Understanding the Programme
Tell us about how the school has supported parents’ understanding of the MYP.
Through parent nights, Remind, family workshops, and consistent communication.
Describe the collaborative planning process.
Teachers meet regularly to align units, discuss inquiry questions, and plan assessments.
What does inquiry-based learning look like?
Students exploring big questions, investigating real-world issues, and creating solutions.
Tell us about the culture of learning at your school.
It’s collaborative, student-centered, inquiry-driven, and supportive.
Let’s talk about your understanding of student agency.
Students have voice, choice, and ownership in their learning.
In what ways are you supported with understanding the programme?
IB workshops, PD sessions, coordinator guidance, and collaborative planning.
How do you collaborate with your colleagues to ensure a cohesive learning experience across grades?
Vertical alignment meetings, PLCs, and sharing unit planners.
How do you plan for inquiry and ATL-driven lessons?
By embedding ATL skills in unit planners and connecting them to student tasks.
Tell us about the school leadership structure.
Leadership includes administrators, IB coordinators, and teacher-leaders.
Tell us about your plans for the MYP Community Project.
Students will complete inquiry-based service projects connected to their passions; community project showcase with parent support
What stands out for you with implementing the programme?
The focus on inquiry, global-mindedness, and developing ATL skills.
What does collaboration look like and how often does it take place?
Weekly meetings for reflection, planning, and sharing best practices.
How do you incorporate reflection into your teaching practice and student learning?
Through journals, exit tickets, self-assessments, and unit reflections.
Do teachers feel safe and supported?
Yes, through open communication, trust, and access to resources.
In what way do students take meaningful Action/Service?
By applying classroom learning to community needs through service learning.
What changes do you see with implementing the programme?
More student agency, collaboration among staff, and stronger alignment across grades.
What are some strengths of the school/team?
Strong teamwork, openness to feedback, and dedication to student success.
How do you plan and teach for approaches to learning (ATL)?
By intentionally focusing on ATL skills in objectives, activities, and assessments.
What are some possible areas for future growth or programme development?
Strengthening policy implementation, building interdisciplinary units, and growing parent engagement.
In what ways can you stay accountable for ensuring that an IB education is implemented? What evidence do you have?
Evidence includes unit planners, student work, reflections, PD records, and assessment data.