Saturday, October 18, 2014

Standards and Practices of International Baccalaureate Examined

On September 23, 2014 the staffs of Mitchell, Scarlett, and Huron met and on September 29, 2014 the IB Advisory met to read and analyze the International Baccalaureate (IB) Programme Standards and Practices document.   The IB Standards and Practices are important because they define what is required of IB schools and in many ways how IB schools operate.  A summary of the combined September 23 and 29 work shows below. 
Because the IB Standards and Practices are something each school in the A2-IB pathway will need to be intimately aware of as a part of  consideration, candidacy and authorization (and beyond), it is important for the schools and the IB Advisory to continue to develop their knowledge and use of them.  The information below is meant to be one avenue that reinforces this need.
For help with understanding the information below, the IB Programme Standards and Practices are divided into three sections – philosophy, organization and curriculum –  with each section being divided into standards.  Practices are further definitions of the standards (which encompass a level of detail not contained in this summary but will be a part of the work staff considers during candidacy).
Section A: Philosophy
Standard A: The school’s educational beliefs and values reflect IB philosophy.
Highlights:
  • School mission statement matches the IB mission statement
  • The school's educational beliefs and values reflect IB philosophy
  • The school promotes the learner profile
  • The school develops and promotes open-mindedness/ international-mindedness
  • The school places an importance on language learning (including language as a way to understand culture)
  • The school promotes open communication, understanding, and respect
  • School must show how they are demonstrating the IB standards and practices

Section B: Organization
Standard B1: Leadership and structure: The school’s leadership and administrative structures ensure the implementation of the IB programme(s).
Highlights:
  • Governing Body: includes at minimum an IB Coordinator and Building Principal who ensure development and implementation of the program
  • The school has appointed a programme coordinator with a job description, release time, support and resources to carry out the responsibilities of the position.
  • The policies of the school support the ongoing development of the program
  • An evaluation of the program is carried out and involves all stakeholders
Standard B2: Resources and support: The school’s resources and support structures ensure the implementation of the IB programme(s).
Highlights:
  • IB needs resources (funding) and support to make the programs happen in effective ways
  • Teachers and administrators must receive IB professional development in order appropriately understand and implement the programs
  • The physical and virtual environments should be considered as they support the success of the program
  • The library/media center/resources play a central role in the implementation of the program
  • ELL, special education and guidance and counseling supports are maintained in IB environments
  • The resources and expertise of the community should be considered and utilized
  • The school allocate recourses to support the PYP Exhibition, MYP Personal Project and DP Extended Essay


Section C: Curriculum
Standard C1: Collaborative planning:  Collaborative planning and reflection supports the implementation of the IB programme(s).
Highlights:
  • There is a cycle of collaborative planning and reflection that takes place regularly and systematically
  • Individual learning styles are recognized and valued
  • All teachers have an overview of and connection to student learning and achievement


Standard C2: Written curriculum:  The school’s written curriculum reflects IB philosophy.
Highlights:
  • The written curriculum reflects the IB philosophy and includes the IB Learner Profile
  • Curriculum is written as units of inquiry using the IB unit planners
  • The curriculum is posted and available publicly
  • Curriculum builds from one year to the next
  • Units are written to include local, national, and world issues
  • Units encourage multiple perspectives
Standard C3: Teaching and learning:  Teaching and learning reflects IB philosophy.
Highlights:
  • Inquiry based teaching and learning is used across curriculum
  • Teaching practices engage students as inquirers and thinkers in reflecting on the how, what and why of their learning
  • Teaching and learning practices differentiate instruction to meet students’ learning styles and needs
  • Learning in the classroom is a shared responsibility between the teacher and the student with the teacher often acting as “facilitator” of learning
  • Teaching and learning incorporates a range of resources, including information technologies
  • Learning is active, meaningful and connected to a larger context (local, region, state, national, international)
  • Diversity (language, background, experiences, learning styles, needs, etc.) is celebrated and used in teaching decisions
  • Teaching and learning is connected to developing an understanding and use of the IB Learner Profile
Standard C4: Assessment:  Assessment at the school reflects IB assessment philosophy.
Highlights:
  • Assessment practices align with the requirements of the programme being implemented
  • The assessment philosophy, policy, and procedures are communicated to the community
  • A range of strategies and tools are used to assess
  • Students and families receive feedback on student learning regularly
  • The school and teachers analyze assessment data to direct teaching and learning practices
  • The PYP Exhibition, MYP Personal Project and DP Extended Essay are completed