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IB Evaluation Crib Sheet

How do we prepare for IB evaluation?

The page also includes some questions framed by the IB to explore a schools' alignment to the four elements of the PSP (Purpose | Environment | Culture | Learning).

IB evaluation is based on your journey to implement the IB standards and practices and to develop your programme.

The new IB Programme Standards and Practices framework (2020) invite schools to reflect on their development and growth as an IB World School.

This page will provide you with templates to help you understand and reflect on these Standards and Practices.

Crib sheets

    • The first crib sheet on this page provides a quick overview of the main themes in the Standards and Practices.
    • The second crib sheet can be used to help you reflect on how you are developing as an IB World School, taking into account your own unique context.
    • The third checklist is a series of questions that IB workshop leaders and authorisation visits put together.

    The page also includes some questions framed by the IB to explore a schools' alignment to the four elements of the PSP (Purpose | Environment | Culture | Learning).

     

    Questions framed by members of the IB community

    Summary of the IB Programme Standards and Practices

    Professional inquiries

    The following questions were framed by the IB as part of their IB Educator Network upskilling for site visitors and readers. You may find them helpful in framing your professional inquiries and reflections.

    PURPOSE

    • How can the school move from a philosophical agreement on the purpose of education to specific actions that make the philosophy visible in the pedagogical leadership team?

    • How will the school community know that the pedagogical leadership team embraces educational approaches that encourage students to become active, compassionate, lifelong learners?

    • In what ways can you build commitment and understanding of the IB philosophy among members of the school community?

    • How will the school community know that students are becoming active, compassionate, lifelong learners?

    • How well do the documents, communications and presentations explain the school community's commitment to a philosophy of education that promotes the development of engaged, self-motivated learners?

    • What can the school do to ensure that philosophy informs policies and procedures, and that those policies and procedures will be supported by all members of the pedagogical leadership team?

    ENVIRONMENT

    • How does the school identify the human, natural, built and virtual resources needed to implement IB programmes?

    • What processes and reviews could be established to analyse effectiveness of the resources, and consider how to ensure they have a positive impact on the school community?

    • What professional development has been provided to the school community, so they can make the best use of the resources? To what extent is it ongoing?

    • How does the school make use of the human, natural, built and virtual resources available to the school community?

    CULTURE

    • How does the school engage the school community in the review and creation of its policies?

    • How does the school ensure that its policies share common principles and approaches?

    • How can the policies be written to be consistently actionable?

    • What principles and practices encourage the community to think and act with international-mindedness as a goal?

    • How does the school provide professional development on the aspects of cultural change needed as a result of policy development and implementation?

    LEARNING

    • How do teachers use professional communities of learning and practice to extend and strengthen collaboration?

    • How could time be used differently so that teachers could have more or different time to plan collaboratively?

    • How do teachers make collaboration a natural and fully integrated part of our everyday practice?

    • How does the school ensure that collaborative planning facilitates reflection and knowledge sharing?

    • How does collaboration enrich the learning experience in the school?

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