[et_pb_section fb_built=”1″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_row _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.17.4″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]The five-year evaluation is a formal assessment conducted by the International Baccalaureate Organization (IB) every five years in all IB schools around the world. The main objective is to verify that IB programs are being developed correctly and according to IB program standards and practices. The evaluation process is described by the IB as “an opportunity to pause, to reflect on what is working and what deserves further attention,” to look at the functioning of the school as a whole, “to see how the school is doing. The five-year evaluation allows for a reassessment of the school’s internal processes, “reconnecting with the school community” and refocusing on the mission of Futuro Verde, which is “to foster students to be reflective learners who, through inquiry and critical thinking, develop the knowledge necessary to address global issues related to social justice, intercultural relations and the environment.”
The program evaluation requires the preparation of the school for a preliminary review of documents, which include compliance with the school’s mission/vision, school strategy, admissions policies, inclusion policies, behavioral policies, as well as all IB curricula taught at the school, among others. Following the preliminary review, the school must complete a self-evaluation questionnaire which is an exhaustive and very detailed process of reflection by all members of the community on the concrete applications of the program and an action plan for the development of measures that need improvement. At the end of these two stages the IB sends its delegates to visit the school to get a clearer idea of how the IB program is working in the school context. During this evaluation process everyone involved in the IB program: parents, students and teachers must be willing to reflect on what it means to be part of the IB world, demonstrate knowledge of how the program works and show a strong commitment to student learning through the IB curriculum.
For my part, this is an enriching process that, by encouraging us to reflect on what we have been working on for the past 5 years, will help us to improve. Therefore, I feel very satisfied to have the opportunity to lead the process, because from this role I have the possibility to provide guidance and support to colleagues, students and parents, solving their doubts or needs regarding the immersion or progress in the IB program.
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