Judgement vs Coaching
Which one helps us grow more?
Until now, most school accreditation agencies have used a traditional judging model for accrediting schools. The accreditation team would come in and measure the school against a list of standards. This model was a challenge for all involved. Many schools viewed it as a box-ticking exercise and experienced little growth from their experiences. The accreditation agency would send very experienced school leaders to lead these visits. However, they delivered their advice in a very rigid report format instead of a coaching conversation.
I am glad to say I see some improvements in this area, and most accrediting agencies are becoming more progressive. Accreditation agencies, including the International Baccalaureate (IB) and the Council of International Schools (CIS), among others, are currently transitioning from a judgment-based model to a growth-oriented approach in the accreditation process. The focus is no longer solely on assessing schools against predetermined standards. Instead, these agencies are now interested in evaluating schools through a growth model that examines how they approach their strategy and action planning. The end goal is that if a school follows a strong process, it should result in strong outcomes. This approach also makes the experience more positive for all involved.
Under this new model, schools are expected to demonstrate their research and data collection methods to identify necessary actions for meeting the standards. It’s important to involve the community and incorporate the gathered information into strategic plans. The subsequent step involves developing an action plan that outlines the specific steps required to achieve the desired goals. The effectiveness of teaching and learning is emphasized as a central aspect of school improvement.
In summary, the process involves conducting research, collecting data to identify problems, linking those problems to relevant standards, devising an action plan, implementing it over a period of one to two years, and measuring the outcomes. Data analysis is crucial in assessing the impact on teaching and learning. The ultimate goal is continuous improvement, using the outcomes to inform and enhance future strategies.
This growth-oriented approach highlights the ability to effectively navigate the problem-solving process and applies the principles of learning approaches similar to those emphasized in IB programs. By demonstrating proficiency in this process, schools can establish trust with accreditation agencies, who believe that the same problem-solving approach will be utilized for addressing other challenges within the school, albeit on a smaller scale. While they are still looking at the base strands and practices, they are more interested in the growth process and what it looks like.
This is particularly true under the IB’s new evaluation process. Months before the IB team even steps into the school, the IB Program leader will have thoroughly reviewed all the school documentation that you upload to ensure that you meet all the program standards and practices.
During the visit, the team will assess whether the documentation aligns with what they observe in the school. However, the primary objective of the visit is to focus on your Programme Development Plan (PDP) and provide support for your school’s learning journey. The meetings resemble coaching conversations, aiming to understand the school’s culture and context to offer appropriate support. This is why the IB emphasizes recruiting school leaders to lead evaluation visits.
