CIS is developing a new evaluation/accreditation protocol for implementation in 2016/17.
This workshop-style session will bring CIS/CEESA members up to date with these developments, which include an evaluation/accreditation Protocol that reflects CIS’ unique mission, values, services and Membership, emphasising:
- CIS’ leadership of international education to support our Members;
- embracing intercultural perspectives and diversity;
- the development of collective international education knowledge, based on research and data gathered from evaluation visits in the field;
- principled, in line with our Code of Ethics and the UN Rights of the Child; andboth supportive of continuous school improvement and challenging to all schools.
We will examine together, through a workshop-style approach, the goals for the development of the new Protocol, and the distinctive differences between the CIS/NEASC 8th edition and the new CIS protocol. These include:
- a 5 year cycle instead of a 10 year cycle, more reflective of schools’ strategic planning cycles;
- differentiation, to allow accredited schools with no active Special Issues more scope to identify their own priorities for joint evaluation;
- greater emphasis on the development of inter-culturalism in all aspects of school life;
- a focus on teaching and students’ learning, related to but distinct from the curriculum offered;
- being a manifestation of the CIS Mission, values and Code of Ethics, embracing the UN Rights of the Child; and the UN Declaration of Human Rights;
- more prominence to a school’s measures to protect and safeguard the child, incorporating the recommendations of the International Task Force on Child Protection;
- all compliances (health, safety, security, for example) as well as financial information, being uploaded in advance of a visit and verified or otherwise, on site;
- consideration of how a school adds value, in the broadest sense, to the student;
- a greater role for Business/Finance Managers;
- smaller, more focused teams of volunteers, better supported and trained;
- a web-based system, AdvancEd’s ASSIST, by which schools build their Self-Study throughout the cycle of accreditation and through which teams build their reports.
Graham Ranger is Director of School Support & Evaluation at The Council of International Schools (CIS), where he has overall responsibility for the evaluation and accreditation of CIS member schools, around 450 of which are accredited or in the process of accreditation.
He joined CIS in August 2012 from The British School, New Delhi where he was Head of School for five years. There he taught on the IB Diploma Programme (Theory of Knowledge), and was an IB Examiner. In Delhi, he helped design and implement a new school campus, bringing the school’s capacity from 700 to a planned 1350. He joined the school in July 07 after five years as Director of Education for the English Schools Foundation (ESF) in Hong Kong, a group of 21 schools.
Whilst there, he oversaw the introduction of the IB programmes (PYP and DP) across the Foundation and helped develop two new K-12 schools, Renaissance College and Discovery College, offering PYP/MYP and the Diploma Programme. These two new schools were developed by ESF in partnership with the Hong Kong SAR government. As Director of Education, he moved the external quality assurance model away from school inspection to CIS evaluation/accreditation, and helped develop a systematic professional development programme for the 2000 teachers, including a developmental programme for middle leaders in partnership with a local university.
This programme, Leading Upstream, has since been accredited by universities in Britain, Australia and in Hong Kong. He also led the development of a performance development model, based on a model of defining standards in teaching and learning and target-setting. At its core is effective lesson observation and simultaneous support and challenge for teachers. This re-focuses the role of a school leader to one centred on making sure that every lesson counts. His doctorate, awarded by The University of Durham (England) in 2012, focuses on the professional development needs of Heads of international schools. His fieldwork, spread over a three year period, took place across India.
From 2002-07 he was one of Her Majesty’s Inspector’s of Schools, in England, with national responsibility for helping to improve some of the most dysfunctional schools in inner city areas. In England, he was a member of the Dearing Commission to reformulate the National Curriculum in geography. Formerly a teacher-educator at The University of Oxford, he is a Fellow of The Royal Geographical Society, a former (Honorary) Education Secretary of The Geographical Association and a fellow of The Royal Society of Arts. He has worked for four years as a teacher-educator in rainforest environments of Cameroon, West Africa. Before joining CIS as Director of Accreditation, he was a Team Chair for CIS Accreditation and Evaluation exercises.
Graham Ranger was made CIS Director of School Support & Evaluation in 2013. This wider role encompasses all aspects of the quality assurance of schools from their application to join CIS as members, and onwards throughout the accreditation process. He also oversees the pilot project focused on working with schools to co-evaluate the extent to which the school is developing their students’ global citizenship, (CIS International Certification) and is currently engaged in developing a new research-based CIS International Accreditation Protocol in consultation with CIS member schools and volunteers.
Before his appointment to CIS in August 2012, he was an active member of the Board of The Association of International Schools of India (TAISI) and remains a Board member of Sushant School of Design in New Delhi and of an international school in Vietnam He lives in Leiden, The Netherlands and is married with three daughters.