1. Standard C, Curriculum
1.1. Standard C1
1.1.1. C1: Collaborative Planning and Reflection: All teachers collaborate during the process of planning a unit. Therefore, all teachers have an outline of students' learning. Planning and reflection sessions take place frequently and systematically. Planning should incorporate Theory of Knowledge in each subject. It should investigate the relations between subjects to strengthen knowledge, understanding and skills shared among different subjects.The basis of these planning sessions is founded on approved expectations for students' learning. Furthermore, it has to cater to different learning styles and needs. Finally all unit plans are based on the assessments of the students' work and learning.
1.1.1.1. IB Leadership Intelligences: Cultural – relational: Collaborative planning is based on teachers’ relationships and the culture of the school Pedagogical- reflection: Pedagogical understanding and reflection on students’ work and assessments Strategic Intelligence: to place the meeting on the teachers’ weekly schedules
1.2. Standard C2
1.2.1. C2: Written Curriculum: The documented curriculum aligns the goals and objectives of all subjects whether core or groups, and facilitates the harmony of learning. It is balanced so that students are provided with a reasonable choice of subjects. It should be accessible to the school community. The documented curriculum builds on students’ preceding learning experiences. It identifies the knowledge, concepts, skills, and attitudes to be developed over time. Furthermore, it should include appropriate experiences for students' learning. It should expand on the students’ awareness of individual, local, national and world issues. It should offer chances for reflection on human commonality, diversity, and multiple viewpoints. The documented curriculum should be updated according to the current IB publications and reviewed regularly to incorporate developments in the programme. It should incorporate the policies developed by the school to support the programme and nurture growth of the IB learner profile attributes.
1.2.1.1. I
1.2.1.1.1. IB Leadership Intelligences: Strategic Intelligence: Teachers and leaders need to create a well-developed and written curriculum. Units need to be planned carefully to fulfil the requirements. Pedagogical, Relational and Reflective Intelligences: Teachers and leaders need pedagogical and reflective intelligences to be able to devise the unit plans based on assessment results and their own observations of students. Finally, teachers need to work together, therefore, they need to have good relationships to be able to collaborate.
1.3. Standard C3
1.3.1. C3: Teaching and Learning: Teaching at school should be aligned to the the programme’s requirements and addresses all the aims and objectives of each subject and to develop the IB learner profile attributes. It should aim to involve students as inquisitors and theorists. Academic honesty is a mandated practice. Teaching practice should encourage students to be responsible for their own learning, prompts students to develop meaningful actions in response to their own needs and the needs of others and to reflect on how, what and why they are learning. Teaching should build on students' previous knowledge and skills. It should address the diversity of students' language needs as all teachers are responsible for the students' language development. Language learning is encouraged, including mother tongue, host country language and other languages learning. Teaching should addresses human cohesion, diversity and multiple viewpoints. In addition, it should use a range of resources, including information technologies. Instruction should be differentiated to meet students’ learning needs and styles. It should provide a motivating learning atmosphere based on mutual respect and inspires students to display their learning in a variety of methods
1.4. Standard C4
1.4.1. C4: Assessment Assessment should match the requirements of the programme, and it is based on the objectives and assessment criteria specific to each subject. The school should share its assessment philosophy, policy and procedures with the school community. In addition, the school must use a variety of approaches and tools to assess student learning, and offer feedback to students to improve their learning. The school must have a system for recording and reporting students’ progress that is aligned with the assessment philosophy of the programme. Furthermore, the school must share assessment data analysis with teachers to adjust their instruction accordingly. Students should be offered opportunities to reflect on the assessment of their work. Finally the school should have a system in place to ensure that all students complete their extended essays.
1.4.1.1. IB Leadership Intelligences: • Reflective Intelligence • Pedagogical Intelligence • Cultural Intelligence • Strategic Intelligence • Relational Intelligence
2. IB develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect.
3. Organization: IB Develops a sy ste m of implementation, ma nag em ent based on IB philosophy to ensure the su cc ess of the program and it s c ontinuity. The o r ganizational st ructure of IB i nstitution en sures the integrity a nd continuity of t he program t hrough o rganizational s ystematic i mplementation, r evision and a ssessment and d ivision of responsibilities. Having the vision and philosophy of IB as the core of all practices the organizational division of the IBDP (in general and specifically) is in the following order:
3.1. Implementation of a system
3.1.1. *
3.1.1.1. implementation of a system to inform the governing body about the implementations of the programs: IB organizational system ensures the practical ways of information giving to the stakeholders and extended school community. This includes meetings, sessional and annual reports and finally extensive online modes of information giving and communications.
3.1.1.1.1. major roles
3.1.1.2. appointing a governing body to support the implementation of the programs: their major role is in directing the programs strategically
3.1.1.3. Creating and establishing policies which would ensure the continuations of the program
3.1.1.3.1. a. The admission process policy and its requirements particularly in the context of DP- the guideline for the pre-assessment of the learners and who should be included and given admission to the program in determined by this policy. The criteria for admission and the cut of marks including bear minimum skills and competence should all the included and be cleared in this policy.
3.1.1.3.2. b. Language policy
3.1.1.3.3. c. Academic Honesty Policy dealing with academic transgressions and codes of conducts.
3.1.1.4. Creation and implementation of systems to guarantee the continuity of the program
3.1.1.4.1. a. success is the key to the continuity of IB programs. The increasing numbers of IB students going to colleges and universities around the world is the best advertisement for the continuity of the program. The IB administration is in charge of gathering information and provide the extended school community with that.
3.1.1.4.2. appointing a DP coordinator to take up the pedagogical leadership of the institutions: the role of the IB DP program is not restricted to the pedagogical role but also an administrative one. Their main role is to lead the curriculum through working with and supporting teachers. They have to be a part of planning and teaching subjects withing the six groups being taught in the program. This could be attained thought leading and participating in departmental and while staff meetings, class and course observations and giving feedback to teachers, discussions and advising them on types of classrooms and examples of them to enable them to support leaners in the process of learning. Yet the major role of the coordinator is helping staff in realizing the IB philosophy as being laid out Standards and Practices and Approaches to Teaching and Learning. Based on these, the coordinator can create opportunities of collaboration and mutual support and help for the staff. The coordinator is responsible for the external work and external coordination of the institution and supporting teachers with tasks such as uploading material, TOK, adaptation of the stuff to the curriculum of IB and also the extended essay.
3.1.1.4.3. b. Analysis and comparison: comparison and analysis of the system and its effectiveness is another method to inform the stakeholders and extended school community about the effectiveness of the course which would in its own place ensure the continuity of the program
3.1.1.4.4. c. Regular sessional and annual reports of the above-mentioned details and data with the bigger community is an effective mood of communications.
3.1.1.5. Creation and implementation of an evaluations or assessment system
3.1.1.5.1. a. Internal assessment including pre, formative assessment to ensure that learners acquire enough competence for their summative assessment and external assessments.
3.1.1.5.2. b. External assessment: The grading is on the scale of 1 to 7 and the passing scale is 3 or above. The same scale is being followed in the internal assessment plans to familiarise the students with the process and their shortcomings for the external assessment. Diploma Program assessment processes ensure learners mastery of the required skills to fulfil the goals of IB such as analysing, arranging and presenting information, constructing arguments and evaluating and using creative methods of problem solving through critical thinking. Apart from basic skills, DP assessments encourage an international perspective and applying intercultural skills wherever possible.
4. Standard A: Philosophy
4.1. The School's educational beliefs & values reflect IB philosophy. (Strategic Intelligence)
4.1.1. Mission/Vision align with the IB (School leadership begins with a strong mission statement. Aligning this with the IB mission is important for any change/school improvements.
4.1.2. Community must demonstrate an understanding & commitment to align with the IB (To ensure that students are committed - the adults/leaders must know the importance of the programme and believe it the benefits. This requires a strong Pedagogic Intelligence)
4.1.3. The School promotes responsible action within and outside in the community. (Entrepreneurial Intelligence/Relational Intelligence - Part of the DP requires students to be involved in their community. Building trust and collaborating inside/outside school community is important.)
4.1.4. School promotes open communication based on understanding and respect. (being in an IB school requires all stakeholders to benefit/understand the value of open communication. This certainly requires leaders to have a strong Relational Intelligence & Cultural Intelligence as they engage with multiple stakeholders. It is necessary in order to foster a collaborative culture.)
4.1.5. The School places importance on language learning (cultural intelligence) - Language learning is such a critical part of the IB DP experience. Depending on the country that the school is in - the optional languages will vary and so too students will have choice and agency n their learning.
4.1.6. The School participates in the IB Community. (Reflective Intellgence/Relational Intellgence)
4.1.7. The school provides access for students to the IB programme and philosophy. The school has strategies in place to ensure that students can complete the Diploma Programme. (Pedagogic/Heuristic/Relational Intelligence) - as an IB school, it is important for students to participate in the IB programme and for schools to have the course offerings. While pedagogic and relational intelligence play a critical role in 'leadership', it is worth considering Heuristic Intelligence playing a role. Given the nature of IB - I think that building trust is important (relational intelligence), but letting students (and teachers) know that engaging students to be their best is 'ok' which is sometimes tough for educators to accept.