The HHMS shall be read and studied by every IB student, parent/guardian, teacher, and stakeholder affiliated with the Diploma Programme. In addition, General regulations: Diploma Programme For students and their legal guardians (IBO, 2007) shall be studied and frequently referenced. Policy beginning the 2013-2014 school year HHMS Mission Statement Hammond High Magnet School aspires to develop internationally minded lifelong learners through high quality educational programs and rigorous assessment. Through the embodiment of the learner profile, students are prepared to successfully function in a global society. IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. Cherissa Vitter, Ed.D. Page 1
IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. International Baccalaureate Organization 2007 Cherissa Vitter, Ed.D. Page 2
Academic Honesty Academic honesty is a set of values and skills that promote personal integrity and good practice in teaching, learning, and assessment. An authentic piece of work is one that represents a student s individual and original ideas, with the ideas and work of others fully acknowledged. Influenced by several factors including peer pressure, culture, parental expectations, role modeling, and taught skills, academic honesty is essential if a student s genuine ability is to be measured and used to guide and report learning. Further, academic dishonesty can lead to such negative personal consequences as diminished feelings of self-worth and disgrace in the eyes of classmates, teachers, parents, and administrators. Academic dishonesty occurs whenever a student asks, receives, has access to, or offers unauthorized help on any assignment including class work, homework, projects, tests, and papers. Plagiarism (representing someone else s work as one s own) and collusion (assisting someone in academic dishonesty) are also forms of cheating. Candidates work will be authenticated through turnitin.com Acts of intentional or unintentional academic dishonesty will not be accepted in the Diploma Programme. Students will modify behavior of academic dishonesty with the following consequences: An incident report added to your IB file Notification of the parents Work detail Discipline referral to the appropriate administrator No points on the assignment/test Notification of advisors of campus honor groups Negative references for college applications and scholarships Loss of eligibility for the IB Diploma, IB Certificate Academic Dishonesty Article 29: Definition of dishonesty The IB Organization defines dishonesty as behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment components. Dishonesty includes the following. a) Plagiarism: this is defined as the representation of the ideas or work of another person as the candidate s own. b) Collusion: this is defined as supporting dishonesty by another candidate, as in allowing one s work to be copied or submitted for assessment by another. c) Duplication of work: this is defined as the presentation of the same work for different assessment components and/or IB diploma requirements. d) Any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record, disclosure of information to and receipt of information from candidates about the content of an examination paper within 24 hours after a written examination) (General Regulations: Diploma Programme, 2007). Article 30: Applicable procedure 30._ The school s Diploma Programme coordinator must inform the IB Organization if he or she identifies any dishonesty (for example, plagiarism) in relation to a candidate s work after the candidate has signed the cover sheet to the effect that it is his or her own work and constitutes the final version of that work. In such cases, or when an examiner or the IB Organization suspects dishonesty, the school will be required to conduct an investigation and provide the IB Organization with relevant documentation concerning the case. If questions arise about the authenticity of a candidate s work before the cover sheet has been signed, that is, before the work has reached its final stage, the situation must be resolved within the school. Cherissa Vitter, Ed.D. Page 3
Ethical Practice in the Diploma Programme IBO, 2007 Students and teachers at HHMS will adhere to the standards set forth on the Ethical Practice Poster provided by the IBO. In addition, the poster will be present in every classroom. The language from the Ethical Practice Poster is as follows: The Diploma Programme requires academic rigour and active student involvement in all aspects of the curriculum. It places a strong emphasis on the ideals of international understanding and responsible citizenship. The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. Behaving and learning in an ethical way means students will observe the following practices. These are examples only and teachers will be able to add further examples of their own. Students will exercise academic honesty in all aspects of their work. They will acknowledge the work of others, including material taken from other sources. They will not claim as their own the work of others. They will not give their work to others to pass off as their own. They will observe the integrity of the examination room. Laboratory or field experiments and investigations will be undertaken in an ethical way. No experiments involving other people will be undertaken without their written consent and their understanding of the nature of the experiment. No experiment will be undertaken that inflicts pain on humans or live animals. No experiment or fieldwork will be undertaken that damages the environment. No artwork, performance or film will be undertaken that damages the environment. No artwork, performance or film will include excessive or gratuitous violence or explicit sexual activity. All presentations will respect the personal, political and spiritual values of others and will contain no intention to offend in remarks about race, gender or religious beliefs. The role of the teacher All teachers must provide the following support to students.. Give students clear guidance about the nature of ethical practice in the Diploma Programme.. Prevent students from undertaking any unethical practice for any work that is going to be assessed (for example, for internal assessment, the extended essay or a TOK presentation). Ensure that no work containing any unethical practice is presented for assessment. Instruction Students will be instructed in the following areas: 1. Formal skills for acknowledging source material 2. Skills of paraphrasing 3. Evaluation of sources, text, and internet sites 4. Research writing materials 5. Data gathering techniques 6. Techniques for using translated materials 7. Planning, preparation, and execution of research writing assignments 8. Considering bias in reference material Parents of DP students are encouraged to reinforce instruction. Magnet Student Requirements Students in the Diploma Programme are classified as Magnet Students and shall adhere to the requirements of the Tangipahoa Parish School System Magnet Program in addition to the IBO requirements. Cherissa Vitter, Ed.D. Page 4
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