MyIB access for all

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

DP newsletter shared by DP Coordinator

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)

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

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.

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.