# data[].attributes.attachment_link.readable_text
The integration of artificial intelligence (AI) in education presents both new opportunities and challenges for DP coordinators and school leaders. As we navigate this change, it's important to adopt an approach to AI that is ethically sound and aligned with the goals of the IB. We've designed this resource to guide DP coordinators in using AI to review existing policies and integrate the impact of AI into them, empowering schools to embrace the latest advancements in educational practices.
Here's what you'll find inside:

Customisable ChatGPT prompts to review your school policies and align them with IB standards.

Checklists with guiding questions to help you identify areas of your policies that are affected by AI.

Practical ideas to integrate AI into your policies and develop innovative practices.

Keep an eye out for the '💡' icon as you navigate through this resource, as it indicates how you can make the best of each ChatGPT prompt or idea.

As a DP coordinator, we know how packed your schedule can be! We hope that this resource makes reviewing policies a little easier, freeing up some time for you to enjoy that cup of coffee while it's still hot.☕

Policy review with ChatGPT

Every IB school has five key policies to keep the Diploma Programme running smoothly and meeting educational standards. These policies are typically reviewed annually and submitted as a part of the every 5-year programme evaluation cycle. With ChatGPT, reviewing your policies has never been easier! Here are three ways you can leverage ChatGPT to review your policies:

Ensure clarity and consistency

Align with IB standards and practices

Include all elements from IB supporting documents

Before we get started with our first ChatGPT prompt, here are a few important points to keep in mind:

Anonymise any text you feed into ChatGPT.

If you have a ChatGPT 3.5 account, you will need to paste your policies in sections. Don't forget the golden words "wait for the next section" until you have pasted your entire policy.

If you have a ChatGPT 4, you can simply upload your policies along with your prompt.

ChatGPT is a thought partner, don't hesitate to ask for clarifications, further inputs, other ideas, etc. Turn your chats into dialogues!

Always critically review ChatGPT's outputs; the responses may not always be accurate.

Reviewing for clarity

School policies translate a school's philosophy into actionable practices. Communicating these policies effectively is key to ensuring that everyone in the school community understands and aligns with the school's values and goals. Here's how you can use ChatGPT to make your policies clear and actionable.
Prompt 1
You are an experienced IBDP evaluation team member and I am the DP coordinator of a school that will have its 5-year programme evaluation in <number> years.

I am going to paste my <type> policy in sections. Do not proceed until I have pasted the entire policy and provided you with further instructions.

<paste your policy in sections, followed by "Wait for the next section". Once all the sections have been pasted, write the following:

I want to review this policy for clarity: Are there any sections that are confusing or could be misinterpreted?

Please provide suggestions for improvement in this area. Highlight any specific passages that need attention and suggest possible revisions. Your feedback will ensure the policy is effectively communicated to all stakeholders.

💡You can also review your policy for the following aspects:

Consistency: Does the policy maintain a consistent tone and approach throughout? Are there any contradictions?

Structure: Is the information organised logically? Are there sections that could benefit from reordering?

Reviewing to align with IB S&Ps

Now that your policies have been reviewed for clarity, consistency and structure, the next step is to ensure they align with the IB standards and practices. However, before you do that, you need to identify which of the standards and practices are relevant to each policy.

Once you've determined which S&Ps are relevant to each policy, it's time to assess how well your policy aligns with them. Here's a prompt you can use to facilitate this with ChatGPT.
Prompt 2
You are an experienced IBDP evaluation team member and I am the DP coordinator of a school that will have its 5-year programme evaluation in <number> years. I want to ensure my policies align with the IB standards and practices (S&Ps).

I am going to paste my <type> policy in sections. Do not proceed until I have pasted the entire policy and provided you with further instructions.

<paste your policy in sections, followed by "Wait for the next section". Once all the sections have been pasted, write the following:

Here's what I need:

Alignment check: Compare the policy document against the relevant IB standards. Highlight any areas where the policy is not in alignment and suggest necessary adjustments.

Provide a detailed review with actionable feedback to help enhance the policy's alignment with IB S&Ps and its overall effectiveness for our school community. Only suggest improvements that are directly relevant to the <type> policy.

Now, I am going to paste the S&Ps which are relevant to the <type> policy.

<paste the relevant S&Ps here>

💡You can also ask ChatGPT to suggest:

Further improvements: Ensure that the policy comprehensively covers the necessary aspects of the relevant standards. Identify any missing elements based on the standard's requirements.

Examples and best practices: Where applicable, include examples or best practices from other IB World Schools that have effectively implemented similar policies.

Reviewing against IB documents

The IB provides specific guidance that details the standards and practices (S&Ps) relevant to each policy to confirm that your policies align with their philosophy. To ensure that your policy adheres to the practices outlined in the document, upload the IB document and your relevant policy along with the prompt below.

Prompt 3 (ChatGPT 4 only)

You are an experienced IBDP evaluation team member and I am the DP coordinator of a school that will have its 5-year programme evaluation in <number> years. I have a <type> policy document that needs to be reviewed. To ensure comprehensive compliance and alignment with IB expectations, I've also created a checklist that summarises key points and requirements from relevant IB documents pertaining to this policy area.

Here's what I need from you:

Compliance review: Review the school policy against the provided checklist. Identify any areas where the policy may not fully align with the summarised IB requirements.

Gap analysis: Highlight specific sections of the policy that need revision to meet the checklist criteria fully. Provide a brief explanation of the gaps identified.

Suggestions for enhancement: Offer concrete suggestions on how to amend the policy to address any gaps or areas of non-compliance. This may include rewriting specific sections, adding missing elements, or suggesting new practices to be included.

Please provide a detailed review with actionable feedback to help enhance the policy's alignment with IB expectations and its overall effectiveness for our school community.

The impact of AI on IB policies

As AI becomes increasingly integrated into educational environments, understanding its impact on IB policies is essential. This section helps you assess how AI influences your school policies and practices, starting with the development of an AI policy. At Toddle, we have created engaging resources to help you develop your school's vision for AI!

Once you've established your school's AI policy, it's time to consider AI's impact on your school's current policies! Each section below provides you with a checklist to consider the impact of AI on various aspects of your policies.

AI and academic integrity

The academic integrity policy is the most impacted one by the AI revolution and the one that will require the most extensive remodelling. Below are some suggestions as well as questions to help you consider the impacts of AI on your academic integrity policy.

AI and assessments

AI is transforming education, reshaping not just curriculum goals but also fundamentally changing what and how we assess. Traditional assessment methods, already declining, are becoming obsolete even faster. With the focus shifting away from pure content knowledge, what does this mean for assessments in the Diploma Programme? Below you will find a checklist of questions to guide your review of the assessment policy.

AI and the inclusion policy

Inclusion is a core value of the IB, aiming to provide equitable educational opportunities for all students. As AI technology quickly improves, it introduces new ways to make learning more inclusive, breaking down barriers that traditional methods might not address by:

Personalising learning pathsand creating customised learning experiences.

Providing real-time language translation and assisting students who are non-native speakers.

Adapting assessments and providing targeted feedback.

Through the checklist and guidance let's unpack how you can harness AI's potential to further inclusion within your school.

AI and the language policy

According to the IB, all DP "teachers support language development", placing the language policy at the heart of the IB philosophy. AI can - and will - have a huge impact on the educator's ability to create inclusive classrooms for non-native speakers and for schools to make their programmes more accessible to all stakeholders. This section provides you with guiding questions to embrace the use of AI to make your school's language profile more inclusive.

The policy review is the first step towards getting started on your 5-year programme evaluation. Discover how ChatGPT can also help you develop your next school development plan, download our resource on crafting dynamic programme development plans with AI.

As we leverage AI to enhance educational policies and practices, we foster a more inclusive, effective, and adaptable learning environment within the IB framework. We hope this resource inspires you to explore the potential of AI across various aspects of your school's policy review. Together, let's continue to innovate and adapt, striving to meet the evolving needs of all students and educators.

# data[].attributes.attachment_link.description
Explore how AI can transform your IB policies and get strategies to ensure they align with IB standards and reflect the latest practices.

# data[].attributes.headline
Crafting Dynamic Programme Development Plans with AI

# data[].attributes.subject
Crafting Dynamic Programme Development Plans with AI

# data[].attributes.attachment_link.readable_text
Every five years, DP coordinators undertake the mammoth task of conducting a five-year programme evaluation. This process is an invaluable opportunity to reflect on past achievements and pinpoint opportunities for enhancing your programme. Despite its importance, this task can be overwhelming, especially as DP coordinators juggle numerous administrative duties.

What if there was a way to simplify and enhance this entire process? Enter ChatGPT!

ChatGPT can assist in gathering stakeholder feedback, developing comprehensive programme development plans, and crafting detailed action plans, making the process not only easier but also more impactful.

Inside, you'll find:

A step-by-step guide on working on your programme development plan.

Insights on using ChatGPT to gather and analyse stakeholder feedback.

ChatGPT prompts to develop your next action plan.

As you navigate through this resource, keep an eye out for the '💡' as it indicates how you can make the best of each ChatGPT prompt.

We hope this resource empowers you to approach your IB 5-year programme evaluation with confidence and ease, knowing that ChatGPT is here to simplify the process and support you every step of the way!

The purpose of the IB programme evaluation is two-fold:

A chance for the school community to reflect on current practices and improve engagement in programme development

An opportunity for the IB to review that the authorised school continues to align with the IB standards & practices

Here is an overview of the evaluation process, highlighting the steps where AI can enhance your approach:

Developing your PDP with AI

Creating an effective programme development plan (PDP) is essential for continuously improving the programme and aligning it with IB standards. This involves several key steps including:

1. Gather stakeholder feedback: Start by collecting insights from your stakeholders on how effectively your programme meets the IB standards and practices (S&Ps).

2. Analyse feedback: Evaluate this feedback to pinpoint areas that need improvement.

3. Identify your focus area: Determine a specific area to concentrate on for your PDP.

4. Outline your PDP: Draft a detailed plan to enhance the chosen focus area.

5. Tailor your professional development: Lastly, align your professional development efforts with the chosen focus area.

Now that we've outlined the steps to develop your PDP, let's explore how ChatGPT can simplify and enhance this process.

Before we get started with our first ChatGPT prompt, here are a few important points to keep in mind:

Anonymise any text you feed into ChatGPT.

If you have a ChatGPT 3.5 account, you will need to paste your data in sections. Don't forget the golden words "wait for the next section" until you have pasted all your data.

If you have a ChatGPT 4, you can simply upload the relevant documents, and data gathered in Excel sheets along with your prompt.

ChatGPT is a thought partner, don't hesitate to ask for clarifications, further inputs, other ideas, etc. Turn your chats into dialogues!

Always critically review ChatGPT's outputs; the responses may not always be accurate.

1. Gather stakeholder feedback

Gathering feedback from stakeholders gives a deep understanding of how well your programme is meeting the IB standards and practices. This involves engaging with students, teachers, parents, and other community members to get their perspectives on the strengths and areas for improvement in the programme.

Use the following prompt to help you design surveys to gather comprehensive feedback from your stakeholders on the S&Ps.
Prompt 1: Create a survey based on the standards and practices
You are an experienced IBDP coordinator currently working on your 5-year self-evaluation to reflect on how your school's IB Diploma Programme aligns with the IB's Standards and Practices (S&Ps). As part of this process, you need to gather feedback from <audience>.

Design a <number> question survey to gauge how they see the programme is meeting the IB S&Ps detailed below. The survey should be based on <a Likert scale (1 to 5, with 1 being very positive and 5 being very negative)>. The survey should be written in a language appropriate to the identified audience. The questions should help the <audience> make sense of the S&Ps.

Every question must clearly refer to the S&Ps it relates to.

I am now going to feed you the S&Ps I want you to focus on.

<paste the relevant S&Ps here>

You can subsequently ask ChatGPT to modify the survey to ensure it adapts to your needs.
Follow-up prompts

Rewrite the survey in student-friendly language so it can be understood by a <age> student.

Rewrite the parent survey in <language> so it is accessible by members of our community who speak this language.

2. Analyse the feedback

To understand how a specific group of stakeholders perceives the strengths and areas for improvement in your programme, start by analysing the results from a single survey.

Here is a prompt to help you summarise and interpret the feedback from a single group, highlighting key insights and trends.

Prompt 2: Analysing a single survey (ChatGPT 4 only)

You are an experienced IBDP coordinator going through your IB 5-year programme evaluation. As part of this programme evaluation, you have run a survey to understand how <audience> feel your programme is meeting the IB standards and practices. Attached are the results of the survey. Each question is on a Likert scale with 1 being very positive and 5 being very negative.

Analyse the data and identify trends, areas of strengths, and areas of needed improvement. Clearly reference the Standards which show particular strengths or weaknesses.

💡With ChatGPT 4, you can also request a visual representation of your survey data, making it easier to present to stakeholders.

Next, cross-reference feedback from different stakeholders on a set of standards and practices to refine your analysis and identify gaps. This means comparing and contrasting feedback from various groups, such as students, teachers, and parents, to get a holistic understanding of your programme's performance and areas requiring attention.

Use this prompt to help you consolidate and cross-reference feedback from multiple stakeholders.
Prompt 3: Triangulating the responses to surveys to different audiences
You are an experienced IBDP coordinator going through your IB 5-year programme evaluation. As part of this programme evaluation, you have run a survey to understand how <audience>, <audience> and <audience> feel your programme is meeting the IB standards and practices. Attached are the results of the 3 surveys.

Each question is on a Likert scale with 1 being very positive and 5 being very negative.

Each question is linked to one of the IB Standards and Practices (S&Ps)

Analyse the data and identify trends, areas of strengths, and areas of needed improvement. Triangulate the information between the three surveys. Identify specific S&Ps that are strong for all 3 audiences and S&Ps which are strong for one audience but not for the others.

Share graphs with me to illustrate the data.

Conclude your analysis by suggesting 4 S&Ps that really require the school's attention as they scored particularly poorly.

Note: The questions are different for <audience>, <audience> and <audience> and all address the same S&Ps. Consider this in your analysis.

3. Identify your focus area

Your PDP centres on a focus area, which is an aspect of your programme which needs to be addressed and improved. You can identify the focus area for your PDP by:

Analysing assessment results that suggest gaps in teaching and assessment practices

Considering observations from the senior management team

Evaluating the implementation of new pedagogical practices

Consulting with the different stakeholders

If you choose the last option, using the insights you have gathered through your surveys can provide you with the focus area for your next PDP.

Prompt 4: Using survey results to identify the focus of your PDP

You are an experienced IBDP coordinator going through your IB 5-year programme evaluation. As part of this programme evaluation, you have run a survey to understand how <audience>, <audience> and <audience> feel your programme is meeting the IB standards and practices. Each survey contains responses to <number> questions, each linked to a practice from the Standard "Approaches to teaching". Although the questions are phrased differently for the 3 audiences, they target the same practice so can be compared like for like. Attached are the results of the 3 surveys.

Each question is on a Likert scale with 1 being very positive and 5 being very negative.

Analyse the survey responses, and based on the practices which have scored the lowest for all three audiences, suggest <number> focus areas for our programme development. The focus should be phrased as a question.

4. Outline your PDP

During the 5-year programme evaluation, you will submit your PDP along with your self-study. The PDP is a strategic document that details how your school plans to enhance the focus area identified in step 3. Creating PDPs enables schools to reflect on different focus areas of their Diploma Programme and supports its continuous improvement. It sets out goals, strategies, and actions the school will undertake to better implement the IB curriculum and align with the standards and practices. Here's a PDP template you can download to help you get started.

The prompt below will help you draft a structured and detailed outline for your PDP!
Prompt 5: Planning stages of the PDP
You are an experienced IBDP coordinator going through your 5-year programme evaluation. As part of this process, you have chosen to develop a programme development plan (PDP) based on the following focus question:

<paste your focus question here>

Here are the different elements of the PDP I need to fill in:

Planning phase:

1. Identify strategic actions required to develop your focus area

2. For each of the strategic actions, identify an objective (what will be accomplished and why)

3. For each of the strategic actions, identify stakeholders responsible for each action, ensuring a shared understanding of roles.

4. For each of the strategic actions, identify a timeline (when would you expect this action to be completed?)

5. Outline what the expected impact of this focus area will be on students (How will the students benefit from this?)

6. Identify what kind of data you will need to collect to evidence the impact

Although this is not a compulsory component of the PDP, it is a good idea to inform your PDP using the latest research or accessing case studies from other schools that have worked on the same focus area as you. ChatGPT can help there as well!

Prompt 6: Accessing research and case studies to inform your PDP (ChatGPT 4 only)

You are an experienced IBDP coordinator going through your 5-year programme evaluation. As part of this process, you have chosen to develop a programme development plan (PDP) based on the following focus question:

<paste your focus question here>

Browse the web and suggest recent published academic research and case studies that would help me gain insights into my focus question. Provide links. Make sure the links you provide are relevant to students of IBDP (16-18 years old). Do not suggest articles that relate to university practices.

Lastly, you need to identify the types of evidence you should collect to showcase the progress of your PDP. This involves determining which data and evidence will most effectively demonstrate the impact of your actions and the achievement of your objectives. Consider both quantitative and qualitative evidence, including student performance data, survey results, meeting minutes, and observational records.

Use this prompt to help you identify and plan the collection of evidence that will effectively document and support the progress and impact of your PDP.
Prompt 7: Gathering evidence and data to inform the PDP
You are an experienced IBDP coordinator going through your 5-year programme evaluation. As part of this process, you have chosen to develop a programme development plan (PDP) based on the following focus question:

<paste your focus question here>

Suggest 5 different ways I can gather evidence pre-implementation and post-implementation to measure the success of the programme development plan.

And remember, it's a dialogue between you and ChatGPT. Don't hesitate to follow-up and request it to develop questionnaires and protocols for you.
Follow-up prompts

Develop the questionnaire for this survey.

Suggest a protocol for a series of Learning Walks to gather evidence that teachers are engaging with the focus question.

Congratulations! You have now planned your PDP. To prepare your teachers for its implementation, let's plan your next PD that aligns with the focus area of your PDP.

# data[].attributes.attachment_link.title
Crafting Dynamic Programme Development Plans with AI

# data[].attributes.attachment_link.description
This guide features step-by-step guidance on using ChatGPT for creating dynamic IBDP programme development plans.

# data[].attributes.attachment_link.readable_text
Every year, as IBDP exam results are released, IBDP coordinators and educators begin analysing them using spreadsheets and graphs to best understand how their students-and they themselves-have performed.

This process is not only time-consuming but also requires careful thought. Presenting all this data effectively is crucial to best represent the school's and students' year-over-year performance. What if you had access to a tool where you just entered these results and-magic-graphs were created automatically, helping you thoroughly analyse both recent and historical IBDP exam results?

As a coordinator, you can use our IBDP results analysis tool to create insightful presentations for leadership discussions-all with just a few clicks. As an educator, you might want to jump straight to the subject-specific sections to see how your students performed this year compared to global averages and assess how accurately you predicted their performance. You can also dive deeper into component-wise analysis to see how your students performed across the board for your subject and adjust next year's teaching accordingly.

Through this tool, we hope to help you turn your IBDP assessment data into a strategic roadmap that can improve future results while saving you hours!

With this tool, you'll be able to create graphs to:

Compare historical and current exam results to identify trends and measure progress over time

Assess the accuracy of predicted grades versus actual outcomes, enhancing the reliability of future predictions

Visualise component-wise, subject-specific performances against global benchmarks, and inform future teaching

The all-in-one collaboration platform for educators.

Toddle streamlines planning, assessments, reports, projects, portfolios, and family communication - all from one place!

Book a free demo

This resource has been produced independently of and not endorsed by the IB. Toddle's resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school's IB coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these resources in your classroom.

# data[].attributes.attachment_link.title
IBDP Results Analysis Tool | A template to unpack DP exam results

# data[].attributes.attachment_link.description
Use this tool to turn hours of data analysis into minutes, providing detailed graphs to unpack your students' performance.

# data[].attributes.attachment_link.authors[].name
Author Camille Gautier International School Leader | Textbook Author

# data[].attributes.attachment_link.title
Analysing your IBDP Assessments | A tool for students & teachers

# data[].attributes.attachment_link.description
With these tool, discover how to analyse student performance, identify areas for improvement, and enhance personalised learning effortlessly.

# data[].attributes.attachment_link.readable_text
Let's start by asking a few questions:

Do you want to empower your students to excel in their DP assessments?

Are you seeking clarity on how the assessment process works within the DP?

Do you wish to enhance your understanding of the assessment principles that guide the DP?

If you've nodded along, then you're on the right path. This resource is here to support educators in exploring the world of assessments in the DP.

Through this guide, we will deep dive into 6 key aspects of DP assessments:

Exploring the purpose

Unpacking the unique features

Engaging with DP assessment tools

Preparing your students for DP exams

Ensuring high-quality standards in DP assessments

Assessing to inform grading

For an in-depth understanding, download the PDF version. It goes into each topic with greater detail, offering tips, strategies for integrating AI, and pointing you to valuable DP resources! Lastly, we designed this guide to be navigated sequentially. That said, feel free to jump around to the sections you find most relevant to your context.

Purpose of DP assessments

Assessment in the DP isn't just about final examinations; ensuring the student is learning is the ultimate goal. Below we highlight how this goal is driven by the collective efforts of the school community.

5 features of DP assessments

The DP stands out for its rigorous and diverse assessment methods, each designed to holistically evaluate students' understanding and skills. Let's explore the distinct characteristics that set DP assessments apart:

Assessment components in the subject groups: Tailored assessments that focus on specific skills and knowledge in each subject.

Comparing assessment in SL and HL courses: Differences in depth and complexity between SL and HL assessments.

Assessments within the DP core: Specialised assessment methods for the theory of knowledge (TOK), the extended essay (EE) and creativity, activity and service (CAS).

Bonus points system: The role of TOK and EE in contributing to the total score through bonus points.

Failing conditions of the DP: Defined criteria that determine the successful completion of the diploma.

DP assessment tools

In the DP, the tools used for assessments offer clarity and consistency in evaluating student work. This section will provide an overview of the key instruments that facilitate fair and accurate grading:

Markschemes and marking rubrics: These documents detail the guidelines, standards and criteria essential for assessing student assignments.

Understanding mark bands: These are a set of descriptors attached to scores used to determine the qualities of a student's work and grade their performance. The best-fit approach is implemented to accurately match the students' work to these scores.

The subject report: Twice a year, the Principal examiner and their team of senior examiners provide valuable insights through subject reports to help educators prepare students effectively for their final exams.

Preparing students for exams

As you refine your assessment practices, ensure your students are primed for success with the right exam preparation strategies:

Command terms: Guide students to analyse the command term in the examination questions to ensure precision in their responses.

Unpacking the assessment criteria: Integrate marking rubrics into your teaching to showcase how students' work will be marked.

Self- and peer-assessment: Promote self- and peer-assessment to build students' familiarity with the intricacies of the marking process.

Ensuring high-quality standards

Maintaining the quality of assessments hinges on their fairness and the upholding of academic integrity. While IB marking rubrics offer guidance, the subjective nature of assessment requires a collective approach to ensure consistency. Here are two crucial factors to consider:

Moderation of assessments: To guarantee uniformity in marking, especially for major assessments like IAs and mock exams, teachers in the same subject group should collaboratively assess a selection of responses.

Emphasising academic integrity: Academic honesty is crucial for all major assessments and is particularly important for work submitted to the IB.

Assessing to inform grading

Transitioning from assessment to grading is a crucial step in translating assessment outcomes into meaningful grades. But how do you turn your assessments into grades that you can communicate with stakeholders?

Grade boundaries: Grade boundaries define the cut-off points for assigning final grades.

Grade descriptors: Grade descriptors provide a detailed explanation of the qualities expected at each grade level.

Aggregating assessment data: From individual assessment grades, you need to master the art of transferring your assessment data to the grade transcript.

We've only scratched the surface of assessments in the DP. In the resource, you'll find:

Answers to pressing questions like "How do I generate predicted grades?" and "How do I effectively use grade boundaries?"

Assessment-related AI prompts to help you craft your IB-style exams and provide students with insightful feedback.

Additional resources that will help you take a deep dive into the extended essay and TOK, to name just a couple.

Tips and insights related to IB documentation.

# data[].attributes.attachment_link.description
Get insights on DP assessments, how to predict grades, differences between formative and summative assessments, exam strategies, & more!

# data[].attributes.attachment_link.readable_text
As the pivotal figure spearheading the International Baccalaureate Diploma Programme (IBDP) in your institution, you are entrusted with the significant task of bringing your school's DP learning community together. From faculty to students, from administrative tasks to academic excellence, you bridge the nuances of the IBDP. But what if there was a streamlined way to master this multifaceted role?

The Toolkit for DP coordinators isn't just a compilation of essential pointers; it's a carefully curated resource tailored to the rhythm of the DP coordinator's journey. Imagine walking into a room that's organized in the exact sequence of tasks you need to perform. That's how this toolkit unfolds, mirroring the trajectory of what's expected of an IBDP coordinator.

Here's what you'll find inside:

Acing DP calendar creation: One of the first challenges you'll encounter is setting up a comprehensive DP calendar. Deadlines, dates, meetings, and events - all need a bird's eye view. Hence, the toolkit kicks off with strategies to ace DP calendar creation!

Laying down the foundation with policies: With the calendar in place, your next step is the establishment of guiding policies. How do you create inclusive, transparent, and effective policies? Dive into our sections on setting up the five essential policies for implementing the DP, tailored to reflect the core principles of the IBDP.

Navigating communication channels: As a DPC, you're the nexus point of communication. Whether it's liaising between faculty, reaching out to parents, or guiding students, effective communication is paramount. Get insights into fostering effective dialogues and building bridges amongst all stakeholders.

Data-driven decision-making: The IBDP is an evolving journey, and the best way to navigate its course is through informed decisions. The toolkit offers key documents and strategies to interpret, and implement data, ensuring your decisions resonate with the needs and aspirations of the IBDP community.

Mastering the exam administration: Examinations are a crucial part of the IBDP. From pre-exam preparations to post-exam reviews, there's a whirlwind of activities. Our toolkit demystifies this process, offering a structured approach from invigilation to the dispatch of exam materials.

Championing inclusivity: The beauty of the IBDP lies in its inclusive ethos. Our toolkit dives deep into differentiation strategies, ensuring every student's needs are met and every voice is heard.

Your educational voyage is one of continuous growth, and with the Toolkit for DP coordinators, we ensure that you're never sailing these seas alone. Packed with innovative strategies, dive deep into our toolkit and elevate your programme implementation.

The all-in-one collaboration platform for educators.

Toddle streamlines planning, assessments, reports, projects, portfolios, and family communication - all from one place!

Book a free demo

This resource has been produced independently of and not endorsed by the IB. Toddle's resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school's IB coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these resources in your classroom.

# data[].attributes.attachment_link.title
Toolkit for DP Coordinators | From Policies to Practice

# data[].attributes.attachment_link.description
A comprehensive toolkit for IBDP coordinators: strategies, templates, and guides to enhance program implementation and student success.

# data[].attributes.headline
A Visual Guide to the IB Diploma Programme

# data[].attributes.subject
A Visual Guide to the IB Diploma Programme

# data[].attributes.attachment_link.readable_text
The IB Diploma Programme (DP) is an incredible framework for supporting concept-driven, multidisciplinary, and inquiry-based education. There are several integral elements that come together to make the DP holistic and developing a sound understanding of these can help you to build strong learning cultures within your school.

This visual guide is designed to help you familiarize yourself with the programme and all that it entails. From building a quality curriculum to understanding how to use assessment tools, this guide will help bring crucial tenets of the DP to life and give teachers the necessary tools to understand the DP framework. All this, in a visually engaging and interactive format, packed with downloadables and templates, for teachers and teams to explore!

Related resource

Liked this resource? Here are a few more you might like to explore:

Disclaimer- This resource has been produced independently of and not endorsed by the IB. Toddle's resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school's IB coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these resources in your classroom.

# data[].attributes.attachment_link.title
DP in a Nutshell | A Visual Introduction

# data[].attributes.attachment_link.description
Simplify the DP and its elements through a Visual Playbook packed with engaging illustrations, crisp pointers and analogies to bring the DP to life!

# data[].attributes.headline
Navigating the New IBDP Guides: ESS, Global Politics and SEHS

# data[].attributes.subject
Navigating the New IBDP Guides: ESS, Global Politics and SEHS

# data[].attributes.attachment_link.readable_text
The thought of teaching a newly updated syllabus for the first time brings a barrage of questions: What are the updates and changes? Is there anything that remains the same from the previous syllabus? What is the best way to structure this new course?

We hear you, ESS, Global Politics, and SEHS educators!

Join us on August 31 to unpack the new subject guides for Environmental Systems and Societies, Global Politics, and Sports, Exercise and Health Science, set for first teaching in August 2024.

These hands-on sessions, led by subject-specific educators with extensive experience, are designed to ensure you step into your classroom with confidence, having mastered the latest updates in your subject.
Note: The ESS, Global Politics and SEHS sessions will run in parallel, each in different Zoom meetings. In the session for your subject, you will:

Meet our speakers:

Add event to your calendar

You may opt out anytime. Terms of Service and Privacy Policy.

# data[].attributes.attachment_link.title
Navigating the new DP guides: ESS, Global Politics and SEHS

# data[].attributes.attachment_link.description
Join our expert-led workshops to master curriculum & assessment changes, and get resources for the new ESS, global politics and SEHS guides.

# data[].attributes.headline
See what magic Toddle can do for your DP! 

# data[].attributes.subject
See what magic Toddle can do for your DP! 

# data[].attributes.attachment_link.description
Let's talk about how Toddle can support your school with streamlining planning, portfolios, assessments, family communication & more. Book your free demo now!

# data[].attributes.attachment_link.title
DP Core Roundtable | Shaping critical thinkers through the DP core

# data[].attributes.attachment_link.description
Join 6 IBDP leaders at this two-day event to explore how to develop your students' critical thinking and reflective skills through TOK, CAS and the EE.

# data[].attributes.attachment_link.title
The Five Practices of Exemplary Leadership_Excerpt 1.docx.pdf

# data[].attributes.headline
Breakout group 1 - Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.subject
Breakout group 1 - Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.attachment_link.title
Toddle IBDP Launchpad 2024: Breakout group 1-Interactive Activity-Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.headline
Breakout group 2 - Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.subject
Breakout group 2 - Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.attachment_link.title
Toddle IBDP Launchpad 2024: Breakout group 2-Interactive Activity-Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.headline
Breakout group 3 - Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.subject
Breakout group 3 - Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.attachment_link.title
Toddle IBDP Launchpad 2024: Breakout group 3-Interactive Activity-Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.headline
Breakout group 4 - Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.subject
Breakout group 4 - Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.attachment_link.title
Toddle IBDP Launchpad 2024: Breakout group 4-Interactive Activity-Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.headline
Breakout group 5 - Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.subject
Breakout group 5 - Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.attachment_link.title
Toddle IBDP Launchpad 2024: Breakout group 5-Interactive Activity-Transformational Leadership in Action: Driving Change and Fostering Inclusion

# data[].attributes.headline
Breakout group 1 - Cultivating Collaboration

# data[].attributes.subject
Breakout group 1 - Cultivating Collaboration

# data[].attributes.body
For educators:

How can we create a collaborative and supportive environment among teachers?

For students:

What initiatives can help build a strong sense of belonging and community amont students?

For parents:

How can we engage parents in the school community and keep them informed and involved?

# data[].attributes.headline
Breakout group 2 - Cultivating Collaboration

# data[].attributes.subject
Breakout group 2 - Cultivating Collaboration

# data[].attributes.body
For educators:

What professional development opportunities can we offer to promote a sense of community and shared purpose?

For students:

How can we support student-led clubs and activities that promote inclusivity and collaboration?

For parents:

What events or programs can we organize to foster parent involvement and support?

# data[].attributes.headline
Breakout group 3 - Cultivating Collaboration

# data[].attributes.subject
Breakout group 3 - Cultivating Collaboration

# data[].attributes.body
For educators:

How can we encourage peer mentoring and support among educators?

For students:

What strategies can we implement to ensure every student feels valued and supported?

For parents:

How can we create effective communication channels between parents, teachers, and school leadership?

# data[].attributes.headline
Breakout group 4 - Cultivating Collaboration

# data[].attributes.subject
Breakout group 4 - Cultivating Collaboration

# data[].attributes.body
For educators:

How can educators create consistent communication channels that encourage ongoing dialogue and feedback among staff, ensuring that every teacher feels heard and supported in fostering an inclusive environment?

For students:

How can students be empowered to take an active role in supporting their peers and promoting inclusivity within the classroom and school-wide activities?

For parents:

What strategies can be used to engage parents from different cultural backgrounds in meaningful ways, ensuring that they feel connected to the school community and involved in their children’s education?

# data[].attributes.headline
Breakout group 5 - Cultivating Collaboration

# data[].attributes.subject
Breakout group 5 - Cultivating Collaboration

# data[].attributes.body
For educators:

What collaborative activities or professional development sessions can be implemented to build a strong sense of community and shared responsibility for inclusivity among the teaching staff?

For students:

What student-led initiatives or clubs could be developed to foster a sense of belonging and community among students from diverse backgrounds?

For parents:

How can the school create opportunities for parents to collaborate with each other and with educators to support student well-being and inclusivity?

# data[].attributes.attachment_link.readable_text
Raising and educating young people takes a group effort . Everyone-parents, grandparents, aunts, uncles, teachers, friends, clergy, coaches-plays an important role. Within this collaboration, parental involvement is especially powerful and yields numerous benefits for both children and schools.

Research consistently demonstrates that children with engaged parents tend to have higher academic performance, better attendance rates, improved behavior, and increased motivation to learn. Moreover, schools benefit from parental involvement by gaining valuable insights, fostering a supportive environment, and enhancing overall student outcomes. When our kids are successful and able to show up as their best selves, our entire communities benefit from future generations of healthy, responsible, caring adults who are well prepared for meaningful work, relationships, and community involvement.

As families prepare for a brand new school year, here are six ways that schools and communities can empower students and their parents and caregivers throughout the school year.

1. Build strong communication channels between parents, children, and schools.

Schools can employ various strategies, such as regular newsletters, parent-teacher conferences, class websites, and digital communication platforms to keep parents informed about their child's progress, school activities, and opportunities for involvement. Encouraging two-way communication ensures that parents feel valued and heard, enabling them to participate in their child's educational journey.

2. Offer and promote parent education programs.

Parent education programs and workshops play a vital role in equipping parents with the necessary skills and knowledge to support their children's learning. Schools can organize workshops on topics like homework assistance, effective communication strategies, and understanding curriculum standards. By empowering parents with the right tools, they become better equipped to engage in their child's education and make informed decisions.
3. Encourage volunteering and participation.
Volunteering opportunities provide parents or other primary caregivers with hands-on involvement in their child's school and community. Schools can offer various volunteering options, such as assisting in the classroom, organizing events, or participating in extracurricular activities.

Volunteering strengthens the parent-child bond, and it helps parents understand the educational environment and feel a sense of belonging within the school community.

# data[].attributes.attachment_link.title
6 Ways Communities Can Help Kids Succeed in School

# data[].attributes.attachment_link.description
Parent involvement is key to improving kids' health and academic achievement. Here are six things communities can do to foster it.

# data[].attributes.headline
Defining teacher leadership: a framework

# data[].attributes.subject
Defining teacher leadership: a framework

# data[].attributes.headline
Future Competences and the Future of Curriculum

# data[].attributes.subject
Future Competences and the Future of Curriculum

# data[].attributes.attachment_link.title
Future Competences and the Future of Curriculum

# data[].attributes.attachment_link.description
This document is the second in a series that aims to guide the future of curriculum. It defines competence and outlines what competence-based curricula entail. It then presents a framework of competences to serve as a global reference for transforming curricula. The framework is meant to help curricula support achieving Education 2030 goals and prepare learners for Industry 4.0.

# data[].attributes.headline
The necessity to broaden assessment and how we can do it

# data[].attributes.subject
The necessity to broaden assessment and how we can do it

# data[].attributes.headline
Collaboration with the International School of Geneva

# data[].attributes.subject
Collaboration with the International School of Geneva

# data[].attributes.body
If you are interested in the work around the Learner Passport and would like to collaborate with the ISG, feel free to reach out to Irinia Lupu: Irina.lupu@ecolint.ch