Intersection of principles: How This We Believe and International Baccalaureate^® align

Challenges of the International Baccalaureate Middle Years Programme: Insights for school leaders and policy makers

“…Schools 2 and 3, which ran the MYP for only two and three years respectively, may not have adequately prepared for the adoption of the MYP and underestimated the amount of training and ongoing support required for teachers to be successful. Continuous PD and scheduling time to collaboratively plan the curriculum is necessary and an important factor when adopting the MYP (Dever & Raven, 2017;Fullan et al, 2015;Walters, 2007). Even at S1, which offered the MYP for seven years, staff members experienced significant frustration with the on-going demands and changes associated with the programme and felt that the school administration did not sufficiently promote the programme at their school.…”

“…Developing a collaborative culture or learning organization encourages professionals to continue learning and advance student learning (Hargreaves & Connor, 2018;Kools et al, 2020). For example, the IB suggests that schools need to schedule time for their teachers to collaborate, within and between learning areas to allow for the development, integration and alignment of units in the curriculum (Dever & Raven, 2017).…”