Remote candidacy support - ibo.org · • Remote interviews with the pedagogical leadership team, IB coordinator and teachers 3.1 Overview Where possible, the remote consultancy visit

© International Baccalaureate Organization 2017 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Remote candidacy support Protocols and guidelines for:

Consultation visits, verification visits and mandatory in-

school workshops

July 2017

Remote candidacy support

Published July 2020

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The IB learner pro�le represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

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As IB learners we strive to be:

THE IB LEARNER

PROFILE

Since March 2020, the IB has used remote candidacy support throughout the authorization process to ensure that candidate schools are not disadvantaged by the COVID-19 (coronavirus) pandemic. This document supplements the Guide for Authorization, providing protocols and guidelines specifically developed to support candidate schools preparing for remote candidacy events. In general, all visits that are part of the authorization process will remain virtual for the foreseeable future due to travel restrictions and to ensure the safety of our IB community. However, options are available for schools who prefer to engage in a face to face visits during the authorization process. These options will be communicated when the time comes to schedule a visit. Further guidance on the IB’s response to the pandemic can be found in the COVID-19 (coronavirus) updates section of the IB website, found here. This includes answers to frequently asked questions and programme specific remote visit webcasts.

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Table of contents 1. Remote support for schools: Background ...................................................................................... 3

2. Technology requirements for the school and IB educator for all remote events ............................. 3

3. Remote consultation visit for candidate schools ............................................................................ 4

3.1 Overview .................................................................................................................................. 4

3.2. Consultant’s tasks for the remote visit .................................................................................... 4

3.3 School’s tasks prior to the remote consultancy visit ................................................................. 5

3.4 Video and photographic evidence ............................................................................................ 5

3.5 Live interviews for remote consultancy visits ........................................................................... 7

3.6 Live classroom observations for remote consultancy visits ...................................................... 7

4. Remote verification visits .............................................................................................................. 8

4.1 Team members ........................................................................................................................ 8

4.2 School’s tasks prior to the remote verification visit .................................................................. 8

4.3 Video, photographic and documentary evidence ..................................................................... 8

4.4 Live interviews for remote verification visits .......................................................................... 10

4.5 Live classroom observations for remote verification visits ..................................................... 11

4.6 Agendas for verification visits ................................................................................................ 11

5. The remote “Launching the MYP” and “Launching the CP” mandatory in-school workshop ....... 13

5.1 Overview ................................................................................................................................ 13

5.2 Remote workshop leaders and grouping of participants ........................................................ 13

5.3 Remote workshop facilitation ................................................................................................ 14

Appendix A: Agenda for remote consultation visits ......................................................................... 15

Appendix B: Agenda for remote verification visits ........................................................................... 34

Appendix C: Agenda for remote “Launching the MYP” and “Launching the CP” workshop ............. 54


1. Remote support for schools: Background There will be times when the IB must determine the appropriateness of sending IB educators or IB staff to specific locations or must comply with governmental travel restrictions. These situations include:

• natural disasters—an event such as a flood, tornado, earthquake, fire, and so on, that happens suddenly and impacts the school community

• pandemics—an outbreak of a disease that occurs over a wide geographic area and affects an exceptionally high proportion of the school community’s population

• risk of travel owing to local situations—the country in which the school is located is deemed to be in a state of hostility, conflict or antagonism, as identified by the IB’s travel and insurance policies. In the exceptional cases where the candidate consultation visit, verification visit or mandatory in-school professional development (Middle Years Programme (MYP) and Career-related Programme (CP) only) cannot be rescheduled within a year, the protocols and guidelines in this document will be used to support the authorization process.

The remote visits will still focus on the same collection of evidence against the IB standards and practices as schools experiencing a face-to-face visit. All standard documents required for the visit must still be uploaded to the online authorization system. The protocols and guidelines in this document suggest how evidence that would normally have been reviewed on site during a visit may be effectively collected, examined and discussed with the school remotely. If there are matters to be addressed at the remote verification visit, an advisory visit by one IB educator at the expense of the school may be required when travel restrictions are lifted. Any additional visits will be at the discretion of the IB. The IB recognizes the exceptional nature of these visits. In the spirit of the learner profile, our assumption is that the school will be principled in its presentation of remote evidence. Open-mindedness and respectful communication between the remote team and the school will lead to helpful recommendations to support the authorization processes. In all cases, the Head of Authorization has the final determination as to when it is appropriate to use remote support in place of face-to-face support. Depending on the situation, some or all of the following face-to-face steps in the authorization process may be replaced with remote support.

1. Consultation visit 2. Verification visit 3. Launching the MYP or CP workshop

2. Technology requirements for the school and IB educator for all remote events Technology requirements for all remote visits and workshops are as follows.

• Internet access with bandwidth to support extended videoconferencing

• Equipment necessary to support videoconferencing


• Computer facilities to send and receive documents

• Mobile devices to record video and images of the school prior to the visit

• Mobile devices to allow for virtual live viewing of the school and for live interviews with all stakeholders

• Charging provisions for all devices that will prevent devices running out of power during the visit or workshop

• Telephone backup for interviews in case of transmission difficulties

• A “test” to connect with the assigned IB educator(s) or the IB office one week before the visit to confirm that the technology will support the visit

• Software updates and/or add-ons as per the IT platform being used

3. Remote consultation visit for candidate schools The remote consultation visit at the candidate stage will comprise the following.

• Viewing pre-recorded videos of the school facilities and discussing the observations with the coordinator and the pedagogical leadership team

• Viewing pre-recorded videos of teacher collaborative planning meetings and discussing the observations with the coordinator, the pedagogical leadership team and the classroom teachers

• Viewing pre-recorded videos of teaching and learning, and discussing the observations with the coordinator, the pedagogical leadership team and the classroom teachers

• Live feeds for classroom observations

• Remote interviews with the pedagogical leadership team, IB coordinator and teachers

3.1 Overview Where possible, the remote consultancy visit for candidate schools should be carried out over a two-day time frame, staying as close as possible to the agenda for a face-to-face meeting (see the sample agendas in “Appendix A”). This provides an in-depth opportunity for the school to be in contact with the consultant, to ask questions and to receive feedback and advice. The consultant will review the progress made by the school in its preparation for authorization. The consultant will use the consultant report template to focus the discussions and to record findings on which to provide feedback. The IB accepts that there may need to be flexibility in this time frame to allow for any possible disruptions owing to internet connections.

3.2. Consultant’s tasks for the remote visit The consultant must carry out the following tasks.

1. Adhere to all requirements set out in the relevant guide to school authorization and consultation process documents.

2. Inform the relevant IB office of the proposed dates for the remote visit. 3. Collaborate with the coordinator in preparing an agenda for the consultation visit. A

sample consultation visit agenda for each of the programmes is provided in “Appendix A”.


In creating the agenda for the visit, it is necessary for the consultant to complete the following tasks.

o Meet with the pedagogical leadership team of the school. o Meet with the IB coordinator to discuss the requirements for authorization and

the school’s progress towards meeting them. o Discuss the remote tour of the school facilities submitted prior to the visit. o (MYP, CP and Diploma Programme (DP)) Meet with heads of subject groups or

designated IB teachers to discuss any questions they may have. The consultant is not expected to answer subject-specific questions but can provide guidance as to where to find the answers.

o (MYP, CP and DP) Observe some classes. o (Primary Years Programme (PYP) only) Observe some classes and meet with a

representative group of classroom teachers and single-subject teachers. It is recommended that at least one classroom teacher per year group and one teacher per single-subject area attend the meeting with the consultant.

4. Organize the visit according to IB policies and procedures. 5. Contact the appropriate IB office if a situation arises in which the consultant feels unable

to respond suitably.

3.3 School’s tasks prior to the remote consultancy visit Prior to the remote consultation visit, the school must:

• plan for the appropriate technology infrastructure (see “Section 2”)

• provide the consultant with the additional video, photographic and documentary evidence (see “Section 3.4”)

• ensure that the consultant has access to documents that he/she may request to help understand the context of the school. These could include policy documents, curriculum documents, planning documents and report samples. This will vary from school to school and will be negotiated with the consultant

• identify a quiet room for live interviews, access to appropriate technology (Skype, FaceTime, WebEx, and so on) and a phone line backup (see “Section 3.5”)

• plan for classroom observations as “live feed” via Skype, FaceTime, WebEx, and so on, using an iPad, mobile phone or other appropriate technology available to the school (see “Section 3.6”)

• develop an agenda for remote visits and have it approved by the consultant (see the sample agenda for each programme in “Appendix A”).

3.4 Video and photographic evidence The following list of videos is required prior to the remote consultancy visit date. Photographs may be used to show facilities that support the implementation of the programme.

• Introductory video to the school (see “Section 3.4.1”)

• Videos to provide information on progress towards standard B2 (see “Section 3.4.2”)

• Video to provide information on progress towards standard C1 (see “Section 3.4.3”)

• Videos to provide information on progress towards standard C3 (see “Section 3.4.4”)


The consultant is not assessing the quality of the production. The only criteria are clear vision and sound, and adherence to the maximum time length of 10 minutes per video. Video-editing software may be required to keep the videos to time. The videos, photographs and other documents are to be uploaded as per the instructions provided by the IB office as the evidence may exceed the individual document size limit on the online authorization system. Where possible, students and teachers should be in the video. Empty classrooms and corridors do not give an adequate sense of the philosophy or the teaching and learning practices at the school.

3.4.1 Introduction to the school video This video must be provided to the consultant at least one week prior to the date of the remote visit. The school tour must identify the areas that support the implementation of the programme, for example, the library. Where appropriate, students should be asked to lead the virtual school tour. The school will also be asked to provide the consultant with a map of the school identifying the places included in the video. The following observations should be provided in this introduction video.

• A sense of the school’s geographical and societal position in the surrounding community

• View of outdoor areas, including playgrounds and sports facilities, showing their relationship to the classroom areas

• The location of the library in relation to the teaching areas

• The location of the coordinator’s office

• The location of the staffroom

• The location of the sciences and arts facilities in relation to the general classroom areas

• A sample of displays in public areas, including the entrance to the school and corridors (alternatively these may be submitted as photographic evidence)

3.4.2 Videos to provide evidence of progress towards standard B2 Each of the following videos and photographs assists the consultant in determining the school’s progress towards standard B2.

• A video library tour with the school librarian showing: o teachers’ professional reading section o book and multimedia resources for subjects o book and multimedia resources for the appropriate age groups o fiction and non-fiction sections o support for additional languages o support for mother tongue o layout of the library indicating areas where students and teachers collaborate o library displays.

• A video tour hosted by the IB coordinator showing IT resources in the school. These facilities may be in dedicated rooms or in classrooms. The video should include footage of students and


teachers using the facilities. The coordinator should also discuss the strengths and weaknesses of the resources and any plans for improvements.

• Photographs or videos that include, where applicable: o science labs, including preparation rooms and safety equipment o art/music/drama facilities o sports and health science teaching facilities o any provisions for career counselling o language support facilities o inclusive (special needs) education facilities.

3.4.3. Video to show the school’s progress towards standard C1 Video footage of teachers’ collaborative planning meetings.

3.4.4. Videos of classroom practice to show the school’s progress towards standard C3 Videos taken from all year levels in the programme. These should include videos from classroom and specialist teachers to show examples of the school’s normal practice. These videos will support discussions with the pedagogical leadership team, IB coordinator and teachers in the event that remote classroom observations cannot be carried out.

3.5 Live interviews for remote consultancy visits The remote consultancy visit should follow the interview sessions, as included in the sample agenda (see “Appendix A”), as closely as possible. The preference for remote live interviews is to use Skype, FaceTime, WebEx or other videoconferencing facilities,1 but a backup telephone landline with a speaker phone must be available. A quiet room must be reserved for these interviews. Remote interviews are most effective with a maximum of six people. Please ensure that the names and roles of all interviewees are supplied to the remote consultant prior to the meeting day.

3.6 Live classroom observations for remote consultancy visits Classroom observations may be carried out using portable technology such as iPads or tablets. Mobile phones may also be a feasible option if they can be connected to the school’s Wi-Fi network. The device should connect to the remote consultant via Skype, FaceTime, WebEx or other appropriate communication application. The school and the consultant can decide on how classroom visits are to be scheduled. A range of classes and teachers should be observed. During the remote classroom visits, the consultant may request that the iPad, tablet or mobile phone be placed with a group of students so that their discussions and collaborative practices can be observed. During remote classroom visits, the consultant may request to look closely at classroom displays. These may need to be photographed during the classroom visit and forwarded as soon as possible.

1The IB recognizes that technology changes quickly and that other more effective means of videoconferencing may be

available.


4. Remote verification visits Remote verification visits must follow a clear agenda, as per the face-to-face visits. See “Appendix B” for a sample agenda for each programme. The remote verification visit must be kept to time and completed, wherever possible, within the required number of days allocated for the visit. This includes time for the visiting team to work on their report and allows for minor delays as a result of technology issues. The remote visiting team will still be required to meet on the day before the visit for approximately two hours. The following sections address logistics and evidence that are unique for remote visits.

4.1 Team members Schools undergoing remote visits are assured that these visits are as rigorous and fair as those experienced by other IB schools. For a verification visit, the IB requires that the visiting team consists of two remote-experienced IB educators. The remote visit must be conducted from the local IB office. The remote process can be supported by IB staff who are available to assist with any issues that may arise.

4.2 School’s tasks prior to the remote verification visit All documents must be uploaded to the online authorization system as per face-to-face visits according to the schedule required by the IB office. Additional planning for a remote visit includes:

• ensuring the technology requirements are in place and working (refer to “Section 2”)

• additional video, photographic and documentary evidence (see “Section 4.3”)

• provision of a quiet room with access to appropriate technology and a phone line backup (see “Section 4.4”) for remote live interviews with leadership, teachers, parents and students

• planning for classroom observations as “live feed” via Skype, FaceTime, WebEx, and so on, using an iPad, mobile phone or other appropriate technology available to the school (see “Section 4.5”)

• an agenda for remote visits approved by the visiting team (see “Section 4.6”).

4.3 Video, photographic and documentary evidence The following list of additional evidence is required prior to the remote verification visit date*.

• Introductory video to the school (see “Section 4.3.1”)

• Videos to provide information on progress towards standard B2 (see “Section 4.3.2”)

• Videos to provide information on progress towards standard C3 (see “Section 4.3.3”)

• For the remote verification visit, other documents as required in the “Application for authorization” document. Samples of this document are available from http://www.ibo.org/become/resources/index.cfm (see “Section 4.3.4”)

http://www.ibo.org/become/resources/index.cfm


The visiting team is not assessing the quality of the production. The only criteria are clear vision and sound, and adherence to the maximum time length of 10 minutes per video. Video-editing software may be required to keep the videos to time and relevant. The videos and photographs are to be uploaded 30 days before the scheduled remote visit, as per the instructions provided by the IB office as the evidence may exceed the individual document size limit on the online authorization system. Where possible, students and teachers should be in the videos. Empty classrooms and corridors do not give an adequate sense of the philosophy or the teaching and learning practices at the school. *Schools who have completed a remote consultation visit may choose to use the video and photographic evidence created as part of this process. Schools should read the information provided in sections 4.3.1, 4.3.2 and 4.3.3 before making this decision.

4.3.1 Introduction to the school video and evidence towards standard A The remote school tour must identify the areas that support the implementation of the programme, for example, the library. Where appropriate, students should be asked to lead the virtual school tour. The school will also be asked to provide the visiting team with a map of the school identifying the places included in the video. The following observations should be provided in this introduction video.

• A sense of the school’s geographical and societal position in the surrounding community

• View of outdoor areas, including playgrounds and sports facilities, showing their relationship to the classroom areas

• The location of the library in relation to the teaching areas

• The location of the coordinator’s office

• The location of the staffroom

• The location of the sciences and arts facilities in relation to the general classroom areas

• A sample of displays in public areas, including the entrance to the school and corridors (these may also be submitted as photographic evidence)

• Evidence of support for language, including mother tongue and host country

• Visibility of the learner profile

4.3.2 Videos to provide evidence of progress towards standard B2 Each of these videos or photographs focuses on the resources and structures that support the implementation of the programme(s). These videos assist the visiting team in assessing the school’s implementation of standard B2.

• A video library tour with the school librarian showing: o teachers’ professional reading section o book and multimedia resources for subjects (MYP and DP) o book and multimedia resources for the units of inquiry (PYP) o fiction and non-fiction sections o support for additional languages o support for mother tongue


o support for academic honesty and information literacy o layout of the library indicating areas where students and teachers collaborate o library displays that support inquiry.

• A video tour hosted by the IB coordinator showing IT resources in the school. These facilities may be in dedicated rooms or in classrooms. The video should include footage of students and teachers using the facilities. The coordinator should also discuss the strengths and weaknesses of the resources and any plans for improvements.

• Photographs or videos that include, where applicable: o science labs, including preparation rooms and safety equipment o art/music/drama facilities o sports and health science teaching facilities o career counselling offices o language support facilities o inclusive (special needs) education facilities o secure storage of examination materials (DP and CP only).

4.3.3 Standard C3: Teaching and learning reflects IB philosophy Videos taken from all year levels in the programme. These should include videos from classroom and specialist teachers to show examples of the school’s normal practice. In conjunction with the live classroom observations, these videos will assist the remote visiting team in assessing the school’s implementation of standard C3.

4.3.4 Procedures for supplying other documents required for verification visits The additional on-site documents for each programme listed in the “Application for authorization” document must also be available to the remote visiting team 30 days prior to the date of the remote visit. There are several options for providing this information.

• The school sets up access to a remote file-sharing platform, such as Dropbox, Google Drive or WeTransfer, and gives access to the remote visiting team.

• If the school uses an ePortfolio system, they may be able to give temporary access to the remote visiting team to view the materials online.

• The school posts the required documents as per the instructions provided by the IB office.

• The school saves the documents to a USB and sends the USB to the IB office.

4.4 Live interviews for remote verification visits The remote verification visit must follow the normal agenda for face-to-face visits as closely as possible. A sample agenda for each programme is included in “Appendix B”. The preference is to use Skype, FaceTime, WebEx or other videoconferencing facilities,2 but a backup telephone landline with a speaker phone must be available. A quiet room must be reserved for these interviews.


available.


Remote interviews are most effective with a maximum of six people. Please ensure that the names and roles of all interviewees are supplied to the remote visiting team prior to the meeting day.

4.5 Live classroom observations for remote verification visits Classroom observations may be carried out using portable technology such as iPads or tablets. Mobile phones may also be a feasible option if they can be connected to the school’s Wi-Fi network. The device should connect to the remote team via Skype, FaceTime, WebEx or other appropriate communication application. During the remote classroom visits, the visiting team may request that the iPad, tablet or mobile phone be placed with a group of students so that their discussions and collaborative practices can be observed. During remote classroom visits, the visiting team may request to look closely at classroom displays. These may need to be photographed during the classroom visit and forwarded as soon as possible.

4.6 Agendas for verification visits A sample agenda for each programme is provided in “Appendix B”. Not all the school’s situations are represented here. The agenda should, therefore, be adapted to the needs and realities of the school. The school will provide the team leader with the preliminary school agenda. Details of the agenda are determined and confirmed with the team leader before the agreed date of the remote visit. Schools should feel free to introduce changes to the agenda if the proposed timing does not suit them. The school and visiting team should consider the following factors when preparing the agenda.

• Introductory meeting: Where possible, a short introductory meeting should be held at the start of the visit to introduce the team to the teachers and to explain the purpose and procedures of the visit. This will save repeating introductions at each meeting. If there are problems regarding having all teachers involved in the meeting, the visiting team could consider pre-recording their introductory message so that it could be relayed to school staff effectively.

• Formal meetings: There will be formal meetings with the following individuals and groups, as decided by the visiting team leader. For remote visits, it is often difficult to converse with more than six people at a time. If the school needs to include more than six people, the scheduled meeting time should be split between the groups. The school must provide a quiet interview room with access to videoconferencing facilities. Remote interviews will be required with:

o the school administration o the governing body of the school o the pedagogical leadership team o the IB programme coordinator o IB teachers o the librarian(s) o groups of students o a group of parents o all other staff members who are involved in the programme.


• Meeting with parents: This is aimed at having a relevant group of parents, which means: o including parents other than members of the school’s parent association o having a representation of parents with children from different year levels in the

programme. Parent representatives may not be school employees.

• Meeting with students: This is aimed at having a relevant group of students, which means having a cross-section of students representing the different year levels in the programme.

• Meetings with teachers: o PYP: Meetings with teachers will be organized according to the year-level

groups and, where appropriate, single-subject groups in order for the team to be able to see how each year-level group and/or single-subject group is progressing with the development of the curriculum and towards meeting the requirements of the PYP. Any meetings with the year-level group should involve all classroom teachers for that year level. Single-subject teachers may join the year-level group that they work with, or they may be grouped together to meet with the visiting team.

o MYP: Meetings will be organized according to MYP subject groups or specific components of the programme. Meetings with teachers of the subject groups should involve the head of department of the subject group, or equivalent, plus at least one teacher from each subject included in that subject group. In addition, any other teacher of that subject group who is available to attend the meeting should be included.

o DP: Meetings will be organized according to DP courses or core components. They may be organized by subject groups if the number of DP courses does not allow for meetings by individual subjects. Meetings with subject teachers should include the teacher(s) who will be responsible for the DP course.

o CP: Meetings will be organized according to DP courses, core components and career-related studies. They may be organized by subject groups, depending on size. Meetings with subject teachers should include the teacher(s) who will be responsible for the DP course.

• Attendance at meetings: Meetings will only be attended by those who are identified on the agenda.

• School operations during the visit: A primary objective of the visit is to see routine daily operations of the school, with most of the students attending classes. Therefore, as far as possible, no major events that might affect the regular school schedule should take place at the time of the visit. Furthermore, the visiting team should not be asked to take part in any media event or interview.

• Class observations: Teachers and students should be told in advance to expect visiting team members to observe classes so that classes will continue with their normal routine. During the class observations, the visiting team may have informal conversations with students, where possible.


5. The remote “Launching the MYP” and “Launching the CP” mandatory in-school workshop The remote “Launching the MYP” and “Launching the CP” workshop is a mandatory piece of professional development for all MYP and CP (for CP schools not authorized to offer the DP) candidate schools. All members of the candidate school’s staff, including specialists, librarians and part-time teachers, must attend, and it is expected that all prospective programme teachers will attend. This mandatory introductory in-school workshop provides schools with a consistent knowledge base across all staff and acts as a specific launch point for schools. The workshop must be requested and completed prior to the verification visit. The workshop spans one full day (six hours of instruction), with two sessions in the morning and two sessions in the afternoon. It comprises the following. Launching the MYP

• Session 1: MYP philosophy

• Session 2: The MYP classroom

• Session 3: The MYP unit planner

• Session 4: MYP assessment

Launching the CP

• Session 1: IB philosophy

• Session 2: Launching the CP core

• Session 3: Connecting career-related studies (CRS) to DP courses

• Session 4: CP in action

5.1 Overview Where possible, the “Launching the MYP” and “Launching the CP” workshop should be carried out over a one-day time frame, staying as close as possible to the agenda, as per a face-to-face workshop (see the sample agenda in “Appendix C”). This provides an in-depth opportunity for the school to be in contact with the workshop leader(s), engage in learning engagements, to ask questions and to receive feedback and advice. The IB accepts that there may need to be flexibility in this time frame to allow for any possible disruptions owing to internet connections.

5.2 Remote workshop leaders and grouping of participants The school will be required to have one remote workshop leader for every 25 participants, as per the face-to-face workshop model. Where multiple remote workshop leaders are involved, the coordinator and workshop leaders will agree on the best way to organize the facilitation of the workshop. It is suggested that the “synchronized 1 to 25” model is used, in which the workshop is being simultaneously run by each workshop leader to a group of staff. The IB accepts that there may need to be flexibility in this model owing to bandwidth and internet connection issues.


5.3 Remote workshop facilitation The remote workshop will be facilitated using Skype, FaceTime, WebEx or other videoconferencing facilities,3 but a backup telephone landline with a speaker phone must be available. If the videoconferencing facilities fail, the workshop leader will forward a copy of the slides to the coordinator and will continue running the workshop via the landline’s speaker phone. The coordinator will be provided with a copy of the workbook, including the slides in PDF format, 30 days prior to the date of the workshop. During information sections of the workshop, the workshop leaders’ video stream and the slides should be projected so that all participating staff can clearly see them. The workshop leaders’ audio stream should be connected to speakers powerful enough for all participating staff to easily hear them. During the workshop’s learning engagements, portable technology that has been connected to the workshop leader can be placed with a group of participants so the workshop leader can engage in their discussions.


available.


Appendix A: Agenda for remote consultation visits Please note that this does not apply to CP schools already authorized to offer the DP. Regular breaks for the remote consultant must be scheduled into the agenda. Starting times will need negotiation with the remote consultant to accommodate any time zone differences. An agenda must be finalized at least two weeks before the remote visit.

PYP remote consultation visit Day 1

Approximate time

Objective(s) Who Venue

08.00–08.45 To explain the purpose of the consultation visit To respond to questions regarding the consultation and authorization processes To discuss the requirements for authorization and the school’s progress towards meeting them

Principal/head /pedagogical leadership team

Videoconferencing (telephone backup required)

08.45–09.45 To respond to questions regarding the consultation and authorization processes To discuss the requirements for authorization and the school’s progress towards meeting them

PYP coordinator Videoconferencing (telephone backup required)

09.45–10.00 Break

10.00–10.45 To visit school facilities (if required)

PYP coordinator School via iPad, tablet, mobile phone or other appropriate technology

10.45–12:30 To observe at least one class per year group

Classroom teacher(s)

Classrooms via iPad, tablet, mobile phone or other appropriate technology

12.30–13.30 Lunch


Approximate time


13.30–15.15 To observe at least one class per year group

Classroom teacher(s)


15.15–15.30 Break

15.30–16.15 To discuss the impact of programme implementation on students and the school community

Parents Videoconferencing (telephone backup required)

Day 2

Approximate time


08.00–09.00 To discuss achievements and challenges in implementing the programme

Representative group of classroom teachers



Representative group of single-subject teachers


10.00–10.15 Break

10.15–12.15 Any other meeting/further class observation


12.15–13.15 Lunch

13.15–14.15 What is next in the authorization process? To discuss findings, review action plan and determine possible course of action

PYP coordinator Videoconferencing (telephone backup required)


Approximate time



Pedagogical leadership team



MYP remote consultation visit Day 1

Approximate time



Principal/head /pedagogical leadership team



MYP coordinator Videoconferencing (telephone backup required)

09.45–10.00 Break


Staff or students School via iPad, tablet, mobile phone or other appropriate technology


Global context leader(s)/year-level leaders and/or pedagogical leadership team



Language and literature teacher(s)


12.30–13.30 Lunch


Physical and health education teacher(s)



Approximate time



Mathematics teacher(s)


15.00–15.15 Break

15.15–16.00 To discuss the impact of programme implementation on students and the school community


Day 2

Approximate time



Individuals and societies teacher(s)


08.45–09.30 To observe programme implementation and use of facilities

Teachers and students in visited classes



Design teacher(s) Videoconferencing (telephone backup required)

10:15–10.30 Break

10.30–11.15 To discuss the impact of the programme on teaching and learning

Students Videoconferencing (telephone backup required)


Language acquisition teacher(s)



Approximate time



Arts teacher(s) Videoconferencing (telephone backup required)

12.45–13.45 Lunch


Science teacher(s) Videoconferencing (telephone backup required)

14.30–15.15 Any other meeting Videoconferencing (telephone backup required)


MYP coordinator and pedagogical leadership team



MYP remote consultation visit (partnership) Day 1: Main school

Approximate time



Principal/head /pedagogical leadership team (main school)



MYP coordinator (main school)


08.30–08.45 Break

08.45–09.15 To visit school facilities (if required) Conversation with librarian/media specialist














Approximate time



Physical and health education, and arts teacher(s)


12.00–12.30 Lunch


Classroom teachers, relevant staff




13.15–13.30 Break







Personal project team



Counselling/SEN coordinator/support staff


Day 2: Partnership school


Approximate time



Principal/head /pedagogical leadership team (partnership school)



MYP coordinator (partnership school)


08.30–08.45 Break

08.45–09.15 To visit school facilities (if required) Conversation with librarian/media specialist














Approximate time





12.00–12.30 Lunch


Classroom teachers, relevant staff




13.15–13.30 Break







Arts teacher(s) Videoconferencing (telephone backup required)


Counselling/SEN coordinator/support staff


Day 3: Main school and partnership school

Approximate time



Parents from all schools



Approximate time




MYP coordinator(s) from all schools


10.30–11.30 Consultant work time


MYP coordinator(s) from all schools and pedagogical leadership team from all schools



DP remote consultation visit Day 1

Approximate time



Principal/head/ pedagogical leadership team



DP coordinator Videoconferencing (telephone backup required)

09.45–10.00 Break


DP coordinator and any other member of staff who will be involved in the topics (eg finance manager, SEN head, etc)



Approximate time


10.45–11.45 To discuss achievements and challenges in preparing for the implementation of the programme

• Development of the learner profile

• Extended essay (EE) planning

• Approaches to learning(ATL) integration

• Integration of theory of knowledge (TOK)

• Contribution to creativity, activity, service (CAS)

• Collaborative planning

• Any other topic relevant to the DP team

All DP faculty Videoconferencing (telephone backup required)


TOK teacher(s) Videoconferencing (telephone backup required)

12.30–13.30 Lunch


DP teachers (studies in language and literature, and language acquisition)



DP teachers (individuals and societies, and the arts)



DP teachers (sciences and mathematics)


Day 2


Approximate Time


08.00–08.45 To discuss achievements and challenges in preparing for the implementation of the programme To visit school library/media centre/labs (if required)

Librarian/laboratory assistant

Videoconferencing (telephone backup required) Library, media centre and labs via iPad, tablet, mobile phone or other appropriate technology


DP teachers/students

School via iPad, tablet, mobile phone or other appropriate technology


CAS coordinator Videoconferencing (telephone backup required)

10:15–10.30 Break

10.30–11.15 Classroom observations Classroom teacher(s)


11.15–12.00 To discuss advice to be given to students in terms of programme and post-secondary education

Counsellor/DP coordinator



DP coordinator and pedagogical leadership team


12.45–13.45 Lunch


Approximate Time



DP coordinator and pedagogical leadership team




CP remote consultation visit Day 1

Approximate time



Principal/head/ pedagogical leadership team



CP coordinator Videoconferencing (telephone backup required)

09.45–10.00 Break


CP coordinator and any other member of staff who will be involved in the topics (eg finance manager, SEN head, etc)



Approximate time



• Development of the learner profile

• Integration of personal and professional skills (PPS)

• Contribution to service learning (SL)

• Collaborative planning

• Any other topic relevant to the CP team

• Career-related studies (CRS) and the connection to the DP courses

• Implementation of language development

• Any other topic relevant to the DP team

All CP and relevant DP faculty



PPS teacher(s) Videoconferencing (telephone backup required)

12.30–13.30 Lunch


DP teachers (studies in language and literature, and language acquisition) Language development teacher(s)



DP teachers (individuals and societies, and the arts)



Approximate time



DP teachers (sciences and mathematics)


Day 2

Approximate Time


08.00–08.45 To discuss achievements and challenges in preparing for the implementation of the programme To visit school library/media centre/labs (if required)

Librarian/library assistant

Videoconferencing (telephone backup required) Library, media centre and labs via iPad, tablet, mobile phone or other appropriate technology


CP teachers/students



SL coordinator Videoconferencing (telephone backup required)

10:15–10.30 Break



11.15–12.00 To discuss advice to be given to students in terms of programme and post-secondary educational options

Counsellor/CP coordinator



Approximate Time



CRS teacher(s) Videoconferencing (telephone backup required)

12.45–13.45 Lunch


CP coordinator and pedagogical leadership team



Appendix B: Agenda for remote verification visits Regular breaks for the remote visiting team must be scheduled into the agenda. Starting times will need negotiation with the remote visiting team to accommodate any time zone differences. An agenda must be finalized at least two weeks before the remote visit.

PYP verification visit Day 1

Approximate time


07.45–08.00 Team and school participants to set up and confirm all human, technological, and school information resources are in place for the day’s meetings.

PYP coordinator and visiting team


08.00–08.15 Introductory meeting with all PYP teachers

All PYP teachers Videoconferencing (telephone backup required) Could be pre-recorded

08.15–08.45 Meeting with pedagogical leadership team

Pedagogical leadership team


08.45–09.15 Meeting with PYP coordinator PYP coordinator Videoconferencing (telephone backup required)


PYP coordinator School via iPad, tablet, mobile phone or other appropriate technology

09.45–10.00 Break


Approximate time




12.00–13.00 Lunch

13.00–13.30 Meeting with students Students Videoconferencing (telephone backup required)



14.30–15.30 Meeting with teachers Teachers Videoconferencing (telephone backup required)

15.30–16.00 Meeting with parents and/or school board

Parents and/or school board


16.00–17.00 Time for team to review documents submitted during the visit

Visiting team

Day 2

Approximate time



PYP coordinator and visiting team



Approximate time


08.00–08.30 Meeting with librarian(s) and/or all other staff involved in the PYP

Librarian(s) and/or all other staff involved in the PYP





09.45–10.00 Break




12.00–13.00 Lunch


13.30–14.00 Meeting with PYP coordinator PYP coordinator Videoconferencing (telephone backup required)

14.00–15.30 Visiting team meeting to prepare for exit meeting

Visiting team N/A

15.30–16.30 Exit meeting Principal/head of school and PYP coordinator



MYP verification visit Day 1

Approximate time



MYP coordinator and visiting team


08.00–08.15 Introductory meeting with all MYP teachers

All MYP teachers Videoconferencing (telephone backup required) Could be pre-recorded

08.15–09.00 Meeting with principal/head of school

Principal/head of school


09.00–09.45 Meeting with MYP coordinator MYP coordinator Videoconferencing (telephone backup required)

09.45–10.00 Break



10.30–11.30 Meeting with global context leader(s)/year-level leaders

Global context leader(s)/year-level leaders


11.30–12.00 Meeting with arts teacher(s) Arts teacher(s) Videoconferencing (telephone backup required)

12.00–13.00 Lunch


Approximate time





14.30–14.45 Break

14.45–15.15 Meeting with sciences teacher(s) Sciences teacher(s) Videoconferencing (telephone backup required)

15.15–15.45 Meeting with language and literature teacher(s)



15.45–16.15 Time for team to review documents submitted during the visit

Visiting team

16.15–17.00 Meeting with parents and/or school board

Parents and/or school board


Day 2

Approximate time



MYP coordinator and visiting team


08.00–08.35 Meeting with mathematics teacher(s)




Approximate time


08.30–09.00 Meeting with language acquisition teacher(s)





09.45–10.00 Break

10.00–10.30 Meeting with individuals and societies teacher(s)



10.30–11.00 Meeting with design teacher(s) Design teacher(s) Videoconferencing (telephone backup required)

11.00–11.30 Meeting with physical and health education teacher(s)



11.30–12.00 Meeting with education support staff

Education support staff


12.00–13.00 Lunch

13.00–13.30 Meeting with librarian(s) Librarian(s) Videoconferencing (telephone backup required)

13.30–14.00 Meeting with parents Parents Videoconferencing (telephone backup required)


Visiting team N/A


Approximate time


15.30–16.30 Exit meeting Principal/head of school and MYP coordinator


MYP verification visit (partnership) Day 1: Partnership school(s)

Approximate time

Objective Who Venue


Visiting team Videoconferencing (telephone backup required)

08.30–09.00 Meeting with key administrative leadership teams from all partnership schools

Key administrative leadership teams


09.00–09.45 Meeting with head(s) of school and MYP coordinator(s) at the school(s) (Note: For multiple-partnership schools, the team may opt to split up to observe each school on day 1.)

Head(s) of school and MYP coordinator(s)








10.45–10.50 Break





Approximate time

Objective Who Venue




11.50–11.55 Break


12.25–13.10 Lunch

13.10–13.40 Meet with physical and health education teacher(s)




14.10–14.15 Break



15.15–15.45 Meeting with teachers involved in teaching interdisciplinary units from partnership schools

Teachers of interdisciplinary units


15.45–16.15 Meeting with school counsellor(s), support staff and media specialists from partnership schools

School counsellor(s), support staff and media specialists


16.15–16.25 Meeting with head(s) of school and MYP coordinator(s)




Day 2: Main school

Approximate time













09.30–09.45 Break







10.45–10.50 Break


12.00–12.45 Lunch

12.45–13.15 Meeting with physical and health education teacher(s)




Approximate time



13.45–13.50 Break


14.20–15.10 Meeting with parents from partnership schools

Parents from partnership schools





Day 3: Main school and partnership schools

Approximate time

Objective Who Venue



08.30–09.15 Meet with the personal project leadership team

Personal project leadership team


09.15–10.30 Visiting team prepares for the exit meeting

Visiting team N/A

10.30–10.45 Break

10.45–11.15 Meeting with all MYP coordinators involved with the implementation of the programme

MYP coordinators Videoconferencing (telephone backup required)


Approximate time

Objective Who Venue

11.15–12.00 Exit meeting with partnership schools

Members of the school administration, including the pedagogical leadership team from the partnership schools


DP verification visit Day 1

Approximate time



DP coordinator and visiting team


08.00–08.15 Introductory meeting with all DP teachers

All DP teachers Videoconferencing (telephone backup required) Could be pre-recorded


Principal/head of school


09.00–09.45 Meeting with DP coordinator DP coordinator Videoconferencing (telephone backup required)

09.45–10.00 Break

10.00–10.30 Meeting with DP course or DP course group teachers (studies in language and literature)

DP studies in language and literature teacher(s)



Approximate time


10.30–11.00 Meeting with DP course or DP course group teachers (language acquisition)

DP language acquisition teacher(s)


11.00–11.30 Meeting with DP course or DP course group teachers (individuals and societies)

DP individuals and societies teacher(s)


11.30–12.00 Meeting with DP course or DP course group teachers (sciences)

DP sciences teacher(s)


12.00–13.00 Lunch

13.00–14.00 To visit school facilities (library, media centre, labs) (if required)

DP teachers/students


14.00–14.30 Meeting with DP course or DP course group teachers (mathematics)

DP mathematics teacher(s)


14.30–14.45 Break

14.45–15.15 Meeting with DP course or DP course group teachers (the arts)

DP arts teacher(s) Videoconferencing (telephone backup required)

15.15–15.45 Meeting with DP course or DP course group teachers

All DP course teachers not met with previously


15.45–16.15 Meeting with TOK teacher(s) TOK teacher(s) Videoconferencing (telephone backup required)

16.15–17.00 Meeting with group of parents of prospective DP students



Day 2

Approximate Time



DP coordinator and visiting team


08.00–08.45 Meeting with governing body Governing body Videoconferencing (telephone backup required)


All DP course teachers not met with previously


09:15–09.30 Break

09.30–10.00 Meeting with CAS coordinator CAS coordinator Videoconferencing (telephone backup required)

10.00–10.30 Meeting with librarian Librarian Videoconferencing (telephone backup required)



Education support staff


12.00–13.00 Lunch

13.00–13.30 Meeting with school counsellor School counsellor Videoconferencing (telephone backup required)




Approximate Time



Visiting team N/A

15.30–16.30 Exit meeting Principal/head of school and DP coordinator



CP verification visit (for CP schools not authorized to offer the DP) Day 1

Approximate time



CP coordinator and visiting team


08.00–08.15 Introductory meeting with all CP teachers

All CP teachers Videoconferencing (telephone backup required) Could be pre-recorded


Principal/head of school Videoconferencing (telephone backup required)

09.00–09.45 Meeting with CP coordinator CP coordinator Videoconferencing (telephone backup required)

09.45–10.00 Break


DP course or DP course group teachers


12.00–13.00 Lunch

13.00–14.00 To visit school facilities (library, media centre, labs) (if required)

CP teachers/students School via iPad, tablet, mobile phone or other appropriate technology

14.00–14.30 Meeting with PPS teacher(s) If parts of PPS are embedded in other areas of the CP, teachers in charge of those areas should be included.



Approximate time


14.30–14.45 Break

14.45–15.15 Meeting with reflective project coordinator

Reflective project coordinator


15.15–15.45 Meeting with CRS teacher(s) CRS teacher(s) Videoconferencing (telephone backup required)

15.45–16.15 Meeting with language development teachers(s)

Language development teacher(s)


16.15–17.00 Meeting with group of parents of prospective CP students


Day 2

Approximate Time

Objective Who Venue




08.00–08.45 Meeting with governing body Governing body Videoconferencing (telephone backup required)

08.45–09.15 Classroom observations Classroom teacher(s) Classrooms via iPad, tablet, mobile phone or other appropriate technology

09.15–09.30 Break


Approximate Time

Objective Who Venue

09.30–10.00 Meeting with SL coordinator SL coordinator Video conferencing (telephone backup required)

10.00–10.30 Meeting with librarian Librarian Videoconferencing (telephone backup required)



Education support staff Videoconferencing (telephone backup required)

12.00–13.00 Lunch

13.00–13.30 Meeting with school counsellor

School counsellor Videoconferencing (telephone backup required)



Visiting team N/A

15.30–16.30 Exit meeting Principal/head of school and CP coordinator



CP verification visit (for CP schools already authorized to offer the DP)

Approximate time





07.45–08.00 Introductory meeting with all CP teachers

All CP teachers Videoconferencing (telephone backup required) Could be pre-recorded

08.00–08.30 Meeting with principal/head of school and governing body

Principal/head of school and governing body


08.30–09.15 Meeting with CP coordinator CP coordinator Videoconferencing (telephone backup required)

09.15–09.45 Meeting with PPS teacher(s). If parts of PPS are embedded in other areas of the CP, teachers in charge of those areas should be included.


09.45–10.15 Meeting with teacher(s) who will be responsible for the organization and supervision of the reflective project

Reflective project supervisor(s)


10.15–10.30 Break

10.30–11.00 Meeting with teacher(s) who will be involved in language development

Language development teacher(s)



Approximate time


11.00–11.30 Meeting with teacher(s)/coordinator(s) responsible for organizing and supervising service learning

SL teacher(s)/coordinator(s)


11.30–12.00 Meeting with group of teachers and representative(s) of the career-related studies

CRS teachers Videoconferencing (telephone backup required)

12.00–12.30 Meeting with DP teachers involved in the CP, and the DP coordinator. In schools where a high number of DP courses will be offered to CP students, a group of the relevant DP teachers will be acceptable.

DP teachers and DP coordinator


12.30–13.00 Lunch

13.00–13.30 Meeting with school counsellor

School counsellor Videoconferencing (telephone backup required)

13.30–14.00 Visit of school facilities (focused on CP only) (if required)

CP teachers/students School via iPad, tablet, mobile phone or other appropriate technology

14.00–14.30 Meeting with prospective CP students


14.30–15.00 Meeting with parents of prospective CP students


15.00–15.30 Meeting with librarian/media specialist

Librarian/media specialist



Approximate time



Visiting team N/A

16.30–17.00 Exit meeting Principal/head of school and CP coordinator



Appendix C: Agenda for remote “Launching the MYP” and “Launching the CP” workshops Please note that regular breaks for the remote workshop leader must be scheduled into the agenda. Starting times will need negotiation with the remote workshop leader to accommodate any time zone differences.

“Launching the MYP” workshop Time Session Venue

08.30–10.00 MYP philosophy Videoconferencing (telephone backup required) for information sections Portable technology for learning engagements

10.00–10.30 Break

10.30–12.00 The MYP classroom Videoconferencing (telephone backup required) for information sections Portable technology for learning engagements

12.00–13.00 Lunch

13.00–14.30 The MYP unit planner Videoconferencing (telephone backup required) for information sections Portable technology for learning engagements

14.30–15.00 Break

15.00–16.30 MYP assessment Videoconferencing (telephone backup required) for information sections Portable technology for learning engagements

“Launching the CP” workshop Time Session Venue


08.30–10.00 IB philosophy Videoconferencing (telephone backup required) for information sections Portable technology for learning engagements

10.00–10.30 Break

10.30–12.00 Exploring the CP core Videoconferencing (telephone backup required) for information sections Portable technology for learning engagements

12.00–13.00 Lunch

13.00–14.30 Connecting CRS to DP courses

Videoconferencing (telephone backup required) for information sections Portable technology for learning engagements

14.30–15.00 Break

15.00–16.30 CP in action Videoconferencing (telephone backup required) for information sections Portable technology for learning engagements

Documents

Remote candidacy support - ibo.org · • Remote interviews with the pedagogical leadership team, IB coordinator and teachers 3.1 Overview Where possible, the remote consultancy visit