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Practice 1: Students and teachers use feedback to improve learning, teaching and assessment.

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Practice 1: Students and teachers use feedback to improve learning, teaching and assessment.

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Students  and  teachers  use  feedback  to  support  stated  outcomes  and expectations, in accordance with IB philosophy and assessment documentation.

The school uses specific and constructive school-based reporting to provide students  and  teachers  with  information  that  can  be  used  to  improve  learning,  teaching  and  assessment.

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Practice 3: Students identify and foster healthy relationships, an understanding of shared responsibility, and the ability to collaborate effectively.

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Practice 3: Students identify and foster healthy relationships, an understanding of shared responsibility, and the ability to collaborate effectively.

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Students  and  teachers  engage  in  learning  experiences  that  are  designed  to  include opportunities for students to collaborate.

The  school  demonstrates  that  collaboration  and  effective  relationship  building  are featured explicitly within the curriculum.

Pedagogical leaders provide opportunities for student voice to be represented in the school.

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Practice 6: Students take ownership of their learning by setting challenging goals and pursuing personal inquiries.

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Practice 6: Students take ownership of their learning by setting challenging goals and pursuing personal inquiries.

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Students take opportunities to develop personal learning goals.

Students  take  opportunities  to  ask  questions  and  pursue  personal  inquiries  and actions.

Students  participate  in  the  exhibition  in  the  final  year  of  the  PYP, except  in schools that exclusively offer the early years (PYP).

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Practice 4:  Students take opportunities to consolidate their learning through assessment. 

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Practice 4:  Students take opportunities to consolidate their learning through assessment. 

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The school provides students with opportunities to consolidate their learning through a variety of assessments.

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Practice 1: Teachers use inquiry, action and reflection to develop natural curiosity in students.

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Practice 1: Teachers use inquiry, action and reflection to develop natural curiosity in students.

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Teachers  use  inquiry-based  teaching  strategies  and  learning  engagements.

The  school  monitors  and  evaluates  inquiry-based  teaching  strategies  and learning engagements.

The school provides opportunities for students to actively engage in interactive and exploratory learning environments and/or play in accordance with programme documentation.

Teachers  encourage  student  choice  in  appropriate places in the curriculum.

Teachers facilitate student exploration  of  their  personal  interests  and  ideas.

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Practice 5: Students exercise the flexibility, perseverance and confidence they need to bring about positive change in the wider community and beyond.

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Practice 5: Students exercise the flexibility, perseverance and confidence they need to bring about positive change in the wider community and beyond.

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The  school  provides  opportunities  for  students  to  directly  apply  their  learning  by taking action.

Students demonstrate a commitment to service with and for the community
throughout their learning, in accordance with programme documentation.

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Practice 4: Students grow in their ability to make informed, reasoned, ethical judgments.

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Practice 4: Students grow in their ability to make informed, reasoned, ethical judgments.

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Students and teachers comply with IB academic integrity guidelines.

Students and teachers acknowledge the intellectual property of others when producing work.

The school provides support and guidance for students on acknowledging the work of
others, including guidance on citation and referencing.

Teachers discuss with students the significance and importance of producing authentic and original work.

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Practice 5: Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals.

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Practice 5: Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals.

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Teachers consider learner variability when planning students’ personal learning goals.

Teachers  integrate  prior  knowledge  into  the  curriculum  to  aid  and  extend learning for all students.

Teachers use IB-mandated policies to support students.

Teachers support language development with consideration for the language profiles of students.

Teachers  use  multiple  technologies  to  aid  and  extend  learning  and  teaching.

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Practice 3:  The school administrates assessment consistently, fairly, inclusively and transparently.

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Practice 3:  The school administrates assessment consistently, fairly, inclusively and transparently.

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The school administrates assessment in accordance with IB rules, regulations, and/or relevant programme documentation.

The  school  regularly  reviews  and  ensures  compliance  with  all  access arrangements.

The school ensures that external reporting and/or predictions are as accurate as possible, and are appropriately designed for the contexts in which they are required.

The school implements, communicates and regularly reviews consistent and fair systems and processes for reporting student progress and handling appeals or challenges.

The  school  monitors  and  evaluates  the  delivery  of  assessments  to  ensure that they are as seamless as reasonable.

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Practice 1: The school plans and implements a coherent curriculum that organizes learning and teaching within and across the years of its IB programme(s).

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Practice 1: The school plans and implements a coherent curriculum that organizes learning and teaching within and across the years of its IB programme(s).

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The school designs its curriculum in accordance with programme documentation.

The school articulates its curriculum horizontally and vertically.

The  school  demonstrates  that  all  applicable  IB  curriculum  frameworks  are  fully integrated  with  the  requirements  for  school,  local,  state  or  provincial  and  national  education  authorities.

The  school  provides  collaborative  planning  time  for  teachers  to  incorporate  IB philosophy into the curriculum.

The school articulates its schedule and curriculum to make it possible for students to make connections across their learning.

The  school  designs  a  programme  of  inquiry  that  consists  of  six  units  of  inquiry—one  for  each transdisciplinary theme—at each year or grade level, with the exception of students who are 3-6 years
where  the  requirement  is  at  least  four  units  at  each  year  or  grade  level,  two  of  which  must  be  under
“Who we are” and “How we express ourselves” (PYP).

The school commits to the PYP as the framework for planning, teaching, and learning across the curriculum (PYP).

The  school  ensures  that  all  subjects  are  represented  within  the  programme  of  inquiry  at  each year or grade level (PYP).

The school demonstrates that the curriculum is influenced by an understanding of students’ prior knowledge, identities, backgrounds, needs and contexts.

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Practice 3: Teachers use local and global contexts to establish the relevance of the curriculum.

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Practice 3: Teachers use local and global contexts to establish the relevance of the curriculum.

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Teachers  ensure  that  there  are  clear  examples  of  connections  to  local  and global contexts in the curriculum.

Teachers  encourage  students to transfer their conceptual understanding to unfamiliar contexts.

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Practice 7: Students pursue opportunities to explore and develop their personal and cultural identities. 

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Practice 7: Students pursue opportunities to explore and develop their personal and cultural identities. 

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The school provides opportunities for students to explore and develop their personal and cultural identities.

The  school  community  affirms  individual  student  identity  through  learning  and teaching.

Students take opportunities to develop their language profiles.

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Practice 3: The school develops, regularly reviews and shares its curriculum in ways that explicitly engage the school community.

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Practice 3: The school develops, regularly reviews and shares its curriculum in ways that explicitly engage the school community.

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The  school  informs  the  school  community  of  ongoing  developments  in  the programme(s) and incorporates these into curriculum development.

The  school  ensures  that  all  teachers  and  pedagogical  leadership  teams  have access to relevant communities that support the development of the programme(s).

The  school  reviews  IB  requirements  for  learning,  teaching  and  assessment,  and communicates them to the school community.

The school regularly reviews required and supporting IB content.

The school ensures the curriculum is up to date and clearly communicated to the school community.

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Practice 1: Students actively develop thinking, research, communication, social and self-management skills.

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Practice 1: Students actively develop thinking, research, communication, social and self-management skills.

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The  school  implements  and  reviews  the  development  of  the  IB’s  approaches  to learning.

The  school  implements  and  reviews  processes  that  actively  engage  students  in  their own learning.

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Practice 2: Teachers collaborate to design, plan and deliver the school’s IB programme(s).

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Practice 2: Teachers collaborate to design, plan and deliver the school’s IB programme(s).

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Teachers collaborate to plan and design units that meet programme requirements and are in accordance with programme documentation.

Teachers use the PYP planner template(s) or otherwise document the way that they use the PYP
planning process to collaboratively design, plan and deliver the programme (PYP).

The  school  demonstrates  a  commitment  to  transdisciplinary  learning  by  ensuring  that  the
programme  of  inquiry  is  collaboratively  designed,  planned  and  facilitated  between  the  classroom
teacher and specialist teachers to deliver the subjects included in each unit of inquiry (PYP).

Teachers plan and reflect collaboratively to consider connections and relationships between different areas, and reinforce shared concepts, content and skills.

Teachers  use  human,  physical  and  virtual  resources  to  aid  and  extend  their collaboration.

Teachers use collaborative planning and reflection to address the elements of an IB education.

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Practice 2: Students demonstrate and reflect on their continued development of the IB learner profile attributes.

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Practice 2: Students demonstrate and reflect on their continued development of the IB learner profile attributes.

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Students understand the learner profile and can reflect on it effectively.

Teachers  provide  students  with  opportunities  in  the  curriculum  to  reflect  on  the growth and demonstration of their learner profile attributes.

Students understand the connections between the IB learner profile and international-mindedness.

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Practice 2: The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives.

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Practice 2: The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives.

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Teachers use a variety of assessment methods that are connected to stated learning objectives and outcomes.

Teachers  document  and  analyse  student  learning  over  time  to  design  learning  experiences
based on data. (PYP).

The  school  demonstrates  that  assessment  practices  are  formed  around conceptual learning.

The  school  ensures  that  from  the  time  of  enrollment  students  and  legal guardians are aware of and have access to documentation describing the relevant programme regulations and requirements regarding assessment.

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Practice 2: Teachers focus on conceptual understanding to support students in developing their ideas.

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Practice 2: Teachers focus on conceptual understanding to support students in developing their ideas.

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Teachers demonstrate strategies focused on conceptual understanding.

Teachers plan and facilitate learning experiences through which students can develop their own conceptual understandings.

Students  take  opportunitie  to explore and develop  their own conceptual understandings in appropriate places in the curriculum.

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

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

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The  school  allocates  dedicated  and  scheduled  and/or  timetabled  time  for  teachers’ collaborative planning and reflection.

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Practice 5: The school implements, communicates and regularly reviews an assessment policy or policies to help create a culture of continuous learning and growth.

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Practice 5: The school implements, communicates and regularly reviews an assessment policy or policies to help create a culture of continuous learning and growth.

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The  school  implements  and  reviews  an  assessment  policy  that  makes  the  school’s  philosophy clear and is aligned with the IB philosophy concerning learning and assessment.

The  school  identifies  in  its  assessment  policy  all  necessary  local  and  IB  requirements,  and
outlines how the school is adhering to these requirements.

The  school  describes  in  its  assessment  policy  the  rights  and  responsibilities  of  all  members  of
the school community and clearly states what constitutes good assessment practice.

The  school  ensures  relevant  support  materials,  resources  and  processes  are  implemented  for
fair and valid assessment.

The  school  describes  in  its  assessment  policy  the  value  of  assessment  for  continuous  learning
and growth.

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Practice 4: The school implements, communicates and regularly reviews a language policy that helps to foster intercultural understanding through communicating in a variety of ways in more than one language.

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Practice 4: The school implements, communicates and regularly reviews a language policy that helps to foster intercultural understanding through communicating in a variety of ways in more than one language.

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The  school  implements  and  reviews  a  language  policy  that  is  aligned  with  IB  language  policy guidelines.

The school describes in its language policy the way that the school recognizes multilingualism as a fact, a right and a resource for learning.

The  school  identifies  in  its  language  policy  a  variety  of  physical  and  virtual  resources  used  to facilitate language development.

The school clearly describes in its language policy the rights and responsibilities of all members of the school community and what constitutes good practice within the school context.

The school ensures that students learn a language in addition to the language of instruction (at least  from  the  age  of  seven).  Multilingual  programmes,  where  students  are  learning  in  at  least  two languages, can but are not required to offer additional languages (PYP).

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Practice 2: The school identifies and provides appropriate learning support. 

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Practice 2: The school identifies and provides appropriate learning support. 

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The  school  implements  and  reviews  systems  and  processes  to  identify  the  needs  of students.

The  school  supports  the  identified  needs  of  students,  and  evidences  this  support through planning, policy, and practice.

The  school  provides  staff,  facilities  and  resources  as  outlined  in  their  inclusion  policy.

The  school  demonstrates  a  commitment  to  make  the  most  effective  use  of  learning spaces and learning environments in ways that meet the needs of all students.

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Practice 1: The school secures access to an IB education for the broadest possible range of students.

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Practice 1: The school secures access to an IB education for the broadest possible range of students.

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The  school  implements  and  reviews  an  access  and/or  admissions  policy  that  clearly  describes the conditions for participation in the school’s programme(s).

The school provides relevant support materials, resources and structures to promote access to
the school’s programme(s) for as many students as reasonable.

The school provides opportunities to access the programme(s) for the broadest possible range
of students.

The  school  articulates  and  demonstrates  the  PYP  to  include  all  students,  regardless  of  learner
variability,  unless  the  school’s  regulatory  environment  precludes  full  enrollment  and  requires  the
school offer the relevant national or state/provincial curriculum to certain students (PYP).

The school implements the PYP across all early years and/or primary grade levels offered at the
school (PYP).

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Practice 3: The school implements, communicates and regularly reviews an academic integrity policy that creates cultures of ethical academic practice.

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Practice 3: The school implements, communicates and regularly reviews an academic integrity policy that creates cultures of ethical academic practice.

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The  school  implements  and  reviews  an  academic  integrity  policy  that  makes  the  school’s philosophy clear and is aligned with IB guidelines.

The school clearly describes in its academic integrity policy the rights and responsibilities of all members  of  the  school  community,  what  constitutes  good  practice  and  misconduct,  and  the  actions  that
are to be taken if there are transgressions.

The  school  articulates  responsibilities  for  teaching  a  variety  of  practices  related  to  academic integrity, and reflects its five fundamentals: honesty, trust, fairness, respect and responsibility.

The  school  ensures  that  relevant  support  materials,  resources  and  structures  related  to  the
academic integrity policy are implemented.

The school monitors and evaluates the impact of the academic integrity policy to ensure that it regularly informs learning and teaching across the curriculum and that school’s procedures are transparent,
fair and consistent.

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Practice 5: The school builds relationships with the wider community that are a source of wisdom and expertise to strengthen the implementation of its IB programme(s).

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Practice 5: The school builds relationships with the wider community that are a source of wisdom and expertise to strengthen the implementation of its IB programme(s).

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The school identifies and uses a variety of human, virtual and physical resources in the wider community that aid and extend student learning.

The school provides meaningful opportunities for legal guardians to contribute to the development and support of its programme(s).

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Practice 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community.

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Practice 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community.

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Teachers collaborate to ensure a holistic and coherent learning experience for students in accordance with programme documentation.

Students collaborate with teachers and peers to plan, demonstrate, and assess their own learning.

The  school  provides  opportunities  for  students  to  collaborate  based  on  their strengths and abilities.

Teachers  use  flexible  grouping  of  students  to  maximize  learning,  ensure  student  well-being,
and provide a variety of opportunities for collaboration (PYP).

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Practice 1: The school ensures that teachers use current IB resources and regularly review their implementation of the programme. 

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Practice 1: The school ensures that teachers use current IB resources and regularly review their implementation of the programme. 

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The  school  ensures  that  all  teachers  have  access  to  current  and  relevant  IB  content.

The  school  demonstrates  that  teachers  have  used  current  and  relevant  programme documentation to implement the programme in their classroom teaching.

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Practice 6: The school implements, communicates and regularly reviews its IB-mandated policies to ensure they are cohesive and reflect IB philosophy.

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Practice 6: The school implements, communicates and regularly reviews its IB-mandated policies to ensure they are cohesive and reflect IB philosophy.

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The school implements processes with consideration of the relationship between its IB-mandated policies.

The school documents its IB-mandated policies and communicates them to the school community.

The school considers physical and virtual spaces in all of its IB-mandated policies.

The school articulates a planned integration of human, natural, built or virtual resources in all of its IB-mandated policies.

The school considers the Learner Profile in all of its IB-mandated policies.

The school considers international-mindedness in all of its IB-mandated policies.

The  pedagogical  leadership  team  uses  the  school’s  IB-mandated  policies  in  decision-making and curriculum development.

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Practice 2: The school ensures that leadership and teachers participate in appropriate and timely professional learning to inform their practice. 

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Practice 2: The school ensures that leadership and teachers participate in appropriate and timely professional learning to inform their practice. 

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The  school  complies  with  IB-mandated  professional  development  requirements,  as outlined in IB documentation.

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Practice 2: The school implements, communicates and regularly reviews an inclusion policy that creates cultures that support all students to reach their full potential.

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Practice 2: The school implements, communicates and regularly reviews an inclusion policy that creates cultures that support all students to reach their full potential.

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The school implements and reviews an inclusion policy that meets IB guidelines.

The school identifies in its inclusion policy all of its legal requirements and outlines the school’s structures and processes for compliance.

The school describes in its inclusion policy the rights and responsibilities of all members of the school community and clearly states the school’s vision for implementing inclusive programmes.

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Practice 4: The school provides guidance and support that help students succeed in its IB programme(s) and plan for the next stage of their educational and/or career-related experiences.

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Practice 4: The school provides guidance and support that help students succeed in its IB programme(s) and plan for the next stage of their educational and/or career-related experiences.

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The  school  implements  and  reviews  systems  and  processes  to  provide  advice  and guidance  to  students  on  programme  choices,  careers  and/or  additional  education  opportunities  as  they move further in their learning.

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Practice 2: The school’s pedagogical leadership team embraces educational approaches that encourage students to become active, compassionate life-long learners.

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Practice 2: The school’s pedagogical leadership team embraces educational approaches that encourage students to become active, compassionate life-long learners.

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The  pedagogical  leadership  team  articulates  a  shared  commitment  to  the  IB’s  mission  and philosophy.

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Practice 1: The school provides relevant human, natural, built and virtual resources to implement its IB programme(s).

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Practice 1: The school provides relevant human, natural, built and virtual resources to implement its IB programme(s).

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The school provides adequate resources and facilities in accordance with programme
documentation.

The school is responsible for its teachers meeting the local and legal requirements for the roles to which they are appointed.

The school provides effective learning spaces and learning environments.

The  school  provides  technologies  that  facilitate  effective  communication  with  the  IB community and ensure access to current resources that support engagement with local, national, international and global contexts.

The  school  uses  programme  documentation  to  inform  the  use  and/or  design  of learning spaces which allow for flexibility and collaboration.

The school maintains a functioning and active library consisting of adequate combinations of people, places, collections and services that aid and extend learning and teaching.

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Practice 3: The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community.

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Practice 3: The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community.

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The school implements a schedule that allows for the requirements of the programme(s) to be met.

The  school  implements  a  schedule  that  provides  for  the  development  of  the  required  number of transdisciplinary units of inquiry (PYP).

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Practice 3: The school fosters the social, emotional, and physical well-being of its students and teachers.

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Practice 3: The school fosters the social, emotional, and physical well-being of its students and teachers.

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The  school  identifies  and  allocates  spaces  and  resources  to  support  the  social, emotional, and physical well-being of its students and teachers.

The school demonstrates in its systems, processes and policies attention to the social, emotional, and physical well-being of its students and teachers.

The pedagogical leadership team and teachers support students’ social, emotional and physical well-being.

The  school  promotes  open  communication  based  on  understanding  and  respect.

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Practice 2: The school includes on its pedagogical leadership team an IB-trained programme coordinator who is empowered to facilitate successful programme implementation.

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Practice 2: The school includes on its pedagogical leadership team an IB-trained programme coordinator who is empowered to facilitate successful programme implementation.

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The school appoints a programme coordinator with a job description, release time, necessary  support, and  an  organizational position  to facilitate  curriculum  and  programme  development.

The  programme  coordinator  completes  required  professional  development  that  is  up  to date with the most current version of the programme(s) under their responsibility.

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Practice 1: The governing body and school leaders articulate a purpose for learning that aligns with the IB’s philosophy and mission.

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Practice 1: The governing body and school leaders articulate a purpose for learning that aligns with the IB’s philosophy and mission.

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The school develops a mission, vision and strategy that reflect the IB mission and philosophy.

The school develops a mission, philosophy and/or strategy that includes a holistic approach to education that goes beyond academic development and encourages awareness beyond the individual and the immediate community.

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Practice 4: The school implements and reviews systems and processes to improve the operation and sustainability of its IB programme(s).

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Practice 4: The school implements and reviews systems and processes to improve the operation and sustainability of its IB programme(s).

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The  school  has  systems  and  processes  in  place  to  document,  share  and  store  curriculum, policies and procedures that safeguard programme implementation.

The  school  captures  and  uses  data  that  informs  the  operation  and  sustainability  of  the programmes(s).

The  school  captures  and  uses  data  that  informs  the  quality  of  the implementation  of  the programme(s).

The school ensures that students and legal guardians are informed of the general characteristics of relevant programme(s) and how the school implements them.

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Practice 5: The school funds and allocates resources that sustain and further develop its IB programme(s).

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Practice 5: The school funds and allocates resources that sustain and further develop its IB programme(s).

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The school funds adequate resources to implement the programme(s) and meet programme requirements.

The  school  allocates  adequate  resources  to  support  collaborative  planning  amongst  subject specialists and classroom teachers for transdisciplinary learning. PYP).

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Practice 1: The school regularly reviews and follows all IB rules, regulations and guidelines to support programme implementation and ongoing development. 

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Practice 1: The school regularly reviews and follows all IB rules, regulations and guidelines to support programme implementation and ongoing development. 

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The  school  clearly  articulates  its  governance  and/or  leadership  structure  and  establishes roles, responsibilities and mandates for ensuring programme implementation and development.

Leadership  and  governance  understand  all  IB  rules,  regulations  and  guidelines,  and  have put in place structures and processes to ensure compliance.

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Practice 3: The school community fosters internationally minded people who embody all attributes of the IB learner profile.

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Practice 3: The school community fosters internationally minded people who embody all attributes of the IB learner profile.

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The  school  ensures  that  the  school  community  is  aware  of  the  IB  learner  profile  and  is committed to international-mindedness and its importance in embodying the IB mission.

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Add PYPC time on the schedule as evidence.

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All parts are green except library. Will there be a librarian this year?

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I need to involve parents more. Ideas: Newsletters, workshops, social media

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Can add a Learner Profile section to website

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We don’t have a SEN coordinator anymore. We have JSL class and SEN classes. Teachers do not update IEP forms etc. Need a coordinator to follow up with them.

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Teachers cover it in PSPE class. We set up a Well-being committee last year. Need a school counselor.

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Hector met with Grade 9 about this last year.

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Many Service Learning activities last two years.

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We created an Academic Integrity policy last year. I am planning on having a couple of workshops to teach teachers about best practices.

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We did a big curriculum review last year. I didn’t do the final part yet:
-Remind James to update curriculum standards on Toddle
-Share curriculum updates with parents

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I would like to create an ATL map this year. I helped make one for MYP and think something basic might help PYP teachers to teach the, explicitly.

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As I mentioned earlier, I am planning on doing workshops.

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This can be improved before the visit.

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There is a plan in place for Songul and CC to share some library duties.