What Does it Mean for Teachers and Other Staff?
Last updated
Last updated
This guide is intended to provide you with a quick overview of both IB authorisation and evaluation processes, regardless of the IB programme or your role. This guide enables you to also reflect on your role and consider how you might prepare for your IB visits and support your school.
You will realise that every role is important in your school which makes up your school community.
Other roles that come to mind may also include, learning support teams, teaching assistants, school counsellors, ATL leaders, personal project/community project coordinators (MYP), service as action leaders (MYP), CAS coordinators (DP), extended essay coordinators (DP), librarians, technology support, instructional coaches, child protection and safeguarding leaders.
Here are some digestible areas to think about as you plan and prepare for the visits and meetings.
Examples that you may verbally and physically provide related to how you teach, assess and the ways in which students learn and are supported (keeping the principles and practices of what an IB education is in mind).
Reading and being very familiar with the relevant IB guides and publications pertaining to your programme and role. You can access the most up to date materials on the Programme Resource Centre (PRC).
What is the common understanding you have in regards to the necessary school policies for the IB (language, inclusion, admissions, assessment, academic integrity)?
What other school policies might you refer to that support the implementation of the programme and the PSP?
What are examples you could provide which might address learning support, inclusion, community service, taking action, social and emotional wellbeing of students and staff?
How do you support and connect with parents and other members of your school team?
What is the role of the librarian?
How are the physical and virtual resources used to support learning and teaching?
It is important for you to read and use the PSP as a guide and work together in your teams and individually to think about what possible questions might come up in the meetings.
Consider your school’s submitted documentation (unit planners, student work as an example), short lesson clips/school tour video (if applicable) and self-study questionnaire (for schools going through an evaluation).
Note down and think about areas of success and challenges in your roles and for the school, as the visit teams do want to hear this!