IB DP program practices and standards

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IB DP program practices and standards by Mind Map: IB DP program practices and standards

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38. New Ways of Working together

39. Regenerative Cultural Leadership

40. Skilling Up Informal Lifelong Learning

41. New Collaborative Models

42. Heuristic Intelligence

43. Relational Intelligence

44. Strategic Intelligence

45. Reflective Intelligence

46. Entrepreneurial Intelligence

47. Pedagogical Intelligence

48. Cultural Intelligence

49. Curriculum

49.1. Collaborative Planning

49.1.1. Regular and systemic Collaborative Planning and Reflection sessions for

49.1.1.1. Addressing the requirements of the programs

49.1.1.2. Addressing vertical and horizontal articulation

49.1.1.3. Teachers to have an overview of students’ learning experiences based on agreed expectations for student learning

49.1.2. Regular and systemic Collaborative Planning and Reflection sessions are to

49.1.2.1. incorporate differentiation for students’ Learning needs and styles

49.1.2.2. get information on the result of the assessments of student work and learning

49.1.2.3. recognize that all teachers are responsible for language development of students.

49.1.2.4. addresses the IB learner profile attributes in teaching and learning

49.2. Written Curriculum fosters development of the IB learner profile attributes by and to

49.2.1. identifies the knowledge, concepts, skills and attitudes to be developed over time.

49.2.2. builds on students’ previous learning experiences that promotes students; awareness of individual, local, national and world issues.

49.2.3. The written curriculum incorporates relevant experiences for students to provide opportunities for reflection of human commonality,diversity and multiple perspectives

49.2.4. The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others

49.3. Teaching and Learning

49.3.1. Teaching and learning demonstrates that all teachers are responsible for development of students' knowledge

49.3.1.1. differentiates instruction to meet students’ learning needs and styles

49.3.1.2. incorporates a range of resources, including information technologies

49.3.1.3. uses a range and variety of strategies

49.3.2. Teaching and learning develops the IB learner profile attributes

49.3.2.1. Engages students as inquirers and thinkers

49.3.2.2. Fosters a stimulating learning environment based on understanding and respect

49.3.2.3. Supports students to become actively responsible for their own learning

49.3.2.4. Encourages students to demonstrate their learning in a variety of ways

49.3.2.5. Addresses human commonality, diversity and multiple perspectives

49.3.2.6. Engages students in reflecting on how, what and why they are learning

49.4. Assessment

49.4.1. philosophy of the programs

49.4.1.1. The school has systems for recording student progress aligned with the assessment philosophy of the programs

49.4.1.2. The school has systems for reporting student progress aligned with the assessment philosophy of the programs

49.4.2. For Teacher Support

49.4.2.1. Analyses assessment data to inform teaching and learning

49.4.2.2. The school uses a range of strategies and tools to assess student learning

49.4.3. For Student Learning

49.4.3.1. The school provides opportunities for students to participate in, and reflect on, the assessment of their work

49.4.3.1.1. Students demonstrate a consolidation of their learning through the completion of tthe DP extended essay and the IBCC reflective project.

49.4.3.1.2. Students gets feedback to inform and improve their learning

49.4.4. For Community

49.4.4.1. The school communicates its assessment philosophy, policy and procedures to the school community

49.4.4.2. Aligning the school assessments with the IB assessments

50. Philosophy

50.1. Support for Students

50.1.1. Provides full DP and Encourage students to become a risk-takers by attempting the full diploma

50.1.2. Promotes full DP and Encourage students to become a risk-takers by attempting the full diploma

50.1.3. Strategies to encourage students to become a risk-takers by attempt the full diploma

50.2. Support for School/Community

50.2.1. participates in the IB world community by developing the own culture which align with IB mission.

50.2.1.1. promotes responsible action within and beyond the school community

50.2.1.2. places importance on language learning, including mother tongue, host country language and other languages

50.2.1.3. demonstrate an understanding of, and commitment to, the programs

50.2.1.4. Provide community a published statements of mission and philosophy align with those of IB

50.2.1.5. demonstrate understanding of IB philosophy

50.2.1.6. develops and promotes international-mindedness and all attributes of the IB learner profile

50.2.1.7. promotes open communication based on understanding and respect

51. Organization

51.1. Leadership and Structure

51.1.1. Schools/Community Expectations

51.1.1.1. Schools need to develop systems to keep the governing body informed about the ongoing implementation and development of the programs

51.1.1.2. developed a governance and leadership structure that supports the implementation of the programs

51.1.1.3. The head of school/school principal and program coordinator demonstrate pedagogical leadership aligned with thephilosophy of the programs

51.1.1.4. The school needs to appoint program coordinator who can carry out the responsibilities of the position

51.1.1.5. The school needs to have systems in place for the continuity and ongoing development of the programs

51.1.1.6. The schools needs to carry out program evaluation involving all stakeholders

51.1.2. Develops and implements policies and procedures that support the programs that explains, consists with IB expectations

51.1.2.1. An admissions policy

51.1.2.2. A language policy

51.1.2.3. An assessment policy

51.1.2.4. An academic honesty policy

51.1.2.5. Inclusion/special education needs policy

51.1.2.6. Schools must complie with the IB regulations and procedures related to the conduct of all forms of assessment for the administration of examination for the DP.

51.2. Resources and Support

51.2.1. For Students

51.2.1.1. The school has systems in place to guide and counsel students through the programs

51.2.1.2. The library/multimedia/resources play a central role in the implementation of the programs

51.2.1.3. The schools need to provide the physical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the programs

51.2.1.4. The student schedule or timetable allows for the requirements of the programs to be met

51.2.2. For Teachers

51.2.2.1. IB-recognized professional development

51.2.2.2. Implementation of the programs by the qualified teachers

51.2.2.3. Collaborative planning and reflection time for teachers

51.2.3. From the Leaders of the school

51.2.3.1. Funding for the implementation and ongoing development of the programs

51.2.4. From the School/Community

51.2.4.1. Utilizing the resources and expertise of the community to enhance learning with the programs

52. Purpose

53. Environment

54. Culture

55. Learning