1	Unpacking the IBO Programme Standards David Ogden Amsterdam, Netherlands dogden@alumni.princeton.edu
2	Purpose: Learn about the IBO Programme Standards and Practices and how they can move your school community towards higher levels of practice.
3	"Aims/Objectives" Aims/Objectives Review why we have standards and how they are frequently measured. Become more familiar with the structure of the IBO Programme Standards and Practices. Learn, or review, how to unpack a standard. Make connections between standards-based practice and facilitating change at your school.
4	Warm-up and introductions: What I know about the IBO Programme Standards and Practices.
5	Why have standards? Health/Safety Ensure uniformity/level of quality Improve communication Allow separate things to work together Set minimum requirements Level the playing field Other . . .
6	Why have standards? Standards reflect what professionals or communities think is “right” about certain practices. Sometimes they are explicit, sometimes they are not.
7	How we know when we have met a standard. External: tests, documents, peers, authority figure (coaches, parent, religious leader, boss).
8	How do we measure standards in education? tests or exams, percentages/cut scores, criteria, individual practice (a.k.a. “trial by fire”), projects, interviews, peer observations
9	How do we measure standards in education?
10	How do we measure standards in education?
11	How standards help improve learning.
12	The connection between standards and practice. Tried Missed Improved Reached Refined Others . . .
13	The connection between standards and change.
14	The connection between standards and change.
15	Why does the IBO have programme standards?
16	Why does the IBO have programme standards? “The IBO is aware that for each school, the implementation of an IB programme is a journey, and that the school will meet these standards and practices to varying degrees along the way. Nevertheless, there is a need for the IBO to ensure quality in the implementation of its programmes.” (IBO Programme Standards and Practices. 2005.)
17	Why does the IBO have programme standards?
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20	The good news about the IBO standards and practices They are achievable. They correlate with research-proven best practice for improving learning. You are already doing many of them. You can apply them to your whole school.
21	What are the IBO programme standards? Section A: philosophy (2 standards) Section B: organization (1 standard) Section C: curriculum (4 standards) Section D: the student (2 standards)
22	What are the IBO programme standards?
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24	Learning to unpack standards: Who does it (why should I be interested)? Educators involved in standards-based instruction. Teachers concerned with improving student learning. Individuals and groups but it works better when shared with others.
25	Learning to unpack standards: Where does it come from? Understanding by Design. (1998) by Wiggins & McTighe. “Beginning with the end in mind.” (a.k.a. Backwards Design or Backwards Mapping.) “Unpacking a standard is the process of identifying what students will know and be able to do when they have mastered the standard.” (Source: Bering Strait School District Wiki)
26	Learning to unpack standards: What does it mean? A method of better understanding or clarifying what a particular standard means. A way to pull out what practices will create evidence of a particular standard. A means to identify what resources or support will be needed to help individuals reach a particular standard.
27	Learning to unpack standards: What’s it mean for IB Schools? Better understand or clarify what the IBO Programme Standards mean. Pull out what practices at your school will create evidence of a particular standard for evaluation purposes (formative or summative). Identify what resources or support you or your school will need to reach a particular standard.
28	Learning to unpack standards: How do you do it? There are essentially 3 stages. The work can be non-linear. You can work on any stage at any time but in the end need to be sure that the stages are complete, connect and align one to another.
29	Learning to unpack standards: How do you do it? Look at the action verbs. What levels of knowledge and skill are needed (Bloom’s taxonomy).
30	Learning to unpack standards: What’s Bloom’s Taxonomy?
31	Learning to unpack standards: What’s Bloom’s Taxonomy?
32	Learning to unpack standards: How do you do it? Agree on what the nouns mean, some might be open to shades of interpretation. Think about the prerequisite skills and knowledge needed.
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37	Stage 2: Determine acceptable evidence / practice (The IBO has done this for you to some extent). Think about what this should look like at your school. Think about how to best collect the evidence. Talk about what constitutes credible evidence.
38	Practicing Stage 2: What evidence might exist and how to collect it.
39	Practicing Stage 2: What evidence might exist and how to collect it.
40	Practicing Stage 2: What evidence might exist and how to collect it.
41	Stage 3: Plan learning experiences and assessments (i.e., professional development and accountability). Think about the current knowledge and skill level of your staff. Identify how the school can best meet the differing needs of the school community. Follow-through.
42	Practicing Stage 3: Professional development needs and accountability.
43	Practicing Stage 3: Professional development needs and accountability.
44	Practicing Stage 3: Professional development needs and accountability.
45	Unpacking IBO Programme Standards: World Cafes Practice unpacking additional IBO Programme Standards. Share examples of IBO Programme Standards and Practice that exist in our schools. Answer questions about the presentation. Be amazed at how much the PYP / MYP / DP have in common.
46	Thank you & Tot ziens! David Ogden Amsterdam, Netherlands dogden@alumni.princeton.edu