IB Consultancy

As an IB World School, you can continue to receive support from the IB through our network of IB consultants, who can advise you on how to strengthen your IB programme. Also benefit from guidance in the lead up to an evaluation visit.

IB Consultancy is designed with you in mind:

  • Consultancy can begin at any time: in the period between evaluation visits; in the lead up to evaluation visits, can overlap a school’s evaluation visit. 
  • Your school is unique and the service will be focused on guiding your school according to your particular identity and situation.
  • Focuses on areas your school identifies as priorities. These priorities may be large standard-wide areas; such as teaching and learning, assessment, philosophy etc., or much more specific areas of interest.
  • This service is divided into twelve strands; depending on the tier of service desired you will be able to select one, two or three of these strands as a starting point for the service.

1. Continuous improvement through the programme standards and practices

This service explores the alignment between the school’s action plan and the programme(s) standards and practices within the school’s culture and context. Within this framework, the consultant may help the school to identify concrete evidence and actions that support these standards. The consultant may advise the school on collaborative practice, as well as how to effectively use IB publications to develop its own policy documentation and support stakeholders with understanding and implementation. The consultant may also provide guidance to the school in addressing recommendations and/or matters to be addressed from the most recent IB report, as well as assisting schools in identifying challenges and overcoming barriers to the development of the programme(s) as the school moves through the IB journey. 

For the Primary Years Programme areas of support may include, but are not limited to:
  • Ensuring that the five essential elements of the PYP play a key role in teaching and learning across the curriculum.
  • Supporting the school in developing the PYP planner for special area teachers or disciplines taught outside the programme of inquiry.
  • Exploring best practice around PYP teaching and learning (transdisciplinary and disciplinary learning, inquiry-based learning, concept driven).
  • Building the learning environment and resourcing the programme to support PYP implementation.
For the Middle Years Programme areas of support may include, but are not limited to:
  • Making connections to relevant MYP publications for support.
  • Understanding how to effectively support the MYP projects.
  • Supporting collaborative planning and reflection to facilitate interdisciplinary learning and deepening of disciplinary understanding.
  • Developing a system for the qualitative monitoring of student involvement in service. 
For the Diploma Programme areas of support may include, but are not limited to:
  • Helping the pedagogical leadership team, and senior management team balance the needs and requirements of the Diploma Programme with other programmes/ curricula including but not limited to national curricula, IGCSE, AP, etc.
  • Assisting the school with Diploma Programme policy review and implementation.  An example could be the development of an academic honesty culture in the Diploma Programme which goes beyond consequences for malpractice.
  • Advising the school about how to increase access to the Diploma Programme for students of various educational and personal backgrounds.  
For the Career-related Programme areas of support may include, but are not limited to:
  • Balancing the needs of the elements of the framework: core, Diploma Programme subjects, career-related studies.
  • Advising on setting priorities when translating the action plan into yearly targets for the development of the Career-related Programme based on school context and needs/resource analysis.

  • Provide support in distributed leadership in developing Career-related Programme elements and collaboration: synergy within the framework.

2. Programme implementation sustainability

This service explores the development of systems and processes that make an IB programme(s) sustainable. The consultant may help the school to create shared ownership of and responsibility for the programme through a collective understanding of the IB mission and philosophy. The most recent IB report, action plan, and policies provide a tangible framework from which the school can develop systems that support programme-specific needs. The consultant may also support the school in developing sustainable leadership strategies such as capturing and preserving institutional memory, long term staff planning, and developing a professional development plan catering to the needs of all teachers and other staff. On a larger scale, the consultant may also contribute to the school’s own efforts to bring about a larger cultural shift and to manage change.

For the Primary Years Programme areas of support may include, but are not limited to:
  • Planning for ongoing implementation and evaluation of the PYP at the school.
  • Sustainable practice for collaborative planning, teaching and learning by using the programme of inquiry and scope and sequences as the foundation.
  • Developing and documenting the PYP exhibition.
For the Middle Years Programme areas of support may include, but are not limited to:
  • Planning for ongoing implementation and evaluation of the MYP at the school.
  • Planning for development of roles of responsibility for delivery of service and projects.
  • Planning for development of leadership in evaluating unit plans.
  • Developing and documenting the MYP projects.
For the Diploma Programme areas of support may include, but are not limited to:
  • Planning for ongoing implementation and evaluation of the Diploma Programme at the school.

  • Assisting the school to build and implement systems to support the writing of the extended essay, creativity, activity and service, and making theory of knowledge connections throughout all subjects. 
  • Exploring the allocation of resources (DP budget, time allocation for DP teachers, workload) and processes/procedures to embed IB philosophy, approaches to teaching and learning, and collaborative planning and reflection.
  • Reviewing current Diploma Programme subject offerings and understanding the impact subject choice has on staffing timetabling and budgeting.
  • Marketing of the Diploma Programme across the school and wider community.
For the Career-related Programme areas of support may include, but are not limited to:
  • Planning for ongoing implementation and evaluation of the Career-related Programme at the school.
  • Systems to support the reflective project, language development, service learning, and the development of personal and professional skills as well as alignment of the career studies courses.
  • Concurrency of learning across the framework: Career related study, Diploma Programme subjects, the core.
  • Marketing of the Career-related Programme in the school and wider community.
  • Transition into the Career related Programme.

3. Leadership of IB programmes

This service can provide guidance to the school's pedagogical leadership team to inquire into further development of leadership structures and styles that support effective ongoing programme implementation. The consultant may provide guidance as to possible options to develop/further develop a culture of shared leadership and collaboration. The consultant could support the school to define the responsibilities of each member of the leadership team and how these responsibilities can complement one another in order to provide impactful leadership of IB programmes for the entire school community. The consultant may help schools to develop effective resource management (people, time, and money) structures and processes to ensure the enhancement of the teaching and learning in order to achieve the overarching mission of the school.

For the Primary Years Programme areas of support may include, but are not limited to:
  • Exploring the connection between collaboration and leadership within the PYP framework.
  • Leading the collaborative development of the programme of inquiry and systems for documenting connections to the scope and sequences and policies.
  • Exploring pedagogical leadership in the PYP including roles and responsibilities in a shared leadership model.
  • Evaluating current PYP implementation and strengthening the programme.
For the Middle Years Programme areas of support may include, but are not limited to:
  • Exploring pedagogical leadership in the MYP including roles and responsibilities in a shared leadership model.
  • Reviewing decision making in regards to MYP related matters such as subject choice, allocation of resources, staffing, professional development and e-assessment.
  • Developing leadership skills for guiding the collaborative writing of unit plans and course overviews.
  • Developing leadership structures and processes for effective shared management of the Projects.
  • Developing leadership skills to manage programme transitions.
For the Diploma Years Programme areas of support may include, but are not limited to:
  • Exploring pedagogical leadership in the Diploma Programme including roles and responsibilities in a shared leadership model.
  • Reviewing decision making in regards to Diploma Programme related matters such as subject choice, allocation of resources, staffing, professional development, development of the core.
  • Evaluating the effectiveness of the organizational structure of the school and its organizational culture in supporting the implementation and development of the Diploma Programme.
  • Assisting the school with expanding Diploma Programme cohort sizes by leading  the deepening of collaboration between the school, students, parents and local community in order to better understand of the benefits of the programme.
For the Career-related Programme, this could include, but not limited to:
  • Exploring pedagogical leadership in the Career-related Programme including roles and responsibilities in a shared leadership model.
  • Developing leadership skills for guiding staff collaboration in relation to the framework: Career-related study and Diploma Programme subject teachers.
  • Developing leadership skills to support staff to collaboration on experiential learning in the local context, work experiences study trips and service learning.
  • Lead staff in developing their understanding between the Diploma subjects, reflective project, language development, personal and professional skills and service learning.

4. Collaborative planning

This service explores collaboration, which is at the heart of IB programme implementation. The consultant may support schools to develop a system for the regular review of policies and curricula which will inform procedures and practices. The consultant could support the school to effectively design learning using common planning tools and structures (including ICT tools). The consultant can also assist the school in evaluating current collaboration procedures related to timetabling, understanding of students’ learning experiences, and vertical and horizontal planning.

For the Primary Years Programme areas of support may include, but are not limited to:
  • The organization of effective collaborative planning by utilizing the PYP planner as a tool for planning both transdisciplinary and disciplinary inquiries.
  • Authentic collaboration and review of PYP policies and curriculum, including vertical and horizontal articulation.
  • Collaboration around the structure and implementation of the PYP exhibition.
For the Middle Years Programme areas of support may include, but are not limited to:
  • Developing support structures for effective collaboration in preparing unit plans and course overviews and ensuring that effective reflection takes place on each unit plan.
  • Developing support structures for effective collaboration in delivering the taught curriculum that enable interdisciplinary teaching and learning.
  • Developing support structures for effective collaboration in implementing the Projects.
  • Developing support structures for effectively determining and capturing acceptable evidence of Action as Service.
For the Diploma Programme areas of support may include, but are not limited to:
  • Articulating the alignment of the Diploma Programme subjects groups and core effectively within the school context.
  • Planning for and implementing effective collaborative planning and reflection that addresses vertical and horizontal articulation leading up to and within the Diploma Programme.
  • Assisting schools to develop best practices that enable teachers to develop effective differentiation strategies and areas of inclusion support for Diploma Programme students.
  • Reviewing and developing plans for the process of assessment standardization across the Diploma groups and Theory of Knowledge.
For the Career-related Programme areas of support may include, but are not limited to:
  • Effective articulation of the alignment between the subjects, core and career related study
  • Collaboration to create systems to support the reflective project, service learning, and language development.
  • Effective collaborative planning and reflection that addresses the requirements of the Career-related Programme core and Diploma Programme subject groups.

  • To develop best practices that enable teachers to reflect on previous knowledge, expectations for student learning, and differentiation leading up to and within the Career-related Programme.

  • Reviewing and developing plans for the process of assessment standardization across the Diploma Programme subject groups and reflective project.

5. Philosophy integration

The consultant can support the further development and deepening understanding of the IB mission, learner profile, international mindedness, and approaches to teaching and learning. Embedding these elements in the day to day life of the school helps ensure they are embraced by the whole school community.

For the Primary Years Programme, support could include, but not limited to:
  • Developing a deeper understanding of constructivist and transdisciplinary approaches to teaching and learning in the PYP within the context of the school.
  • The development of strategies to take the IB philosophy from PYP principles into practice.
  • Engaging with the learner profile attributes through the PYP.
  • Embedding international-mindedness in the culture of the school through the written, taught and assessed curriculum of the PYP.
For the Middle Years Programme areas of support may include, but are not limited to:
  • Understanding how  IB philosophy finds expression in the projects and service elements of the MYP
  • Engaging with the learner profile attributes through the MYP.
  • Embedding international-mindedness in the culture of the school.
  • Developing a deeper understanding of constructivism and an interdisciplinary approach to teaching and learning.
For the Diploma Programme areas of support may include, but are not limited to:
  • Engaging with the learner profile attributes in an age-appropriate way for Diploma Programme students.
  • Developing effective ways to integrate multilingualism, intercultural understanding, and global contexts across the Diploma Programme subject groups and core.
  • Developing understanding within the school community that the Diploma Programme can benefit a wide range of students.
For the Career-related Programme areas of support may include, but are not limited to:
  • Engaging with the learner profile attributes in an age-appropriate way for Career-related Programme students.
  • Effective integration of the IB philosophy into the school community.
  • Developing effective ways to integrate multilingualism, intercultural understanding and global contexts in the Diploma Programme subjects and the Career-related Programme core.
  • Developing an understanding of the benefits that the Career-related Programme has for a wide range of students.
  • Integration of the career-related studies.

6. Planning the written curriculum

The service can provide support to schools to develop their written curriculum according to the IB standards and practices and curriculum documents. Support may include understanding and implementing key IB curriculum elements, developing systems and structures that inform how the curriculum is created, refined and documented, and developing original and contextualised curricula. Where applicable the consultant could also guide the school in aligning IB and local curriculum requirements.

For the Primary Years Programme areas of support may include, but are not limited to:
  • Building a review process for the development and documentation of the programme of inquiry using horizontal and vertical approaches.
  • Evaluating PYP planners to ensure they are coherent records of teaching and learning.
  • Designing and documenting transdisciplinary and disciplinary learning through inquiry.
  • Integrating scope and sequence documents with the programme of inquiry.
  • Establishing curricular priorities and embedding the five essential elements.
For the Middle Years Programme areas of support may include, but are not limited to:
  • Using the course overview to ensure that all planning requirements are met.
  • Evaluating MYP unit plans to ensure they are records of coherent teaching and learning.
  • Helping schools to understand how to use the reflection section of the planner to strengthen teaching and learning.
  • Reflecting on MYP unit plans to identify current and future service as action integration.
  • Aligning approaches to learning skills within the written curriculum both horizontally and vertically.
For the Diploma Programme areas of support may include, but are not limited to:
  • Developing course outlines that reflect and effectively integrate school policies, learner profile, international mindedness, theory of knowledge, and links to creativity, activity and service.
  • Assisting the school to develop course outlines that integrate key Diploma Programme skills, including the approaches to learning.
  • Using the Diploma Programme unit planners to strengthen teaching and learning.
For the Career-related Programme areas of support may include, but are not limited to:
  • Developing course outlines  that reflect the school policies, learner profile, International mindedness, and personal and professional skills.
  • Integrating the different requirements and practices in Standard C into the course outlines.
  • Assisting the school to integrate career-related studies skills related to personal and professional skills, service learning, reflective project and language development in the classroom.
  • Assisting the school to develop course outlines that integrate approaches to learning skills in the classroom.
  • Using the Diploma Programme unit planners to strengthen teaching and learning.

7. Assessment

The service can support to schools to understand the role of formative and summative assessment. The consultant may support schools in understanding the role of assessment for learning and how to appropriately collect, evaluate, and use data to inform teaching and learning. The consultant could assist schools to develop effective assessment feedback cycles for students, parents, and teachers.

For the Primary Years Programme areas of support may include, but are not limited to:
  • Reviewing the assessment policy as it relates to the PYP.
  • Exploring the role of authentic assessment in the PYP as integral to teaching and learning.
  • Developing a range of strategies and tools to assess student learning.
  • Enabling student agency in the context of assessment in the PYP.
  • Developing the role of assessment in the PYP exhibition.
For the Middle Years Programme areas of support may include, but are not limited to:
  • Assisting with revision of the assessment policy as it relates to the MYP and; as appropriate, supporting schools to align MYP assessment with national standards or other grade reporting systems (such as A-F, 1-100, 1-5, etc.).
  • Developing a range of strategies and tools to assess student learning.
  • Developing planning structures to ensure that each strand of each assessment criteria is assessed at least twice each year.
  • Understanding the role of assessment in the projects.
  • Evaluating assessment internal (school based) and external (moderation of the personal project and/or eAssessments) assessment data in order to strengthen teaching and learning.
For the Diploma Programme areas of support may include, but are not limited to:
  • Assisting with revision of the assessment policy as it relates to the Diploma Programme.
  • Working with schools to align Diploma Programme assessment with national standards or other grade reporting systems (such as A-F, 1-100, 1-5, etc.).
  • Improving understanding of the nature and relationship between formative and summative assessment in the Diploma Programme as well as the opportunities for and benefits of peer and self assessment.
  • Helping the school to refine the calendar of deadlines for internal and external assessment in order to effectively scaffold assessment requirements and demands across the school’s subject offerings.
  • Working with schools to analyse and refine their approach to predicted grades in order to ensure that predicted grades provide an accurate snapshot of student performance and projected performance.
For the Career-related Programme areas of support may include, but are not limited to:
  • Assisting with revision of the assessment policy as it relates to the Career-related Programme.
  • Supporting the school in developing understanding of assessment and reporting within the community for the different elements of the Career-related Programme: Diploma Programme subjects, core and career-related studies.

  • Assessment within the core, setting expectations and monitoring progress.
  • Improving understanding of the nature and relationship between formative and summative assessment in the Diploma Programme subjects as well as the opportunities for and benefits of peer and self assessment.
  • Refining the calendar of deadlines for the career-related studies, core and Diploma Programme internal and external assessment in order to effectively scaffold assessment requirements and demands across the school’s subject offerings.

8. Planning for, and managing, programme updates and changes

The service can provide schools with support to improve the implementation of IB programmes through remaining current with regards to updates and changes. The consultant may assist the school to create systems and structures for on-going reflection and implementation related to updates and changes. This may include, planning for, and managing the impact of updates and changes on curriculum resources, staffing, budget and professional development.

For the Primary Years Programme areas of support may include, but are not limited to:
  • Planning for changes in the PYP from the review cycle and new publications.

  • Analyzing the current transdisciplinary programme of inquiry and scope and sequences to reflect changes in the programme.

  • Reviewing the PYP planners and the impact programme changes may have.

  • Reflecting on the impact changes in the programme may have on teaching and learning.

For the Middle Years Programme areas of support may include, but are not limited to:
  • Understanding how to plan for on-going MYPprofessional development and promoting involvement in the IB community beyond the school.
  • Developing leadership skills and structures to manage MYP developments.
  • Developing a curriculum and policy review cycle in line with publication review dates of MYP documents.
  • Planning for MYP curriculum and programme review.
For the Diploma Programme areas of support may include, but are not limited to:
  • Anticipating and planning for changes to the Diploma Programme and preparing the school’s professional development plan accordingly.
  • Developing a curriculum and policy review cycle in line with publication review dates of Diploma Programme documents.
  • Establishing a culture of sharing and reflecting on the implementation of programme updates and changes.
  • Establishing a culture of continuous course outline improvement that supports overarching Diploma Programme changes, subject updates as part of the curriculum review cycle, and the needs of each new Diploma Programme cohort.
For the Career-related Programme areas of support may include, but are not limited to:
  • Anticipating and planning for changes to the Career-related Programme and Diploma Programme subjects and preparing the school’s professional development plan accordingly.
  • Developing a curriculum and policy review cycle in line with publication review dates of Career-related and Diploma Programme documents.
  • Establishing a culture of sharing and reflecting on the implementation of programme updates and changes.
  • Establishing a culture of continuous improvement that supports overarching Career-related Programme changes, Diploma Programme subject updates as part of the curriculum review cycle, and the needs of each new Career-related Programme cohort.
  • Anticipating Career-related study choices and understanding their relationship to the Career-related Programme core and Diploma Programme subjects.

9. Maximizing professional learning opportunities

The service can help schools to clarify their professional development requirements, prioritize, develop and implement them through a professional development plan. The consultant may provide guidance as to possible options, and could enable schools to make informed decisions leading to effective professional opportunities for individuals and groups within their budget and context. The consultant may help schools identify both IB recognized professional development opportunities as well as context-specific professional development for both school administrators and teaching practitioners (including non-IB professional development). Opportunities and resources the consultant may explore with schools could include: clarifying IB requirements for training of IB teachers; outlining a scope of IB recognized professional development; expanding engagement with IB communities; exploring non-IB recognized professional development opportunities. Example may include: upskilling on inclusion education, differentiation, mindfulness in education, flipped classrooms and integration of IT in learning.

For the Primary Years Programme areas of support may include, but are not limited to:
  • Building a strategic plan for internal and external professional learning opportunities to support the PYP.
  • Extending professional development into teaching and learning within the PYP framework.
  • Differentiating professional learning opportunities to meet the needs of all members of the PYP faculty.
  • Maximizing IB resources and professional learning opportunities to support teaching and learning practices in the Primary Years Programme.
  • Understanding how to plan for the sustainability of the PYP  by empowering staff to engage with the broader IB community.
For the Middle Years Programme areas of support may include, but are not limited to:
  • Planning for internal and external professional learning opportunities to support the MYP.
  • Extending professional development into teaching and learning within the MYP framework.
  • Differentiating professional learning opportunities to meet the needs of all members of the MYP faculty
  • Maximizing IB resources and professional learning opportunities to support teaching and learning practices in the MYP.
  • Understanding how to plan for the sustainability of MYP by empowering staff to engage with the broader IB community.
For the Diploma Programme areas of support may include, but are not limited to:
  • Assisting schools with an analysis of upcoming Diploma Programme curriculum updates and associated professional development requirements.
  • Supporting core and common programme areas; including Theory of Knowledge, Creativity Activity Service, the Extended Essay, Approaches to Learning, and Approaches to teaching through developing impactful internal professional learning opportunities.
  • Understanding how to plan for the sustainability of Diploma Programme by empowering staff to engage with the broader IB community.
  • Encouraging teachers and leadership to act as lifelong learners by engaging with current research into educational practices.
For the Career-related Programme areas of support may include, but are not limited to:
  • Maximising the relevance of professional learning opportunities for the whole school: exploring effective formats, target audiences and integration into the school’s overall strategic plan.
  • Coordinating professional development between Diploma Programme subjects, Career-related Programme core, and  career-related subject staff.
  • Supporting core and common programme areas; including personal professional skills, Service Learning, Reflective Project and language development. through developing impactful internal professional learning opportunities.
  • Understanding how to plan for the sustainability of Career-related Programme by empowering staff to engage with the broader IB community.
  • Encouraging teachers and leadership to act as lifelong learners by engaging with current research into educational practices.

10. Maximizing the impact of the programme coordinator

This service can provide schools with support for coordinators to improve the implementation and sustainability of IB programmes and to expand on the pedagogical leadership role of the coordinator within the school’s leadership context. Common areas where the consultant could work with schools may include assisting the pedagogical leadership team in developing future IB community members, providing guidance with procedures and expectations for programme evaluation, supporting the coordinator as an effective member of the pedagogical leadership team, and advising a school how to revise its action plan to ensure continuous improvement. The consultant may also advise the coordinator and the pedagogical leadership team about effective parent education, how to develop a strategic plan for professional development, disseminating knowledge about approaches to teaching and learning, and developing a succession plan to ensure programme sustainability.

For the Primary Years Programme, areas of support may include, but are not limited to:
  • Developing an understanding of the PYP in the school community.
  • Collaboratively building the programme of inquiry and aligning scope and sequence documents.
  • Collaboratively building quality PYP planners that evidence the five essential elements.
  • Developing and guiding a successful PYP Exhibition.
For the Middle Years Programme, areas of support may include, but are not limited to:
  •  Understanding and implementing IB Standards and Practices as they relate to the role of the MYP coordinator.
  • Making connections to relevant IB publications for support.
  • Developing systems and structures to implement the projects.
  • Understanding what the coordinator’s role could be in the pedagogical leadership team.
For the Diploma Programme, areas of support may include, but are not limited to:
  • Balancing the responsibilities of the Diploma Programme coordinator and ensuring that he or she is able to carry out both administrative tasks and pedagogical leadership.
  • Building a collaborative programme with respect to the integration of the Diploma Programme core in subject teaching, concurrency of learning, the role of language development approaches to teaching and approaches to learning.
  • Working with the school leadership team to support the role of the Diploma Programme Coordinator as a pedagogical leader as well as to effectively distribute responsibility and leadership to enable programme sustainability.
For the Career-related Programme, areas of support may include, but are not limited to:
  • Balancing the responsibilities of the coordinator and ensuring that he/she is able to carry out both administrative tasks and pedagogical leadership.
  • Building a collaborative programme with respect to the integration of the Career-related Programme core in subject teaching, concurrency of learning, approaches to teaching and approaches to learning.
  • Balancing the relationship between the reflective project and Career-related study.
  • Exploring and implementing links between Diploma Programme subject, Career-related studies and and the core.

11. Approaches to teaching and learning

This service can support schools in exploring ways to clarify and explicit develop the approaches to teaching and learning that underpin IB programmes. The consultant could collaborate with members of the school community to focus on areas such as creating plans for vertical and horizontal articulation of ATL skills across the school, identifying ways to help students reflect on and monitor the efficacy of their own ATL skills, or identifying strategies to support teachers in moving to a more inquiry based approach in their teaching

For the Primary Years Programme, areas of support may include, but are not limited to:
  • Exploring constructivism, inquiry-based learning and the role of concepts in a transdisciplinary framework.
  • Collaboratively developing the approaches to learning and mapping progression across the school.
  • Building assessment around the approaches to teaching and learning.
  • Developing learning in local and global contexts in the PYP.
For the Middle Years Programme, areas of support may include, but are not limited to:
  •  Understanding and implementing approaches to teaching and learning.
  • Developing, reviewing and implementing the approaches to learning plan.
  • Understanding the role of approaches to learning in the written, taught and assessed curriculum.
  • Supporting teachers to identify, share and implement effective approaches to teaching practices within professional learning communities.
For the Diploma Programme, areas of support may include, but are not limited to:
  •  Advising schools how to integrate approaches to teaching and learning, such as self-management skills, in Diploma Programme subject teaching and the core.
  • Devising a strategy for vertical and horizontal articulation of approaches to learning and monitoring progression.
  • Supporting teachers to identify, share and implement effective approaches to teaching practices within professional learning communities.
For the Career-related Programme, areas of support may include, but are not limited to:
  • Embed the approaches to learning skills in all elements of the Career-related Programme.
  • Devising a strategy for vertical and horizontal balancing approaches to learning with personal and professional skills and monitoring progression.
  • Supporting teachers to identify, share and implement effective approaches to teaching practices within professional learning communities.

12. Programme innovation

This service can support schools to build a culture of innovation through, for example, exploring design thinking practices in order to identify IB Standards and Practices that can be used as catalysts to support innovation within their specific context. The consultant may help schools to identify obstacles to, or factors that discourage, innovation, and explore ways to overcome those obstacles. The consultant could work with the school to critically analyse the integration of technology across the programme(s), exploring meaningful ways in which this could be creatively applied, such as using technology as a tool for developing and delivering an interactive, differentiated and adaptable curriculum that is contextually relevant and challenging. Consultants could also support schools to develop innovative assessment models that utilize the leading educational thinking across a number of areas, such as inquiry driven innovation, student designed, developed, and delivered curriculum, individualism, and the science of the individual.

For the Primary Years Programme, areas of support may include, but are not limited to:
  •  Identifying areas of opportunity for innovation in the inquiry-based classroom.
  • Exploring strategies to support creative thinking and innovation in the PYP exhibition.
  • Discovering ways to use transdisciplinary learning as a catalyst for innovation.
For the Middle Years Programme, areas of support may include, but are not limited to:
  • Understanding the power and impact of innovative assessment models such as digital assessments.
  • Understanding and implementing meaningful interdisciplinary teaching and learning and discovering ways to use this  as a catalyst for further innovation.
  • Supporting teachers to effectively innovative within the projects.
For the Diploma Programme, areas of support may include, but are not limited to:
  • Exploring with the school how to add value to the Diploma Programme curriculum by making space for inclusion of relevant local contexts, extended critical thinking within and beyond a Theory of Knowledge context, and building a truly meaningful and integrated creativity, activity and service program.
  • Helping schools to go beyond current practices surrounding differentiation and inclusion in order to innovate new ways of increasing access to the Diploma Programme.
  • Exploring how student voice can be empowered and meaningfully contribute to school policies and practices.
For the Career-related Programme, areas of support may include, but are not limited to:
  • Exploring strategies to support creative thinking and innovation in the reflective project.
  • Identifying areas of opportunity for innovation through using the personal and professional skills as a basis to foster student lead inquiry-based learning.
  • Exploring how student voice can be empowered and contribute to approaches to teaching and learning.

Currently offered in two service tiers

Interactive and consultative

  • Select up to two strands of support you want the consultant to focus on
  • Engage in 20 hours of school specific consultancy focused on guiding your school according to your particular identity and situation
  • Deepen your understanding through an online forum, webinars and ongoing remote support

Customized onsite coaching

  • Select up to three strands of support you want the consultant to focus on
  • Engage in 30 hours of school specific consultancy focused on guiding your school according to your particular identity and situation
  • Customize your own two day face to face coaching visit based on the needs of your school at any time during the service
  • Deepen your understanding through an online forum, webinars and ongoing remote support

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