How can the school best differentiate for the needs of new teachers versus experienced teachers in terms of developing IB leadership, developing curriculum, and planning approaches to learning, while at the same time supporting student involvement in the personal and community project?

Question 2: 

What prerequisite skills need to be taught to students to enable them to take ownership of their learning through the personal project?  What other resources or guidelines can be made available so that students of all economic levels and language proficiencies have equal opportunities?

Question 3:

How does the school ensure that all students have time to work on the personal project, knowing that some students are pulled for interventions, SPED, ESL, and other programs? 

How does the school ensure that supervision is done at a high level by all teachers?

2. What happens if some teachers are new to MYP? Is it an expectation that trained teachers or knowledgeable staff support new colleagues through sharing of resources?

3. Should there be a general meeting or overview of the assessment standards for community project to ensure that all teachers remain informed of expectations and criteria?

Q2-Do students need to spend specific amounts of time on inquiry, action, and reflection to encompass the 15 hours?

Q3-How is it determined which student work in particular groups? How are groups formed?

Supervisors are teachers at the school.  Mentors could be community members or other experts in the fields of student inquiry.   They ensure the MYP topics are appropriate, they provide guidance to students, help manage timelines, assess the project, meet three times with student to ensure academic honesty, advise students on the use of the community project journal, and give formative feedback.

Schools support supervisors by planning for the number of supervisors needed, training them, establish timelines for the community project, provide publicity and information for parents, and provide opportunities for the showcase. 

The MYP requires the community project because it reflects a student’s ability to initiate, manage, and direct their own inquiries. It provides an opportunity for students to decide what the want to learn about, create proposals and criteria for inquiry, make decisions and develop problem solving skills, and reflect upon their learning. The community project provides an opportunity for students to practice principled action.