2020 Standards and Practices
2014 vs 2020 standards and practices
During candidacy and the authorization process, schools work with the 2014 PSP framework to demonstrate that the required standards and practices are in place. Once a school becomes an authorised IB World School, the focus shifts to the 2020 PSP framework, which supports continuous reflection, growth and programme development. This difference in emphasis reflects the transition from meeting required expectations during authorization to engaging with aspirational practices as part of ongoing school improvement.
On this page, the differences between the 2014 and 2020 standards and practices are highlighted to show how the focus develops from implementation to continuous programme enhancement. In brief: there are many similarities between the 2014 and 2020 S&Ps. There are three significant differences: a different relationship, approach and emphasis.
Helpful IB resources
The IB has produced the 2014–2020 PSP tool: Creating Connections to help schools understand the links between the expectations required for authorization under the 2014 Programme Standards and Practices (PSP) and the aspirational practices introduced in the 2020 PSP framework. As an optional resource, the tool supports schools and IB educators in identifying how the standards they achieved during authorization connect to the developmental practices they will continue to work towards as authorized IB World Schools. The tool can be found in the Programme Resource Centre under Cross Programme Materials and the Standards and Practices section.
Take these free PD courses to support your school’s transition to the 2020 Programme standards and practices (PSP). These courses provide an overview of the PSP, implementation of the PSP in your school and how to use the PSP in your programme development planning.
How does the IB support schools? Begin your exploration of how the PSP supports schools. Find out what it is and why it’s important.
How do we use the IB programme standards and practices? IB World Schools are living, evolving systems – what are the key parts? How do they interact to create effective practice? Use this free learning to help answers these questions and more.
How do we grow and develop our IB programmes? Professional inquiry is a key component of programme evaluation and development. Take a look at how the PSP can inform this work.
2014 vs 2020: Key differences
The 2014 PSP focused mainly on compliance and authorization, helping schools demonstrate that the required systems, policies and practices were in place to become an IB World School.
The 2020 PSP places greater emphasis on continuous development and reflection. Rather than viewing the standards as a checklist, the IB now presents them as a connected framework centred on learning, school culture and ongoing improvement.
Key changes in the 2020 framework include:
- viewing schools as learning organisations where students, staff and leadership all learn together
- recognising how purpose, culture and environment work together to support learning
The framework is structured in four levels:
- Standards – broad aspirational principles
- Practices – ways schools demonstrate the standards
- Requirements – minimum expectations for IB World Schools
- Specifications – programme-specific expectations
This shift reflects the IB’s move from checking compliance towards supporting schools in ongoing programme development and improvement.
IB workshop titles show this change:
Head of School workshop: Note the change of name: DP workshops are currently called 'Administrators' workshops. From 2020 there will be only one workshop for Heads of School (not a category 1 and a category 2) and it will have a universal design appropriate to all four IB programmes. There will only be one Category 1 workshops for Heads of school will meet PD requirements prior to their schools’ application for candidacy. There will be no Category 2 workshops for Heads of school. Instead, Heads of School will be encouraged to attend global conferences, the biannual heads conference and to take advantage of other PD opportunities (i.e. online workshops, webinars) to catalyze growth in specific areas (for example, IB leadership, governance, global contexts, interdisciplinary learning, the learner profile).
Coordinators’ workshops, Categories 1 and 2, are to be redeveloped and re- titled: Leading the learning in the PYP/MYP/DP/CP. Category 2 workshops are to support learning leaders in IB World Schools; the audience will also expand to include department heads, subject area leaders, counselors, student deans, project leaders and others critical to learning leadership.
2014
The 2014 Standards and Practices are still being used by the IB to support Candidate Schools who are seeking to be authorised in one of the four IB programmes.
Standard A: Philosophy
The school's educational beliefs and values reflect IB philosophy in terms of:
- mission of school
- promotion of international-mindedness
- promotion of responsible action beyond school community
- importance of language learning, including mother tongue
2020
The 2020 Standards and Practices will be used by Authorized IB schools who are approaching a five year evaluation.
Purpose:
These revised S&Ps refocus a school on fulfilling the IB mission. Part of the IB mission is quoted in this first standard: "Schools implement IB programmes to develop inquiring, knowledgeable and caring young people who create a better and more peaceful world through intercultural understanding and respect."
Practices within this standard ask that the schools' mission, vision and strategy are aligned to that of the IB mission and philosophy. Particular attention is paid to the following aspects of the IB philsophy: "a holistic approach to education that goes beyond academic development". Specific mention is made of the role of the "school's pedagogical leadership team" to ensure that they embrace "educational approaches that encourage students to become active, compassionate life-long learners".
Standard B: Organisation
This standard was divided into B1: Leadership and structure (leadership structure, appointment of programme coordinator, policies and procedures, on-going evaluation of programme) and B2: resources and support (funding, staff appointments and professional development, time for collaborative planning, library, counseling, timetable).
Environment
A rewording of the 2010 S&Ps to draw attention to the importance of the "human, natural, built and virtual resources through which learning experiences take place". It is split into three standards:
Leadership & Governance: and their role in creating and sustaining high-quality learning environments through empowering coordination of the programme(s), providing professional development opportunities, providing appropriate funding, putting in place appropriate policies and procedures and uses data to inform the operation and sustainability of the programme(s).
Student Support focuses on the support that a school needs to give students in terms of technologies, learning spaces, libraries that extend learning, learning support to meet specified need, support for the social, emotional and physical well-being of students and teachers, and adequate advuice and guidance for students.
Teacher Support to ensure that teachers a(a) use current IB resources and regularly review their implementation of the programme; (b) participate in timely professional development to inform their practice; and (c) have dedicated and scheduled time to collaborate effectively in the implementation of the IB programme(s).
Culture
Culture is the collection of values, mindsets and attitudes that are nurtured in a school community and articulated through its policies. Policies are reinforced in a school’s environment and culture and evidenced in a school’s learning.
This standard is all about creating positive school cultures - namely "the written and unwritten rules that define how a school functions". I always say that culture = 'the way we do things around here'. The IB have included a very helpful glossary at the end of their document. In it culture is defined as "the collection of values, mindsets and attitudes that are nurtured in a school community."
This standard is all about school policies which describe how we do things around here. It draws attention to the key IB policies that were also included in the 2014 S&Ps, namely: access | admissions policy; inclusion policy; academic integrity policy; language policy; assessment policy.
Standard C
Standard C1: Collaborative planning
Standard C2: Written curriculum
Standard C3: Teaching and Learning
Standard C4: Assessment
Learning
Learning is the central tenet, as well as the outcome, of developing purpose, culture, and environment in IB World Schools and candidate schools
This standard lies at the heart of the new IB visual for S&Ps. Again the IB uses this update to underline pedagogical philosophy and big themes. "Learning in the IB community celebrates the many ways people work together to construct meaning and make sense of the world. Through the interplay of asking, doing and thinking, this constructivist approach leads towards open, democratic classrooms. IB students and teachers are lifelong learners, independently and in collaboration with others."
This standard has the following number of strands:
- Coherent curriculum: both horizontally and vertically, allowing students to make connections. It is also key that teachers are provided with time to collaborate.
- Students as lifelong learners: draws attention not only to the academic requirements of the curriculum but also to (a) the development of the ATL skills that allow students to be lifelong learners; and (b) the ability to make informed, reasoned and ethical judgments (which includes academic integrity); and (c) opportunities for students to explore and develop their personal and cultural identities.
- Approaches to teaching draws specific attention to how IB teachers should teach through using inquiry, action and reflection to develop natural curiosity in students; focus on developing conceptual understanding; make links to local and global contexts and applications of subject material; and makes sure a collaborative learning environment is in place.
- Approaches to assessment: both formative and summative.