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I believe that all of my posted challenge remain, but they can be mitigated by better organization and planning. I have seen many good ideas from other teachers and I have hopes of meeting and dealing successfully with all challenges in the future.

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One of my biggest challenges going forward is giving good feedback on summatives.  Its hard sometimes to determine a 6 or 7 even when you have moderated with someone.  The more I do the more I feel confident in the grades I give but I still think I need to give better feedback to the students.

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The greatest challenge I found throughout this workshop was  getting to understand the IB concepts, practices and implementation strategies. This was because I have yet to work in an IB setting.
The effectiveness of this workshop was that I could largely overcome them, through the reading materials, activities and the advice on the forum,  many thanks for this.
In the future, I think the biggest challenge could be ensuring the grading is fair, and being able to build consensus and collaboration early in a busy school environment.
Overcoming this needs practice and feedback, in the case of grading, whilst building the consensus & collaboration needed in an IB setting is by showing early:
A willingness to be part of a team, and be helpful and approachable.

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Oscar Echandi
The MYP represents a paradigm shift in many ways, criteria vs. grades, ATL's vs. rote memory, projects vs. paper exams. All of these approaches refocus the locus of learning within the individual student.
In my opinion, the greatest challenge (especially here in Latin America) is the shift in the internal conversation within the student from "what do I need to know to pass?" (reflecting a minimalist approach, do as little as possible to get the "grade" and parent off my back, to "I AM (אֶהְיֶה אֲשֶׁר) the author of my learning!!! How do I grow?"
At Panamerican, we have started a school wide campaign that reads, Students are Creators, Teachers are Facilitators, Parents are Supporters. It's slowly changing the culture. But we're fighting a centuries old model. Still, it's a fight worth having.

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Once of the challenges in my school is getting students to develop the understanding that ATL Skills are what drive inquiry and allow students to increase their proficiency levels when completing a task.

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One of the challenges that our school has is tracking the ATL's. We do have them in our grade book but its unclear as to who has taught what and where the students are at in that particular ATL.  We are trying to get better at focusing on 1 or 2 per unit and then trying to keep that skill going in all our other units but its gets hard at times.

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One big challenge could be matching the activities of the lesson planner to the available resources.
Sometimes i find that improvisation is needed or the re-structuring of some activities because a school might lack the financial means or have the resources  available.
Ordering equipment or books from overseas can take up to three months, where I currently live.
This includes spare parts for projectors, which in the past have impeded the progress in a students project.
Improvisation is often the key, but it also could hamper the learning progress

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Challenge- Module 3-     Daniel Zipperer

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Challenge- Module 3-     Daniel Zipperer

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Another big challenge is making time for adequate feedback. After you get the students organized, on task, and making progress with the activity there is often little enough time left for a formative assessment let alone a feedback session. How long does it take poor Nash to respond to all of our posts? I have 120 students. I have to keep feedback both informal and verbal most of the time.

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Tammy Kreydick
I think the challenge for me and for my school is ensuring that we are creating authentic assessments. As I have stated before we have spent a great deal of time moving toward personalized learning and giving students opportunities to do projects that interest them and meet their individual needs. However, time is always an issue. It doesn't seem like it should be so challenging but finding the time can be difficult. We have improved and will hopefully continue to improve. We have begun trying to add authentic feedback to student work.

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I think the challenge at our school is assessing all the strands but making sure each unit does not have too many stands assessed. As a student it is hard to reach a level 7-8 if you have so many things to look at and do. As a teacher its hard to grade so many strands because you have to look for so many different things. If you do not have a task specific rubric then it can be even harder for the students and the teacher. I know you have to assess a certain number in the school year but sometimes I think we are so busy making sure we have all the strands assessed and dont think about the summative and if it is good or not.

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At my school I think when attempting to create authentic assessment some teachers are so caught up in addressing objective they tend to shy away from trying new methods to assess students in fear of not authentically reporting on strands nor allowing student to hit those marks.

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A great challenge that I can see is providing authentic assessments for each unit of study given the time constraints we have during the average school year. I can barely fit two large units per 9 week period each with one or two authentic assessments.

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O. Echandi
I would like to reflect for a moment on the epic mosaic which is the sum total of MYP.
*Beautiful units covering global contexts, with key terms, factual, conceptual and debatable questions and engaging inquiry
*Phenomenal, authentic summative assessments for those units, with carefully balanced formatives (and let's not forget the twice annual assessment of each strand for all 4 Criteria!)
*ATL skills meticulously mapped to the summatives and fostered individually in the formatives
*consistent external-to-classroom connections, palpable community engagement and reflection
If you are lucky enough to teach MYP years 4-5,
*Carefully conceived, personal and community projects ready for external moderation.

Along with the corresponding changes in school culture, achievement, project-based teaching, etc.
The MYP is daunting, but lovely! In continuing this journey I look to both the Buddha, and Bilbo Baggins...

The challenge is simply the overwhelming complexity of the MYP. However, to overcome it, I think of a growth area every year. First, I want to learn to make a good unit plan, then a good unit summative, thirdly a couple of cool formative projects, and so forth!

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Assessing the students work, without too much differentiation is one real challenge I have experienced in many schools.

I can imagine in an IB setting, this could also be a challenge as often the results of a project are open to differing interpretations  within the band descriptors.

Collaboration is a key ingredient in over-coming this, but in a busy school setting often limited.

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My challenge is always time. Time to rework old planners, time to reflect and time to collaborate with other teachers This year I am teaching ELA and I&S and the current units are separate.  I would like to create units that merge the two together so that I am not teaching two separate units all the time to my two classes. Like Rebecca said, it is also challenging to make sure that there is coherence across the grades when we don't always get  chance to find out what others are doing. We had some coherence, but once teachers start making changes to their units...all is lost again.

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One of the main challenges I am finding is how different teachers interpret aspects of the MYP which impacts on assessment. Two (relatively small) challenges I am facing at the moment are:
1. Summative assessment tasks - my understanding is that they should be the same assessment across all classes (we have up to 12 classes in each grade). This year teachers have changed the summative assessment task for their class so it is slightly, sometimes significantly different. I understand the the MYP is flexible and open for teachers to adapt and modify but I thought the summative assessment is the one thing that shouldn't be changed. I'm interested in everyone's thoughts and experiences.

2. Second small question / challenge is the criterion. The subject guide says that we should assess Criterion B in every summative assessment, is that true?

Apologies for the long post, I'm not totally focused on summative assessment tasks but would love some clarification as we end up going around in circles discussing this in my department to the detriment of teaching interesting inquiry based lessons!

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One of the biggest issues for me is working at school with such a high turnover rate while continues trying to maintain a consistent development of curriculum. Collaboration with teaching partners, departments and admin can have it's challenges at times but I find that when teacher come to the MYP from 'text book style' teaching schools, the the progression of development in regardless to curriculum and best practices is constantly hindered.

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Our biggest challenge is maintaining the spirit of inquiry in our lessons and units when we are constantly being pressured to base our instruction on assessment data and remediating students who don't naturally test well. Our administrations dedication to IB is in name only. Some like the sound of student based learning but not the reality. Right now our legislature seems determined to codify a high stakes standardized testing regime for our subject. We will endeavor to persevere.

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One issue is getting the time for reflection, which sometimes is lacking as there is a common belief that a completed project is finished, and its simply time to move on. I feel a project is also a learning experience, and reflecting on its implementation & outcomes can be a stepping stone to improving any future cooperation in another project.

Roxanne and Rebecca also pointed out about communication problems which can affect the collaboration between teachers involved in a project, this is common here too and often leads to misunderstandings and the students getting mixed messages in the project process.

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I think my challenge is very similar to Rebecca's. The communication in our school certainly provides a barrier re collaboration and therefore interdisciplinary units are a big problem. SMT are very aware of this and are actively trying to encourage subjects to collaborate with one another.
We have a different problem however, as classroom teachers are responsible for every single aspect of planning. This is something I am not used to as previously Heads of Department have been responsible for this.

Module 2 Challenge
I think a challenge I have is with the crafting of the SOIs. I find the IB very paperwork heavy and the planning very different to the British system. The Units I inherited had some SOIs that undergrad students would have had difficulty understanding. I was actually really pleased to see the SOI for the example Big Blue unit had wording that made sense to me and would not confuse a student either!

Module 3 Challenge
I think a big challenge with ATL skills is, as others have stated, keeping track of which skills are being focused on in which grade and in which subject. I also teach English and all the units I inherited focused on Communication! Effective collaboration, especially within an international school with high student and staff turnover, remains the biggest challenge.

Module 4 Reflection
I think my challenges remain however communication and collaboration within my school is slowly beginning to improve. It's been really useful looking at other SOI s and getting feedback on my own, this was definitely an area that was causing confusion and at times frustration for me as my institution likes to over complicate these to the point where the teacher struggles to understand, let alone the student!
It's been really useful meeting and discussing the I&S course with other teachers, especially regarding assessment and reporting.

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Based on Module 1, I think the biggest challenge for my school right now is in creating interdisciplinary units. We've been working on doing so by meeting in interdisciplinary grade level teams and discussing what we're doing in our classes, but have not yet taken the step to formalize what already exists. We have identified connections and areas of overlap (and are very excited that they exist!) but leadership so far seems reluctant to move forward and actually map a unit.

Another challenge:
My school is 9 years old and has a fairly transient teaching population (though my only international school comparison is from a brand new school in Malaysia where all but 2 teachers broke contract after the first year). The challenge here is maintaining consistency in how we talk about teaching and learning and developing a culture that reflects what we want for our school. For instance, the grade 10 humanities curriculum is now being redeveloped, at least in part, for the third year in a row. It can sometimes feel like we’re reinventing the wheel instead of actually moving forward in curriculum development and alignment.

Module 3 challenge:  I’ve been talking about collaboration as a challenge and I think that still applies here. At my school, we use Atlas but don’t actually find it conducive to collaboration. As a result, it’s difficult to really know which ATLs are being taught in different subject areas and different grade levels. I’m sure there’s overlap and gaps but we don’t have a good way of determining what these are. What do other schools do to vertically and horizontally align their teaching of and focus on ATLs?