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Teacher support 1: The school ensures that teachers use current IB resources and regularly review their implementation of the programme. (0203-01)

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Teacher support 1: The school ensures that teachers use current IB resources and regularly review their implementation of the programme. (0203-01)

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The school ensures that all teachers have access to current and relevant IB content. (0203-01-0100)

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The school demonstrates that teachers have used current and relevant programme documentation to implement the programme in their classroom teaching. (0203-01-0200)

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The school ensures that learning and teaching reflect the current aims, objectives and implementation requirements of the curriculum. (0203-01-0231)

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Teacher support 2: The school ensures that leadership and teachers participate in appropriate and timely professional learning to inform their practice. (0203-02)

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Teacher support 2: The school ensures that leadership and teachers participate in appropriate and timely professional learning to inform their practice. (0203-02)

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The school complies with IB-mandated professional development requirements, as outlined in IB documentation. (0203-02-0100)

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Teacher support 3: The school provides time and other resources for teachers to collaborate effectively in the implementation of IB programme(s). (0203-03)

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Teacher support 3: The school provides time and other resources for teachers to collaborate effectively in the implementation of IB programme(s). (0203-03)

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The school allocates dedicated and scheduled and/or timetabled time for teachers’ collaborative planning and reflection. (0203-03-0100)

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Describe any major achievement(s) relating to this standard during the period under review.

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Describe any major achievement(s) relating to this standard during the period under review.

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Describe any major challenge(s) relating to this standard during the period under review.

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Describe any major challenge(s) relating to this standard during the period under review.

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☐ Shows notable development

☐ Shows development beyond requirements

☐ Offers opportunity for further development

☐ Requires development

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In thinking subscriptions

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Classrooms reflect the IB curriculum and learning forms, Meetings reflect IB formats and forums, Rubrics are shared as part of the curriculum

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Transparent unit work, marking and course outlines made available. News sources are a good way to overview this, such as staff weekly news and community weekly newsletter

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related subject trips and events through out the curriculum, including history museums, art lectures, art bienalle trips to Venice, Language trip to Paris, math competitions and travel events, MUN, science exploration days, international feast, 9 years of upper school art exhibition, 10 years of PP exhibition, Core week through MYP and into DP established and carried out over 6 years, annual collaboration with European Film College for MYP 5 IDU, College counselling fairs and events.

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Spanish/ French teachers have been sent on Lang B workshops in Nov 24

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English: Developed

Danish/ Spanish/ French: Developing

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Group 2 follow and implement the guidelines of the guide in their classroom teaching as evidenced by unit planning and subject overview

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Group 2 hold regular department meetings to ensure that learning and teaching meet the aims. A reflection could be to allocate time to ensure that more pedagogical discussions happen.

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Spanish/ French has recently been on a Language B workshop.

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Developed

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Limited time to collaborate, and sometimes the administrative tasks take over all the collaborative time, loosing focus on pedagogical and teaching and learning practice.

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Developing. Ensure that the session we have to implement the program are structured, meaningful and linked to our teaching.

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Finance issues and packed calendar reduce our potential to develop the curriculum-based activities such as language trips or field trips

DP1/ DP2 classes together in one class

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Offers opportunity for further development

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Gr 5 We use IB prescribed textbooks and we have to access to latest IB guides. We get sent to training when curriculum changes.

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All units an dcontent for units are on ManageBac.

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Gr 5

Content overview are shared with the students and also posted on the walls. The teachers ensure that the aims, objectives and implementation match the requirements from the subject guide.

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Developed

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Regular department meetings where we discuss and agree on order of curriculum, numbers of main assessments.

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Professional development training and certificates are tracked in a file and a folder.

Every new curriculum cycle, at least one member of the faculty staff gets a training for each course.

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Developed. All Maths teachers are trained for the new curriculum except for one.

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There are department meeting times. Strong collaboration within the department. Cross curricula collaboration could be stronger. TOK and CAS can also improve. Stoplight and well-being collaboration are strong in supporting teachers to identify student needs.

There is an improved collaboration between Maths and Sciences and Arts and TOK with regard to filed trips

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Well-being and stoplight - Highly developed

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Copenhagen University trip with Sciences.

Regularly scheduled and carried out IA moderations in Maths department.

More collaborative organisation of field trips in all subjects.

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Teacher turn over can negatively affect the collaboration timeline and planned activities.

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Shows development beyond requirements

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MB has built-in content for current curricula that teachers can easily access and add to units planned

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Meetings with management on how best to support science IAs, particularly on the purchase of resources and consumables, are held as needed

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School has identified state and EU grant resources for professional development

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School academic and event calendar gives the framework for scheduling activities, possibly giving more time for collaborations and planning

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MyIB access for all

DP coordinator communicates promptly updates issued by IB e.g. re. use of AI

DP newsletter shared by DP Coordinator

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Units planners fully complete on ManageBac

IB assessment rubrics are used for both peer and teacher feedback

Specific ATL and TOK connections in lessons (e.g. Does Psychology qualify as a science using the definition from TOK class?)

CAS activities linked to subjects (e.g. 'Addiction Prevention Campaign' organised by Psychology students in connection to the Biopsychology unit or 'Neurodiversity Appreciation Day' activities in connection to the Psychopathology unit)

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Unit planners available on MB and aligned with aims and requirements of the syllabus

Lesson plans informed from IB-approved resources e.g. inthinking, Oxford textbooks, Kognity etc.

Lesson materials available under 'Files' on MB

Student surveys where lesson activities and quality of learning are assessed

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Developed

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There has been progress in this domain recently after a long hiatus/suspension of PD funds due to financial crisis. It would be great for this to be systematized to ensure that ALL teachers are continuously upskilled.

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Developing

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We need to work on that especially on a faculty level and across departments when it comes to approaches to teaching and learning. However, collaboration is good when teachers who are concerned about a student submit a joint referral for psychoeducational evaluation to the Student Support department. Similarly, collaboration meetings for identifying and monitoring learning needs ('stoplight meetings') are timetabled and collaborative discussions are used to inform further interventions.

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Developing

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Organisation has improved vastly in the recent years with effectivizing prompt information sharing through weekly news and using systems such as HS calendar and assesment calendar with events so we can all plan ahead.

The school approves purchases of resources to enrich student learning and support teacher work such as online learning platforms, assessed student work, past papers, textbooks, subject-related PD etc.

In general there is a collaborative atmosphere and all staff can contribute to decision-making procedures.

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Long time without any PD (2 years...) for some colleagues

The learning space is mostly unwelcoming and inadequate and poses a challenge to further develop teaching and learning (e.g. students complain about not having quiet study areas or spaces to hang out with each other).

Continuous budgetary cuts combined with increase in the workload makes professional life difficult and demotivates teachers

Expansion of the bureaucratic roles in the upper leadership with simultaneous cuts in teaching hours seems contradictory and is utterly demotivating.

Teacher collaboration has not been an area of focus resulting in an occasional sense of detachment and lack of collective identity. We need to put more effort into building a sense of teacher community based on collaboration.

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Offers opportunity for further development