Statements (1 faculty chair; should have 1-2 parents; fairly small committee)*
- Clarity of, and the real impact/commitment to, the School’s Vision, Mission and Objectives [ESLRs] (VMO).
- International/inter-cultural commitment.
- Admissions policy and procedures to ensure student-to-school match.
Section B – Teaching and Learning (T/L) (3 faculty chairs, very large committee)
- Teaching/Learning program coherence with VMO, including internationalism aspects.
- Alignment between the written and taught curriculum
- T/L provision for all students with varied learning styles and learning needs.
- Curriculum documentation comprehensiveness and vertical/horizontal coherence.
- Resources for learning- library, ICT, facilities, space, human resources, classroom materials.
- Use of the locality and community diversity to enrich learning.
- Professional development to support T/L
- Use of a range of teaching practices to support diverse learner needs
- Varied assessment of student learning and developing use of resulting data for modification of T/L.
- Development of systems for analyzing student achievement based on school and individual performance data.
- Effectiveness of reporting of school and student achievement.
- Curriculum review procedures
Section C – Governance and Leadership ( 1 faculty chair; fairly small committee)
- Effective and interdependent governance and management structures.
- Clarity of roles & responsibilities, especially of Head and Board, expressed in Policy Manual and procedures.
- Qualified and experienced school leadership
- Ethical treatment.
- Financial stability.
- School planning.
Section D – Faculty and Support Staff (2 faculty chairs; medium sized committee)
- Staff (Faculty, Support, and leadership) in sufficient numbers and suitable for the job.
- Effectiveness of contractual arrangements.
- Robust recruitment and personnel practices leading to stability in staffing
- Appraisal process linked to professional development.
Section E – Access to Teaching and Learning (2 faculty chairs; should have 2-3 parents; medium to large committee)*
- Effectiveness of special needs support
- Effectiveness of ESL/Other Teaching Language support.
- Effectiveness of guidance/counseling.
- Provisions for health care on site and off site.
- Documentation- policies and procedures- supporting services in this area
Section F – School Culture and Partnerships for Learning (1 faculty chair; should have 3-4 parents; medium sized committee)*
- Positive school climate.
- Communications and connections within and beyond school.
- Home-school communications and partnerships in support of learning.
- Co-curricular programs and access.
Section G – Operational Systems (1 faculty chair; should have 1-2 parents; fairly small committee)*
- Effectiveness of financial management.
- Buildings, grounds, equipment as they support learning.
- Health and safety provisions- well-designed, rehearsed and effective plans of action in cases of fire, accident, medical or other emergencies
- Effectiveness of auxiliary services and their staffing (food, security, transport, maintenance).
* 8-12 parents needed for committees
This page was last modified on Monday, March 11, 2013, 9:07:52 PM