Professional Documents
Culture Documents
This Is What They Told Us
This Is What They Told Us
The IRP was offered the opportunity to review a letter written to the Philippines
Secretary of the Department of Education reportedly by a group of concerned parents
about their feelings regarding some aspects of the school operations. The IRP, after
consideration, declined to use anonymously sourced information.
The IRP was also given full and unfettered access to BSM staff and other
stakeholders. In the course of its review, the panel met with and/or interviewed the
following stakeholders to review the school's pastoral care program, its policies, and
the events that occurred on the 2nd - 5th of February 2015:
REVIEW FINDINGS
The nature of the information the adults would share and why they were
nominated
If the individuals named were willing to be interviewed, or knew they had been
nominated
If the parents of the students who were nominated were aware of this.
Given these questions, the IRP determined to proceed without additional testimony,
but would leave the option to consider further testimony if it was deemed needed
(note that some of those on the list were already part of those that were interviewed).
The following Documents were accepted and noted by the IRP as additional
evidence:
Policy
The school Teaching and
Learning Policy
Coverage
Use in document
Relates to philosophy of
Referred to by IRP in
learning and practices
addendums
relating to learning and
teaching at BSM
The school anti-bullying
Legal requirement of the
When referring to
policy
school. States how we deal understanding of school
with Bullying and our
practice and how we deal
practices in dealing with
with 'major incidents'. 1.1
'major issues'.
The school Child protection Legal requirement of the
When referring to
policy
school. States how we deal understanding of school
with Child Protection and
practices in dealing with
practices in dealing with
'major incidents'. 1.1
'major issues'.
Pastoral Care policy
How we provide and support Referred to in approach/
Student Welfare
philosophy to dealing with
students and families
How parents and students Relates to how
The school Complaints
can approach the school
students/families can raise
procedures
should they have concerns concerns with the school
Behaviour Policy - this was How we deal with behaviour Provides leveling of poor
behaviour; teacher
sent to IRP but is not
issues.
expectations when dealing
referred to in the addendum
with poor behaviour not
or in this document
reference by the IRP
however used in our
annotations. 1.8
Summaries of school
Referring to statements
All communication with
communications related to school community and
made in 2.4
the February 5th incident and response to the incident
school response post
incident
Evidence of parent
How our communication and How our processes are share
orientation processes
student support processes with our community
(Powerpoint)
function
Confidentiality Policy Legal requirement of the
Referred to in section ... as
inclusive of confidentiality
school. How we deal with
not existing in the school
student information
confidential information.
not request by IRP
Sexual Harassment Policy Legal requirement of the
Referred to in section 1.1 as
school. Relates to how we not existing in the school
deal with sexual harassment not requested by IRP
Scope Area 1: To review BSM processes and practices dealing with plagiarism for
year 12/13 students and how these are applied.
1.1
1.2
1.3
Finding: Yes. The BSM general rule prohibiting plagiarism and promoting
academic honesty is consistent with other international schools in its scope
and expectation.
Is the plagiarism policy clearly written?
1.4
1.5
1 In re: Charges of Plagiarism, etc. against Associate Justice Mariano C. Del Castillo, A.M. No. 10-7-17SC, 12 October 2010
2 DOJ Advisory Opinion on Plagiarism, Advisory Opinion No.2 (Series of 2012), 18 September 2012 "However, plagiarism perse is not punishable as a crime under the IPC unless it amounts to a copyright
infringement, xxx There are various exempting circumstances however that would absolve any person
from a charge of copyright infringement. Among others, the limitations to the copyright protection under
the IPC are: x x b. news of the day x x c. any work of the Government of the Philippines x x x"
3 For example, the school has operated with an expectation that students should reflect on their
behavior in some manner to promote their understanding of their offense and its consequences.
However, this is reportedly inconsistently applied with some teachers reporting they read the students
reflections while some do not. Further, in the case of the incidents on February 2nd, one student was
given significantly more information regarding their punishment than was the other.
REVIEW FINDINGS
Finding: The school does not outline specific practices for dealing with
Plagiarism, however, it does for major offences such as Drug Use4, Bullying
and Child protection issues. The same information presented to students and
parents in regard to plagiarism is the same presented to teachers and lacks
any process requirements. While some elements of the school's handling of
cases of this type are consistent between staff (meeting with a senior staff
member prior to communication with students, student's writing reflections),
others are not. Further, some critical elements of discipline management are
not codified by the school sufficiently and are therefore left to the discretion of
individual staff members. Included in these critical elements are:
o Student rights (including confidentiality)
o Expected level of parent communication and at what point a parent
should be notified
o Consideration of any cultural differences between the students in the
school and members of the faculty.
1.6
Finding: The school reported that there are formal penalties for plagiarism, as
well as processes that are intended to reduce future occurrences. The
penalty(s) cited by the school can be labeled the 'natural' consequence of
dishonesty, whereby the school refuses to accept the dishonest work and the
students are required to re-do it to an acceptable level. In order to support
students, the school also requires some level of supervised student detention.
This is consistent with the practice in other schools, and, in fact, is gentler at
BSM than in other places. In conversation with school staff, this is seen as the
'major' school-level consequence5.
The process that is intended to further ensure that students do not repeat
academically dishonest behavior is to write a 'reflection statement' that is
intended to encourage the student to think deeply about what their behavior
meant to them and how it potentially impacted others. While a task of this sort
may be structured in a number of ways, the school has in past cases used the
form of a 'letter' to focus student comments. There is, in fact, a clear
expectation that a reflective process will be used to educate students as to
their responsibilities and school expectations. Further, the other expectations
cited above in the Teaching & Learning Policy give clear guidance as the
nature of the expected reflection the student should perform.
A Case Study
Once plagiarism by one of the students had been identified by the IB Coordinator she
met with her line-manager. They viewed the plagiarism as sufficiently serious to
potentially be a failing condition for the IB Diploma and then they discussed how to
approach this issue. This meeting took place in the Deputy Head's office. The
consequences agreed included reflection and a sanction. The second student's
plagiarism was later identified and was similar in nature and in the same assignment.
The IB Coordinator decided to deal with both students together.
In the case of two students on February 5, both students admitted that they had
committed plagiarism immediately and prior to any consequences being shared.
In the case of two students on February 5, the reflection process was evidently also
seen by students as a punishment. In fact, it was seen as a far more significant
penalty than was the school-perceived major penalty.
A review of the student letters is telling. Each student reflection letter focused on the
shame they felt they deserved from their peers, family and teachers and how they
had badly disappointed others. Neither letter mentioned the other (academic) penalty
(if they thought it was fair or otherwise) or the broader effects of their academic
dishonesty (the effect on the people from whom they copied and how their dishonesty
made a consideration of what they learned impossible to assess and therefore
4 The school has made it clear in writing that plagiarism is a major offence but has not outlined steps for
staff that are comparable in any way to those of drug use.
5 As noted in school literature, out-of-school sanctions applied by the IB are far less tolerant and
generally result in severe academic penalties that are beyond the school's ability to moderate in any
way.
Finding: The Teaching and Learning Policy and the Behaviour Policy provide
ample formal guidance (guidelines) for actions.
1.8
Is the disciplinary process consistent with the school philosophy, other
schools practice and IB requirements?
Scope Area 2: To review BSM support structures in place for students during the
course of the IB diploma programme.
2.1
Does the school monitor the on-going pastoral/emotional needs of IB Diploma
students?
2.2
Finding: Yes, the school does monitor the mental well-being of students in the
IB program. The school has processes in place to identify and support
students over time.
Is the pastoral and related disciplinary program clearly documented for all
6 The school is silent in its directions regarding the reflections. One teacher related that they did not
intend to read them at all- an educational practice the IRP finds highly questionable- how do teachers
know if the exercise is useful or has had the desired effect if they do not read them? If an assignment of
this sort does not promote the intended result, it should be discontinued or modified.
7 One student reported that apology letters written by some students to others were sent at some point
in the past. Whether this was true or not, this belief lent credence to the idea that other letters would be
sent as well and heightened anxiety.
REVIEW FINDINGS
stakeholders?
Finding: Based primarily on a review of the school Teaching and Learning
Policy (not in evidence earlier) there is now evidence that the school does
outline expectations in a manner that should provide all employees clear
guidance. The IRP, however, finds the policy lacking in providing for the
specific steps that must be followed by the school in dealing with serious
disciplinary cases involving students to ensure the students' and the parents'
right to due process as required by the Department of Education and
Philippine jurisprudence.
The portions of the T&L policy that outlines expectations and should provide
clear guidance to all employees are as follows:
Teachers support the School's philosophy and objectives statement by:
promoting students' self-esteem in order to help them build positive
relationships with others,
nurturing students' emotional, intellectual, spiritual, creative and physical wellbeing,
In providing an environment for learning, the School will seek to promote:
a safe atmosphere supported by the effective use of strategies to encourage
appropriate behaviour,
high self-image and self-esteem,
Feedback to students should:
build every student's self-esteem through sensitive constructive comments,
encourage, motivate and reward,
be explicit,
identify misunderstandings or gaps in learning,
give insight on how to improve further.
Excellence in achievement/effort is celebrated by:
Encouraging students to believe that any work to be displayed should
represent the highest standards of their own personal effort and achievement.
The Assistant Heads will:
review teaching and learning and professional development each academic
year through performance management. Teachers will be observed as part of
this process,
monitor how effective teaching and learning strategies are in terms of raising
student attainment.
2.3
Finding: Yes. There are established positions like the guidance counselor and
form tutors to support the program.
2.4
Does the school have emergency pastoral plans in place to treat school
emergencies?
RECOMMENDATIONS
While the school has strong personal and a positive school/family relationships it
should work towards a fully shared, clear, consistent and common understanding of
philosophies, practices and policies. In view of the process the IRP have been
through, they would recommend that the school should:
1.
Formally review the school Environment for Learning Philosophy. It should
use this philosophy to review:
a.
Policy related to stakeholder relations, particularly faculty to student.
b.
A clear and practical discipline programme for the school that includes
the rights of all stakeholders as well as their expectations. Including specific
steps that must be followed by the school in dealing with serious disciplinary
cases involving students to ensure the students' and the parents' right to due
process as required by the Department of Education and Philippine
jurisprudence.
c.
The sufficiency of the cultural on-boarding for all staff especially
faculty. Note that year 12 and 13 are majority local/Asian background.
2.
While this is in progress the school should, with urgency, critically review all
penalties to ensure that they are reasonable and culturally and educationally
appropriate.
3.
The school should define 'major events' and generate a system for treatment
that reduces chances for misunderstanding.
a.
It may be that BSM will need to have more than one person in the
room during all significant disciplinary events.
b.
While each disciplinary case is unique, there should be a standard
approach such as a common self-reflection process followed by constructive
mentoring/coaching8.
4.Review the school- home-school communications protocol, policy and expectations
for all matters. Specific actions are:
a.
The contract concerning student and parent awareness of the rules
and consequences (as contained in the student handbook and family
handbook) should be clearly explained and require that they are signed and
turned in.
b.
Review policy on relying on the students to be the first to inform their
parents of issues at school instead of the school administration.
8 The requirement of reflection to assist students to consider their behavior(s) and their impact is an
accepted school practice.