E. Geitonas IB World School
E.1 Profile
Any school, or group of schools, wishing to offer one or more International Baccalaureate programs as an IB World School must first be authorized. The requirements are the same for all schools, and the procedure is designed to ensure that schools are well prepared to implement the program(s) successfully. All IB World Schools are required to participate in an ongoing process of review and development, using the same program standards and practices.
The IB DP was introduced at Geitonas school in 1995 after first receiving recognition from (a) the International Baccalaureate Organization in Geneva (No. 2420/8-9-95) with school code 000816, and (b) the Greek Ministry of Education (No. 2.1/1812/3-546 of the Office of Secondary Education of Eastern Attiki in accordance with the provisions of law 682/77).
Average Diploma Score: 34
Language of Instruction: English
Number of Languages spoken by teachers and students: 2.5
University Placement: 100%
Alumni: More than 1500
Classes and Faculty
Student to Faculty Ratio 3:1
Average Class Size: 18 students
Average Overall number of Students: 73, Girls: 58%, Boys: 42%
Full Time Teachers: 15, Part Time: 4
Faculty Qualification: 100% postgraduate education, PhD: 34%
Average Attendance of Training Sessions Abroad: 4:1
Average Years of IB DP Experience: 17
Annual In-school Training: 80 hours
IB Examiners: 11, Workshop Leaders: 2
Where People Come From
Type of Secondary School: Private 83%, Public:17%
Candidates outside Geitonas’ school: 28%
Ethnic Diversity: Caucasian 93%, Asian 1%, African 2%, American 6%, Other 1%
Applicants
Average Class Intake: 45
Maximum Potential Intake: 55
Acceptance Ratio: 2 out of 3
The IB DP was introduced at Geitonas school in 1995 after first receiving recognition from (a) the International Baccalaureate Organization in Geneva (No. 2420/8-9-95) with school code 000816, and (b) the Greek Ministry of Education (No. 2.1/1812/3-546 of the Office of Secondary Education of Eastern Attiki in accordance with the provisions of law 682/77).
Average Diploma Score: 34
Language of Instruction: English
Number of Languages spoken by teachers and students: 2.5
University Placement: 100%
Alumni: More than 1500
Classes and Faculty
Student to Faculty Ratio 3:1
Average Class Size: 18 students
Average Overall number of Students: 73, Girls: 58%, Boys: 42%
Full Time Teachers: 15, Part Time: 4
Faculty Qualification: 100% postgraduate education, PhD: 34%
Average Attendance of Training Sessions Abroad: 4:1
Average Years of IB DP Experience: 17
Annual In-school Training: 80 hours
IB Examiners: 11, Workshop Leaders: 2
Where People Come From
Type of Secondary School: Private 83%, Public:17%
Candidates outside Geitonas’ school: 28%
Ethnic Diversity: Caucasian 93%, Asian 1%, African 2%, American 6%, Other 1%
Applicants
Average Class Intake: 45
Maximum Potential Intake: 55
Acceptance Ratio: 2 out of 3
E.2 Educational Philosophy
As an IB Diploma Program school, we are in a position to feel proud for its up to now accomplishments, while at the same time we believe in our efforts of ongoing improvement and further development. In the appraisal of the program, the focus should not only be on the figures and the success rate, which on their own accord demonstrate up until now an entirely successful and steadily increasing performance. We believe that the success of an educational organization is not illustrated solely in the figures, but to a great extent is due to the spirit and the principles which rule the implementation of its programs and the practices of its human resources.
The existing dynamics of our educational staff is one of our main strengths. Educators of various nationalities with excellent academic qualifications of postgraduate and even doctoral level, with rich and diverse educational experience and excellent interpersonal communicative skills compose our multicultural teaching staff. The teachers are constantly close to the students establishing an atmosphere of trust, compassion and mutual respect and recognition. Our conviction is that educators ought to be constantly in a process of acquiring new knowledge and up to date with the latest educational insights. The participation of our teachers in international conferences aims at keeping them on track with the latest pedagogical innovations, and further developing their skills. Up until now 95% of our educational staff has been abroad for professional development sessions/seminars which are run by the Examination and Academic Board of the International Baccalaureate (IBCA). Twenty educators have participated in overall twenty-five conferences worldwide. Moreover, our Program has institutionalized regular internal training sessions, which are presented by the Director and the Heads/ Coordinators of each subject matter.
Our belief that educators have a multifaceted social role to play was the basis establishing this service. Having personal counselors for each student favorably empowers the relationship between the teachers and the students, a relationship which is fundamentally based on mutual respect. The students acquire this important aspect of respect as they start seeing their educators’ humanistic side in addition to their role as facilitators of the learning process.
It is common practice in the DP to encourage students’ individualized efforts within the context of a powerful and sincere cooperation among students, parents and educators. This is also achieved with the completion of objective evaluation criteria such as the needs’ analysis assessment, written exams, which all candidates participate in prior to their registration to the program. In our school, knowledge is not supplied merely in the form of information to the students, on the contrary it is pursued in depth through the various disciplines as well as the development of life- long skills. The ability to organize their thoughts and speech, the construction of effective arguments, the systematic search for the truth, the scientific speculation and finally the awareness of essential academic skills and the growing competence of knowing how to study and perform research through the use of different sources and references are objectives of the International Baccalaureate Program which aim to equip the students with the necessary resources for a successful future.
The results which our school achieves through the IB DP are summarized with the vivid words of our colleague N.G. who stated: “Within the framework of an intense academic environment where all the topics are presented in thorough detail, the students slowly learn to not be afraid of their mistakes, to dare, to have the courage to enquire into the unknown, to stimulate openness of thought, to develop solid arguments according to each situation, and above all to believe and trust themselves. Students can now visualize doing what yesterday for them was inconceivable. They gradually experience change in themselves as individuals and as academic beings since they gain more and more confidence and faith in their abilities. Thus, that is why the recognition on behalf of our students that we contribute in this dynamic process of formation is for us the greatest moral satisfaction and reward.”
The existing dynamics of our educational staff is one of our main strengths. Educators of various nationalities with excellent academic qualifications of postgraduate and even doctoral level, with rich and diverse educational experience and excellent interpersonal communicative skills compose our multicultural teaching staff. The teachers are constantly close to the students establishing an atmosphere of trust, compassion and mutual respect and recognition. Our conviction is that educators ought to be constantly in a process of acquiring new knowledge and up to date with the latest educational insights. The participation of our teachers in international conferences aims at keeping them on track with the latest pedagogical innovations, and further developing their skills. Up until now 95% of our educational staff has been abroad for professional development sessions/seminars which are run by the Examination and Academic Board of the International Baccalaureate (IBCA). Twenty educators have participated in overall twenty-five conferences worldwide. Moreover, our Program has institutionalized regular internal training sessions, which are presented by the Director and the Heads/ Coordinators of each subject matter.
Our belief that educators have a multifaceted social role to play was the basis establishing this service. Having personal counselors for each student favorably empowers the relationship between the teachers and the students, a relationship which is fundamentally based on mutual respect. The students acquire this important aspect of respect as they start seeing their educators’ humanistic side in addition to their role as facilitators of the learning process.
It is common practice in the DP to encourage students’ individualized efforts within the context of a powerful and sincere cooperation among students, parents and educators. This is also achieved with the completion of objective evaluation criteria such as the needs’ analysis assessment, written exams, which all candidates participate in prior to their registration to the program. In our school, knowledge is not supplied merely in the form of information to the students, on the contrary it is pursued in depth through the various disciplines as well as the development of life- long skills. The ability to organize their thoughts and speech, the construction of effective arguments, the systematic search for the truth, the scientific speculation and finally the awareness of essential academic skills and the growing competence of knowing how to study and perform research through the use of different sources and references are objectives of the International Baccalaureate Program which aim to equip the students with the necessary resources for a successful future.
The results which our school achieves through the IB DP are summarized with the vivid words of our colleague N.G. who stated: “Within the framework of an intense academic environment where all the topics are presented in thorough detail, the students slowly learn to not be afraid of their mistakes, to dare, to have the courage to enquire into the unknown, to stimulate openness of thought, to develop solid arguments according to each situation, and above all to believe and trust themselves. Students can now visualize doing what yesterday for them was inconceivable. They gradually experience change in themselves as individuals and as academic beings since they gain more and more confidence and faith in their abilities. Thus, that is why the recognition on behalf of our students that we contribute in this dynamic process of formation is for us the greatest moral satisfaction and reward.”
E.3 Program Evaluation
Program evaluation is both a requirement and a service provided by the IB Organization to IB World Schools. The aim is for the IB to ensure on a regular basis that the standards and practices of the programs are being maintained. The Program standards and practices is the foundational document used by schools and the IB to ensure quality and fidelity in the implementation of its programs in IB World Schools. The IB is aware that for each school the implementation of an IB program is a journey and that the school will meet these standards and practices to varying degrees along the way. However, it is expected that the school makes a commitment towards meeting all the standards, practices and programme requirements.
This process allows the IB to work closely with the schools in their ongoing development of the programs. It does not seek to appraise or assess individual teachers or students. It is a process of formal reflection involving all stakeholders within the school community. Schools have found this process to be the source of new dynamism and momentum within the school and have incorporated it as a natural dimension of the school life, implemented continuously beyond the IB-specific requirement. It provides an opportunity to pause and reflect honestly on achievements and new initiatives in order to enhance the implementation of the IB programme. It has also proved to be an opportunity for increased communication within the school.
Within this process, there are certain expectations for the school and for the IB, which are described below:
The school is expected:
The IB is expected:
(Article 6 & 10, Rules for Authorized schools, IB, 2013).
Geitonas IB Word school has up to now successfully undergone numerous evaluation drills run by the IB; either of its entire Diploma Program or of certain components of it. The feedback received by the IB coupled with our high consistency in the Diploma exams are solid proof of our right, efficient and qualitative approach to the DP.
This process allows the IB to work closely with the schools in their ongoing development of the programs. It does not seek to appraise or assess individual teachers or students. It is a process of formal reflection involving all stakeholders within the school community. Schools have found this process to be the source of new dynamism and momentum within the school and have incorporated it as a natural dimension of the school life, implemented continuously beyond the IB-specific requirement. It provides an opportunity to pause and reflect honestly on achievements and new initiatives in order to enhance the implementation of the IB programme. It has also proved to be an opportunity for increased communication within the school.
Within this process, there are certain expectations for the school and for the IB, which are described below:
The school is expected:
- to determine its own assessment of the implementation of the programme, according to the Programme standards and practices and programme requirements
- to identify major achievements during the period under review and to identify practices that need further development.
The IB is expected:
- to analyze and evaluate the school’s implementation of the programme, according to the Programme standards and practices and programme requirements
- to commend schools on practices that address the Programme standards and practices in ways that solve challenges faced by the school and/or show outstanding implementation
- to provide guidance on enhancing the implementation of the programme in the school
- to point out areas within a school’s practice that, if not addressed immediately, will jeopardize the integrity of the programme and thus the school’s entitlement to be considered an IB World School.
(Article 6 & 10, Rules for Authorized schools, IB, 2013).
Geitonas IB Word school has up to now successfully undergone numerous evaluation drills run by the IB; either of its entire Diploma Program or of certain components of it. The feedback received by the IB coupled with our high consistency in the Diploma exams are solid proof of our right, efficient and qualitative approach to the DP.
E.4 Results
Our candidates throughout the years have achieved exceptional academic results in the rigorous and heavily demanding IB DP exams. The guidance and mentoring provided by our very experienced and well qualified teachers enable students to consistently perform exceedingly well in their final examinations. Our school is strongly characterized by its amazing consistency as far as it concerns the high level of performance and accuracy as far as it concerns its predicted grades.
Diploma Pass Rate
|
Exam Session
May 2006 May 2007 May 2008 May 2009 May 2010 May 2011 May 2012 May 2013 May 2014 May 2015 May 2016 |
World Mean
80,35% 78,78% 79,02% 78,71% 78,06% 77,99% 78,16% 78,54% 79,3% 80,8% 79.3% |
Geitonas School
87,5% 100% 91,89% 90% 100% 98,4% 93,8% 98,46% 97,2% 97,1% 100% |
N.B
The overall Diploma pass rate is broadly consistent year on year.
All our candidates who pass their Diploma Exams receive the Bilingual Diploma.
The overall Diploma pass rate is broadly consistent year on year.
All our candidates who pass their Diploma Exams receive the Bilingual Diploma.
Average Diploma Score obtained by candidates who got the diploma
|
Exam Session
May 2006 May 2007 May 2008 May 2009 May 2010 May 2011 May 2012 May 2013 May 2014 May 2015 May 2016 |
World Mean
29,89/45 29,56/45 29,57/45 29,51/45 29,55/45 29,61/45 29,83/45 29,82/45 30,1/45 30,2/45 30/45 |
Geitonas School
32/45 31/45 33/45 32/45 34/45 33/45 34/45 34/45 35/45 35/45 35/45 |
Detailed facts and statistics are available on http://www.ibo.org/facts/statbulletin/index.cfmMore details about our University Placement can be found by downloading the following files:
University Placement of May 2016 (pdf file)
| university_placement_of_m16_candidates.pdf |
University Placement of May 2015 (pdf file)
| university_placement_of_m15_candidates.pdf |
University Placement of May 2014 (pdf file)
| university_placement_of_m14_candidates.pdf |
University Placement of May 2013 (pdf file)
| university_placement_of_m13_candidates_.pdf |
University Placement of May 2012 (pdf file)
| university_placement_of_m12_candidates.pdf |
University Placement of May 2011 (pdf file)
| university_placement_of_m11_candidates.pdf |
University Placement of May 2010 (pdf file)
| university_placement_of_m10_candidates.pdf |
University Placement of May 2009 (pdf file)
| university_placement_of_m09_candidates.pdf |
University Placement of May 2008 (pdf file)
| university_placement_of_m08_candidates_.pdf |
University Placement of May 2007 (pdf file)
| university_placement_of_m07_candidates.pdf |
University Placement of May 2006 (pdf file)
| university_placement_of_m06_candidates.pdf |
N. B
The UK’s Universities and Colleges Admissions System (UCAS) – publishes a tariff for the IB diploma that suggests a score of 32 IB points is equivalent to 3 A*s at A-level. The tariff also confirms that our students have done very well over the years.
The UK’s Universities and Colleges Admissions System (UCAS) – publishes a tariff for the IB diploma that suggests a score of 32 IB points is equivalent to 3 A*s at A-level. The tariff also confirms that our students have done very well over the years.
E.5 The Faculty
One of the main characteristics of our team is its high academic level, most tutors are holders of post-graduate degrees. Due to the various experiences each has gained through the educational and social systems in which they have been through, our students can only benefit.
IB DP Coordinator: Dr. Vasileios Xyrafas
B.A Philosophy, University of Patras
B.A Theology, Aristotle University of Thessaloniki
M.A Sociology Radboud University of Nijmegen, The Netherlands
M.A Ethics and Sociology, Aristotle University of Thessaloniki
Ph.D Sociology of Religion, Aristotle University of Thessaloniki
B.A Philosophy, University of Patras
B.A Theology, Aristotle University of Thessaloniki
M.A Sociology Radboud University of Nijmegen, The Netherlands
M.A Ethics and Sociology, Aristotle University of Thessaloniki
Ph.D Sociology of Religion, Aristotle University of Thessaloniki
Deputy IB DP Coordinator: Dr. Dimitra Louka
PhD in Modern Greek Literature, University of Birmingham, England
MA, Modern Greek Literature, Aristotelion, University of Thessaloniki
BA, Philology Department, Aristotelion, University of Thessaloniki
PhD in Modern Greek Literature, University of Birmingham, England
MA, Modern Greek Literature, Aristotelion, University of Thessaloniki
BA, Philology Department, Aristotelion, University of Thessaloniki
CAS Coordinator: Mr. Theofanis Garagounis
B.A. Philosophy, Religious Studies, Classics Southern Illinois University at Carbondale M.A. Philosophy, Villanova University Pennsylvania
Ph.D. Candidate Philosophy, Aristotle University Thessaloniki
B.A. Philosophy, Religious Studies, Classics Southern Illinois University at Carbondale M.A. Philosophy, Villanova University Pennsylvania
Ph.D. Candidate Philosophy, Aristotle University Thessaloniki
Assistant CAS Coordinator: Ms Griva Aikaterini
BA in French Language and Literature, National And Kapodistrian University of Athens
MA in Teaching French Linguistics, Université de Toulouse II (France)
Ph.D in Teaching French Linguistics, Université de Toulouse II (France)
BA in French Language and Literature, National And Kapodistrian University of Athens
MA in Teaching French Linguistics, Université de Toulouse II (France)
Ph.D in Teaching French Linguistics, Université de Toulouse II (France)
English : Mrs. Joanna Demitriadis, IB Deputy Chief Examiner
Diploma, Teaching English as a Foreign Language, International House, London,
BA Hon,Modern Arab Studies, University of Durham, England
Diploma, Teaching English as a Foreign Language, International House, London,
BA Hon,Modern Arab Studies, University of Durham, England
Bayia, Eriphilli (Modern Greek)
MPhil, in Modern Greek Literature, King's College, University of London, England
Diploma, Translation, Institute of Linguists, London, England
BA, School of Philosophy, University of Athens
MPhil, in Modern Greek Literature, King's College, University of London, England
Diploma, Translation, Institute of Linguists, London, England
BA, School of Philosophy, University of Athens
Theofilakou, Melina (English)
BA, Queens College City University of New York
BA, Queens College City University of New York
Economics, Business & Management: Mrs. Vamvakerou , IB DP Examiner
MSc candidate, Development Management, Open University, England
BA, Economics, Economic University of Athens, Athens
MSc candidate, Development Management, Open University, England
BA, Economics, Economic University of Athens, Athens
O’Shea-Talphezian, Joan (English & History), ΙΒ DP & UCLES Examiner
T.E.F.L. Certificate of Studies, Nations Language School, Cork, Ireland
Higher Diploma in Education, University College, Cork, Ireland
BA, English Literature and History, University College of Cork, Ireland
T.E.F.L. Certificate of Studies, Nations Language School, Cork, Ireland
Higher Diploma in Education, University College, Cork, Ireland
BA, English Literature and History, University College of Cork, Ireland
The Coordinator of Personal Advising (Mrs. Natasha Athanasopoulou)
Psychology Teacher & IB DP Examiner
MSc, Research Methods in Developmental and Social Psychology, Univ of Strathclyde, Scotland
BA, General Psychology, American College of Greece (Deere)
Psychology Teacher & IB DP Examiner
MSc, Research Methods in Developmental and Social Psychology, Univ of Strathclyde, Scotland
BA, General Psychology, American College of Greece (Deere)
Pouli, Argyro (Biology)
MA, Natural Sciences, University of Massachusetts, Boston, U.S.A.
BA, Biology, University of Athens
MA, Natural Sciences, University of Massachusetts, Boston, U.S.A.
BA, Biology, University of Athens
The Head of the Natural: Sciences Department Dr. Vasilis Zambetakis,
Physics Teacher, IB DP Examiner & Workshop Leader
PhD, Physics, University of California (Los Angeles), Los Angeles, USA
MSc, Physics, University of California (Los Angeles), Los Angeles, USA
MSc, Electronic Automation, University of Athens, Athens
BSc, Physics, University of Athens, Athens
Physics Teacher, IB DP Examiner & Workshop Leader
PhD, Physics, University of California (Los Angeles), Los Angeles, USA
MSc, Physics, University of California (Los Angeles), Los Angeles, USA
MSc, Electronic Automation, University of Athens, Athens
BSc, Physics, University of Athens, Athens
Dr Liakatas Ilias (Physics - Chemistry)
B.Sc. Physics, Aristotle University Thessaloniki
M.Sc. Industrial Engineering, AKAD, Zurich
Ph.D., Experimental Physics, Swiss Institute of Technology
B.Sc. Physics, Aristotle University Thessaloniki
M.Sc. Industrial Engineering, AKAD, Zurich
Ph.D., Experimental Physics, Swiss Institute of Technology
The Head of Mathematics: Dr. Nikos Georgopoulos, IB DP Examiner
Math’s HL & Math’s SL Teacher
PhD, Physics, New York University, USA
BA, Physics, California Institute of Technology, USA
Math’s HL & Math’s SL Teacher
PhD, Physics, New York University, USA
BA, Physics, California Institute of Technology, USA
Brass, Ioannis (Mathematics)
MSc, Applied Mathematics, New Jersey Institute of Technology, USA
BSc, Electrical Engineering, New Jersey Institute of Technology, USA
MSc, Applied Mathematics, New Jersey Institute of Technology, USA
BSc, Electrical Engineering, New Jersey Institute of Technology, USA
Mrs Gounari Dimitra (Visual Arts)
BA in Photography and Audiovisual Arts, Technological Educational Institution (T.E.I.) Athens
MA in Image and Communication, Goldsmith College – University London
ASPAITE
Ph.D candidate
BA in Photography and Audiovisual Arts, Technological Educational Institution (T.E.I.) Athens
MA in Image and Communication, Goldsmith College – University London
ASPAITE
Ph.D candidate
