QUESTION BANK

Director
Standard A (Director)

Why does your school want to offer the DP? ( A.1/A.3 )

What are the educational principles and values of the school? ( A.1 )
How does the school's mission statement reflect the IB's mission statement? ( A.1 )
How have you promoted or made known the Diploma Program in the school and the surrounding community? (
A.2 )
How will delivery of the DP affect the school or its students? ( A.3 )
How has your community received the idea of introducing the DP? And your students ? ( A.3 )
What are the expectations of members of the school community? ( A.3 )
In what ways has the school assessed the feasibility of the programme? ( A.3 )
What do you think your role will be with respect to the implementation of the program? ( A.3 )
Do you think the school has changed or will need to change as a result of the future introduction of the DP? (A.3 )
Do you consider that the school has changed or will change as a result of bringing in the DP?
Do you have any concerns regarding the program? ( A.3 )
Do you see advantages in implementing the Diploma Programme? ( A.3 )
How do you think the learner profile fits into the values of your school? ( A.4 )
Give an example of how the school promotes the attributes of the learner profile. ( A.4 )
Give an example of how the school promotes international-mindedness. ( A.4 )
Give an example of how the school encourages responsible action within and outside the school community. (
A.5 )
In what ways is information communicated in the school (among different members of the community)? ( A.6 )
How does the school meet the language learning needs of the students?
Is support offered for mother tongue and other languages? ( A.7 )
In what ways is the school actively involved in the global IB community? (Lectures, visits to other IB World
Schools, Resource Centre, training activities, etc.) ( A.8 )
What are the components of the college's admission policy? ( A.9a+9b )
To what kind of students will the diploma be promoted?
How do you plan to promote access to the diploma? ( A.9a+9b )
What strategies will the school use to encourage students to take the full DP? ( A.9c )

Standard B1
Standard B1 (Director)

How does the school communicate with the governing body regarding the implementation of the DP? ( B1.1 )
What role does the DP coordinator play in the pedagogical leadership team? ( B1.2 )
Give an example of an action you have taken to help the school community better understand the DP. ( B1.3 )
Describe or give an example of the type of support the school provides to IB teachers. ( B1.3 )
What are the admission criteria for the school's DP? ( B1.5a )
How did the policy develop? In a collaborative way? ( B1.5a )
Describe the language philosophy of the school. ( B1.5b )
How will the policy support students studying in a language other than their mother tongue? ( B1.5b )

How does the school use the IB action plan? Does the plan contemplate the continued development of the DP?
of what ways ? ( B1.6 )
How do you ensure that the objectives you have chosen in the action plan will be carried out? ( B1.6 )

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Standard B2
Standard B2 (Director)
Describe how the school's finances are managed. . ( B2.1a+1b )
How does the school plan to fund the continued development of the DP? ( B2.1a+1b )
Tell us about the training. ( B2.3 )
How is IB collaborative planning time scheduled at the school? ( B2.4 )
What kind of support is there for teachers working with students with special needs? ( B2.8 )
What kind of inclusive education accommodations will be made available to DP students? ( B2.8 )
How does the school plan to advise and guide students through the programme? ( B2.9+9a )
What kind of information and support will the school provide to students for their tertiary education options? (
B2.9+9a )
What resources and expertise are there in the community and how does the school plan to use them to support
learning in the DP? ( B2.11 )

Standard C2
Norma C2 (Director)
¿Is there a reasonable choice in subjects? (C2.1+1a+1b+1c+1c+1d)
¿Do the subjects on offer satisfy student needs? (C2.1+1a+1b+1c+1c+1d)

Norma C1 (Director) – N/A

Norma C3 (Director) – N/A

Standard C4 (Director) – N/A

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Coordinator
Standard A
Standard A (DP Coordinator)
What are the educational principles and values of the school? ( A.1 )
How does the school's mission statement reflect the IB's mission statement? what _ relationships are there
between them ? ( A.1 )
Where is the mission of the school advertised? ( A.1 )
What do you know about the IB philosophy? ( A.2 )
How have you promoted or made known the Diploma Program in the school and the surrounding community? (
A.2 )
Why does your school want to offer the DP? ( A.3 )
How will delivery of the DP affect the school or its students? ( A.3 )
How has your community received the idea of introducing the DP? And your students ? ( A.3 )
What are the expectations of members of the school community? ( A.3 )
What do you think your role will be with respect to the implementation of the program? ( A.3 )
Do you think the school has changed or will change as a result of the future introduction of the DP? ( A.3 )
Do you have any concerns regarding the program? ( A.3 )
Do you see advantages in implementing the Diploma Programme? ( A.3 )
If the school is violating the IB's copyright rules: are you aware of the IB's copyright rules? ( A.3 )
How do you think the learner profile fits into the values of your school? ( A.4 )
Give an example of how the school promotes the attributes of the learner profile. ( A.4 )
Give an example of how the school promotes international-mindedness. What activities do you hope to promote
in the future? ( A.4 )
Give an example of how the school encourages responsible action within and outside the school community. (
A.5 )
In what ways is information communicated in the school (among different members of the community)? ( A.6 )
How does the school meet the language learning needs of the students? Is support offered for the mother
tongue and other languages? ( A.7 )
Describe the role of all teachers with regard to language learning at school. ( A.7 )
In what ways is the school actively involved in the global IB community? (Lectures, visits to other IB World
Schools, Resource Centre, training activities, etc.) ( A.8
What are the components of the school's admission policy? / What are the criteria to access the DP? ( A.9a+9b )
How have your students been encouraged to participate in the programme? ( A.9a+9b )
What strategies will the school use to encourage students to take the full DP? ( A.9c )

Standard B1
Standard B1 (DP Coordinator)

How does the school communicate with the governing body regarding the implementation of the DP? ( B1.1 )
What role does the DP coordinator play in the pedagogical leadership team? ( B1.2
What process was used to select the DP coordinator? ( B1.2
What do you think your role will be in implementing the program? ( B1.3 )
Give an example of an action you have taken to help the school community better understand the DP. ( B1.3 )
Describe or give an example of the type of support the school provides to IB teachers. ( B1.3
Do you think you have the right amount of time to do the job? ( B1.4 )
What percentage of time will be devoted to responsibilities related to program coordination? ( B1.4 )

What support do you receive from the leadership team in fulfilling your responsibilities as IB coordinator? ( B1.4 )
How were the policies developed? ( B1.5 )

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Have the policies been communicated with the community? ( B1.5 )
Describe the admission process at the DP. ( B1.5a )
How will students studying in a language other than their mother tongue be supported? ( B1.5b )
What proactive measures does the school take in relation to academic honesty? ( B1.5e )
What do you know about IB assessment requirements? ( B1.5f )
How does the school inform staff and students of expected behavior in relation to all types of assessment? ( B1.5f
)
Have you thought about where the students will take the external exams? ( B1.5f )
Have you chosen a place where the oral exams for groups 1 and 2 can be carried out? ( B1.5f )
How does the school use the IB action plan? Does the plan contemplate the continued development of the DP?
of what ways ? ( B1.6 )
How do you ensure that the objectives you have chosen in the action plan will be carried out? ( B1.6 )

Standard B2
Standard B2 (DP Coordinator)
Does the school budget include funds for the financing of CAS (materials, CAS coordinator, etc.)? ( B2.1a+1b )
Does the allocation of funds guarantee that ToC can be offered over two years? (B2.1a+1b)
If the school does not have a teacher for a specific course or component:
What plans does the school have to recruit or appoint a teacher? (B2.2)
Tell us about the training. (B2.3+3a)
Have all your teachers attended IB training sessions? In case negative , when will they do it ? (B2.3+3a)
Have you offered any staff members additional training beyond the basic training required by the IB? ( B2.3+3a )
How is IB collaborative planning time scheduled at the school? ( B2.4 )
How does the school ensure that teachers have access to the necessary resources to deliver their courses? (
B2.5+5a+5b )
Did the school have to acquire new or additional resources for the DP? ( B2.5+5a+5b )
Do the school laboratories comply with local safety requirements? ( B2.5+5a+5b )
Do the teachers in Group 4 believe they have the necessary resources to teach their courses? ( B2.5+5a+5b )
Do you think the school has enough IT resources to support DP students and teachers? ( B2.5+5a+5b )
Do the teachers in Group 6 believe they have sufficient resources to teach their courses? ( B2.5+5a+5b )
Describe the facilities the school will use to store stationery and examination papers. ( B2.5c )
Who will have access to them? ( B2.5c )
Do you have a budget and a plan to acquire any necessary materials? ( B2.6+6a )
Has the librarian met with the subject and TOK teachers , as well as the CAS and Extended Essay coordinators, to
review the resources they need? ( B2.6+6a )
Have you made any agreements so that students can access materials from other libraries? ( for example ,
libraries university ). ( B2.6+6a )
How will students access information on global issues and diverse perspectives in relation to a particular topic or
concept? ( B2.7 )
What kind of inclusive education accommodations will be made available to DP students? ( B2.8 )
Describe some of the arrangements, accommodations, or modifications available to DP students with special
needs. ( B2.8 )
What kind of support is there for teachers working with students with special needs? ( B2.8 )

How does the school plan to advise and guide students through the programme? ( B2.9+9a )
What kind of information and support will the school provide students for their tertiary education options?(
B2.9+9a )
Are you familiar with the requirements for concurrency of learning? ( B2.10+10a+10b+10c )
What resources and experience in the community does the school plan to use to support learning in the DP? (
B2.11 )
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How will the Extended Essay process be coordinated at the school? ( B2.12 )

Standard C1
Standard C1 (DP Coordinator)
How are DP collaborative planning meetings structured? ( C1.1+1a )
What role do you play in relation to collaborative planning meetings? ( C1.1+1a )
What topics or issues are covered in the DP collaborative planning meetings? ( C1.1+1a )
Have teachers met with other DP teachers to create connections within and between subjects? ( C1.1b )
How often are collaborative planning meetings held for the DP at the school? ( C1.2 )
Are vertical and horizontal planning incorporated into meetings collaborative ? ( C1.3 )
How is the issue of simultaneity of learning considered in collaborative meetings? ( C1.4 )
How are students' differentiated and collective learning needs supported through collaborative planning
meetings? ( C1.6 )
How are different learning needs addressed in collaborative meetings?
How is the evaluation of student work and learning contemplated in collaborative planning? ( C1.7 )
How is student language development supported in collaborative planning meetings? ( C1.8 )

Standard C2
Standard C2 (DP Coordinator)
Do you think there is a reasonable variety of subjects for students? ( C2.1+1a+1b+1c+1c+1d )
How is the written curriculum made available to parents and students? ( C2.2 )

Standard C3 (PD Coordinator) – N/A

Standard C4
Standard C4 (PD Coordinator)
What do you know about the Diploma Program assessment process? ( C4. 1+1a )
Please tell us about your understanding of the IB assessment philosophy. ( C4.1+1a )
Do you know what your role is with regard to student assessment? ( C4.1+1a )
How are assessment procedures communicated to students, parents and non-IB school staff? ( C4.2 )
How is student progress recorded? ( C4.5 )
How is student progress communicated? ( C4.6 )
Describe the extended essay process at school. ( C4.9 )
What is your role in the extended essay process at school? ( C4.9 )
Has the school developed tools or guides to help students and teachers through the extended essay process? (
C4.9 )
Is there an Extended Essay guide?

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Teachers of the subjects
Standard A
Standard A (Teachers of the subjects)
What do you know about the IB philosophy? ( A.2 )
If a complete answer is not provided, the following areas should be suggested:
Give guidance :
Learning Community Profile
international mindedness
Role of core components ( TOK , CAS, Extended Essay)
Concurrency in learning
How have you promoted or made known the Diploma Program in the school and the surrounding community? (
A.2 )
What do you know about the core components (CAS, ToK , EE)? ( A.3 )
How will delivery of the DP affect the school or its students? ( A.3 )
Do you see advantages in implementing the Diploma Programme? ( A.3 )
Have you talked to your students about the Diploma Program? What was your reaction? ( A.3 )
In what ways is the school actively involved in the global IB community? (Lectures, visits to other IB World
Schools, Resource Centre, training activities, etc.) ( A.8 )
How does the school participate in the IB world community? (conferences, links with other IB schools, Resource
Centre, IB training.

Standard B1
Standard B1 (Teachers of the subjects) Teachers
What kind of pedagogical support do you receive from your Diploma Coordinator and the school management? (
B1.3 )
Describe the language philosophy of the school. ( B1.5b )
How was the language policy developed? In a collaborative way? ( B1.5b )
Who participated in the development of the policy? ( B1.5b )
How is the policy communicated to the school community? ( B1.5b )
How will the policy support students studying in a language other than their mother tongue? ( B1.5b )
How was the inclusive education policy (special needs) developed? ( B1.5c )
Who participated in the development of the policy? ( B1.5c )
How is the policy communicated to the school community? ( B1.5c )
How was the evaluation policy developed? In a collaborative way? ( B1.5d )
Who participated in the development of the policy? ( B1.5d )
How is the policy communicated to the school community? ( B1.5d ), ( C4.2 )
How was the academic honesty policy developed? In a collaborative way? ( B1.5e )
Who participated in the development of the policy? ( B1.5e )
How is the policy communicated to the school? ( B1.5e )
What proactive measures does the school take in relation to academic honesty? ( B1.5e )

Standard B2
Standard B2 (Teachers of the subjects)
Tell us about the training. ( B2.3+3a )
How is IB collaborative planning time scheduled at the school? ( B2.4 )
Do you think you have the right amount of time for planning and collaborating with your colleagues? ( B2.4 )
Did the school have to acquire new or additional resources for the DP? ( B2.5+5a+5b )
Do the school laboratories comply with local safety requirements? Is safety signage installed ? ( B2.5+5a+5b )
Do the teachers in Group 4 believe they have the necessary resources to teach their courses? ( B2.5+5a+5b )

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Do you think the school has enough IT resources to support DP students and teachers? ( B2.5+5a+5b )
Do the teachers in Group 6 believe they have sufficient resources to teach their courses? (B2.5+5a+5b)
Have you met with the librarian yet to review the available resources needed for your course? (B2.6+6a)
Are there sufficient resources in the library to support teaching and learning in your course?( B2.6+6a )
How will students access information on global issues and diverse perspectives in relation to a particular topic or
concept? ( B2.7 )
What kind of inclusive education accommodations will be made available to DP students? ( B2.8 )
Describe some of the arrangements, accommodations, or modifications available to DP students with special
needs. ( B2.8 )
What kind of support is there for teachers working with students with special needs? ( B2.8 )

Standard C1
Standard C1 (Teachers of the subjects)
How are DP collaborative planning meetings structured? ( C1.1+1a )
What topics or issues are covered in the DP collaborative planning meetings? ( C1.1+1a )
What topics would you like to see included in collaborative planning meetings? ( C1.1+1a )
In the event that there are multiple teachers for a course: Has the course outline been developed
collaboratively? ( C1.1+1a )
Have you met with the TOK teacher to discuss the links between TOK and your course? ( C1.1+1a )
What do you know about TOK ? ( C1.1+1a )
Have you met with other DP teachers to create connections within and between subjects? Give an example of a
connection or link that you have identified. ( C1.1b )
How often are collaborative planning meetings held for the DP at the school? ( C1.2 )
Are vertical and horizontal planning incorporated in collaborative meetings? ( C1.3 )
How is concurrency of learning addressed in collaborative planning meetings? ( C1.4 )
How are the general learning experiences of the students contemplated in the collaborative planning? ( C1.4 )
How are agreed expectations for student learning reflected in meeting agendas? ( C1.5 )
How are students' differentiated and collective learning needs supported through collaborative planning
meetings? ( C1.6 )
How is the evaluation of student work and learning contemplated in collaborative planning? ( C1.7 )
How is student language development supported in collaborative planning meetings? ( C1.8 )
Give an example of how planning and reflection. ( C1.9 )

Standard C2
Standard C2 (Teachers of the subjects)
Do you think there is a reasonable variety of subjects for students? ( C2.1+1a+1b+1c+1c+1d )
Do the subjects offered meet the interests, talents and needs of the students? ( C2.1+1a+1b+1c+1c+1d )
Give an example of a link between TOK and your course that is present in the course outline. (
C2.1+1a+1b+1c+1c+1d )
How will your course build on students' previous learning experiences? ( C2.3 )
Is there a vertical articulation with respect to the previous course of the students? ( C2.3 )
Give an example from your course that incorporates a relevant experience for students. ( C2.6 )
Give an example of how you plan to promote individual/local/national/global awareness through your course
(choose one) ( C2.7 )
How is an understanding of peoples and global issues in the broadest sense promoted in your course? ( C2.7 )
Give an example of how your course will provide opportunities for students to reflect on the commonalities of all
human beings/diversity/multiple perspectives (choose one). ( C2.8 )
How do you make sure you are up to date in your subject? (CPEL) ( C2.9 )
Give an example of how policy XX (linguistics, academic honesty, inclusive education, or assessment) is integrated
into your course. ( C2.10 )
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Give an example of how one of the IB learner profile attributes will be developed in your course. ( C2.11 )

Standard C3
Standard C3 (Teachers of the subjects)
Please tell us what you understand by the IB Approaches to teaching and learning. How can EEA contribute to
your teaching-learning practices? ( C3.1 - C3.16 )
How do teachers incorporate prevention practices to sustain academic honesty? ( C3.4 )
What types of teaching and learning strategies do you plan to use in your course? ( C3.9 )

Standard C4
Standard C4 (Teachers of the subjects)
What do you know about the Diploma Program assessment process? ( C4.1+1a )
Please tell us about your understanding of the IB assessment philosophy. ( C4.1+1a )
How do you plan to assess students in your course? ( C4.1+1a )
Describe the internal and external assessment components of your course. ( C4.1+1a )
List several examples of the strategies you plan to use to assess student learning. ( C4.3 )
How is student progress recorded? ( C4.5 )
How is student progress communicated? ( C4.6 )
How are assessments used to inform teaching-learning practices? ( C4.7 )
Will students participate in evaluating their own work? If so, how will they do it? ( C4.8 )
How will you help students develop the ability to reflect meaningfully? ( C4.8 )
Describe the extended essay process at school. ( C4.9 )
What is your role in the extended essay process at school? (Do you want to become extended essay supervisor?)
( C4.9 )
Has the school developed tools or guides to help students and teachers through the extended essay process? (
C4.9 )

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TOK teacher _
Standard A
Standard A ( ToK Teacher )
What do you know about the IB philosophy? ( A.2 )
If a complete answer is not provided, the following areas should be suggested:
Learning Community Profile
international mentality
Role of core components ( TOK , CAS, Extended Essay)
Simultaneity of learning
How have you promoted or made known the Diploma Program in the school and the surrounding community? (
A.2 )
What do you know about the Diploma Program? ( A.3 )
What do you know about the core components (CAS, ToK , Monograph)? ( A.3 )
Why does your school want to offer the DP? ( A.3 )
How will delivery of the DP affect the school or its students? ( A.3 )
How has your community received the idea of introducing the DP? And your students? ( A.3 )
What are the expectations of members of the school community? ( A.3 )
What do you think your role will be with respect to the implementation of the program? ( A.3 )
Do you think the school has changed or will need to change as a result of the future introduction of the DP? ( A.3
)
Do you have any concerns regarding the program? ( A.3 )
Do you see advantages in implementing the Diploma Programme? ( A.3 )
Have you talked to your students about the Diploma Program? What was your reaction? ( A.3 )
In what ways is the school actively involved in the global IB community? (Lectures, visits to other IB World
Schools, OPCs, training activities, etc.) ( A.8 )

Standard B1
Standard B1 ( ToK Teacher )
What kind of pedagogical support do you receive from your Diploma Coordinator and the school management? (
B1.3 )
Describe the language philosophy of the school. ( B1.5b )
How was the language policy developed? In a collaborative way? ( B1.5b )
Who participated in the development of the policy? ( B1.5b )
How is the policy communicated to the school community? ( B1.5b )
How will the policy support students studying in a language other than their mother tongue? ( B1.5b )
How was the inclusive education policy (special needs) developed? In a collaborative way??) ( B1.5c )
Who participated in the development of the policy? ( B1.5c )
How is the policy communicated to the school community? ( B1.5c )
How was the evaluation policy developed? In a collaborative way? ( B1.5d )
Who participated in the development of the policy? ( B1.5d )
How is the policy communicated to the school community? ( B1.5d ), ( C4.2 )
How was the academic honesty policy developed? In a collaborative way? ( B1.5e )
Who participated in the development of the policy? ( B1.5e )
How is the policy communicated to the school? ( B1.5e )
What proactive measures does the school take in relation to academic honesty? ( B1.5e )

Standard B2
Standard B2 ( ToK Teacher )
Tell us about the training. ( B2.3+3a )

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How is IB collaborative planning time scheduled at the school? ( B2.4 )
Do you think you have the right amount of time for planning and collaborating with your colleagues? ( B2.4 )
Have you met with the librarian yet to review the available resources needed for your course? ( B2.6+6a )
TOK teaching and learning ?( ( B2.6+6a )
How will students access information on global issues and diverse perspectives in relation to a particular topic or
concept? ( B2.7 )
What kind of inclusive education accommodations will be made available to DP students? ( B2.8 )
Describe some of the arrangements, accommodations, or modifications available to DP students with special
needs. ( B2.8 )
What kind of support is there for teachers working with students with special needs? ( B2.8 )

Standard C1
Standard C1 ( ToK Teacher )
How are DP collaborative planning meetings structured? ( C1.1+1a )
What topics or issues are covered in the DP collaborative planning meetings? ( C1.1+1a )
What topics would you like to see included in collaborative planning meetings? ( C1.1+1a )
In the case where there are multiple TOK teachers : Has the course outline been developed collaboratively? (
C1.1+1a )
Have you met with subject teachers to discuss the links between TOK and your courses? ( C1.1+1a )
What do you know about TOK ? ( C1.1+1a )
How do you plan to make TOK a core component of the Diploma Programme? ( C1.1+1a )
How often are collaborative planning meetings held for the DP at the school? ( C1.2 )
Are vertical and horizontal planning incorporated in collaborative meetings? ( C1.3 )
How is concurrency of learning addressed in collaborative planning meetings? ( Is TOK over both years ?) ( C1.4 )
How are the general learning experiences of the students contemplated in the collaborative planning? ( C1.4 )
How are agreed expectations for student learning reflected in meeting agendas? ( C1.5 )
How are students' differentiated and collective learning needs supported through collaborative planning
meetings? ( C1.6 )
How are students' differentiated and collective learning needs supported through collaborative planning
meetings? ( C1.6 )
How is the evaluation of student work and learning contemplated in collaborative planning? ( C1.7 )
How is student language development supported in collaborative planning meetings? ( C1.8 )
Give an example of how planning and reflection. ( C1.9 )

Standard C2
Standard C2 ( ToK Teacher )
Do you think there is a reasonable variety of subjects for students? ( C2.1+1a+1b+1c+1c+1d )
Do the subjects offered meet the interests, talents and needs of the students? ( C2.1+1a+1b+1c+1c+1d )
Provide an example from your course outline of a link between TOK and another DP course. (
C2.1+1a+1b+1c+1c+1d )
How will your course build on students' previous learning experiences? ( C2.3 )
Is there a vertical articulation with respect to the previous course of the students? ( C2.3 )
Give an example from your course that incorporates a relevant experience for students. ( C2.6 )
Give an example of how you intend to promote individual/local/national/global awareness through your course
(choose one). ( C2.7 )
How does your TOK course promote understanding of broader global issues? ( C2.7 )
Give an example of how your course will provide opportunities for students to reflect on the commonalities of all
human beings/diversity/multiple perspectives (choose one). ( C2.8 )
How do you make sure you are up to date in your subject? (CPEL) ( C2.9 )

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Give an example of how policy XX (linguistics, academic honesty, inclusive education, or assessment) is integrated
into your course. ( C2.10 )
Give an example of how one of the IB learner profile attributes will be developed in your course. ( C2.11 )

Standard C3
Standard C3 ( ToK Teacher )
Please tell us what you understand by the IB Approaches to teaching and learning. How can EEA contribute to
your teaching-learning practices? ( C3.1 - C3.16 )
How do teachers incorporate prevention practices to sustain academic honesty? ( C3.4 )
What types of teaching and learning strategies do you plan to use in your course? ( C3.9 )

Standard C4
Standard C4 ( ToK Teacher )
What do you know about the Diploma Program assessment process? ( C4.1+1a )
How are you going to assess your Theory of Knowledge students? ( C4.1+1a )
Describe the internal and external evaluation components of the ToC . ( C4.1+1a )
List several examples of the strategies you plan to use to assess student learning. ( C4.3 )
How is student progress recorded? ( C4.5 )
How is student progress communicated? ( C4.6 )
How are assessments used to inform teaching-learning practices? ( C4.7 )
Will students participate in evaluating their own work? If so, how will they do it? ( C4.8 )
How will you help students develop the ability to reflect meaningfully? ( C4.8 )
Describe the extended essay process at school. ( C4.9 )
What is your role in the extended essay process at school? (Do you want to become extended essay supervisor?)
( C4.9 )
Has the school developed tools or guides to help students and teachers through the extended essay process? (
C4.9 )

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CAS Coordinator
Standard A
Standard A (CAS Coordinator)
What do you know about the IB philosophy? ( A.2 )
If a complete answer is not provided, the following areas should be suggested:
Learning Community Profile
international mentality
Role of core components ( TOK , CAS, Extended Essay)
Simultaneity of learning
How have you promoted or made known the Diploma Program in the school and the surrounding community? (
A.2 )
What do you know about the Diploma Program? ( A.3 )
What do you know about the core components (CAS, ToK , Monograph)? ( A.3 )
Why does your school want to offer the DP? ( A.3 )
How will delivery of the DP affect the school or its students? ( A.3 )
How has your community received the idea of introducing the DP? And your students? ( A.3 )
What are the expectations of members of the school community? ( A.3 )
What do you think your role will be with respect to the implementation of the program? ( A.3 )
Do you think the school has changed or will need to change as a result of the future introduction of the DP? ( A.3
)
Do you have any concerns regarding the program? ( A.3 )
Do you see advantages in implementing the Diploma Programme? ( A.3 )
Have you talked to your students about the Diploma Program? What was your reaction? ( A.3 )
Give an example of how the school encourages responsible action within and outside the school community. (
A.5 )
What do you know about CAS? ( A.5 )
What do you know about the role of the CAS coordinator? ( A.5 )
How will you help students develop the ability to reflect meaningfully? ( A.5 )
How will you integrate the necessary time for reflection on CAS in the time distribution of classes each day? ( A.5
)
In what ways is the school actively involved in the global IB community? (Lectures, visits to other IB World
Schools, OPCs, training activities, etc.) ( A.8 )

Standard B1
Standard B1 (CAS Coordinator)
What kind of pedagogical support do you receive from your Diploma Coordinator and the school management? (
B1.3 )
Describe the language philosophy of the school. ( B1.5b )
How was the language policy developed? In a collaborative way? ( B1.5b )
Who participated in the development of the policy? ( B1.5b )
How is the policy communicated to the school community? ( B1.5b )
How will the policy support students studying in a language other than their mother tongue? ( B1.5b )
How was the inclusive education policy (special needs) developed? In a collaborative way??) ( B1.5c )
Who participated in the development of the policy? ( B1.5c )
How is the policy communicated to the school community? ( B1.5c )
How was the evaluation policy developed? In a collaborative way? ( B1.5d )
Who participated in the development of the policy? ( B1.5d )
How is the policy communicated to the school community? ( B1.5d ), ( C4.2 )
How was the academic honesty policy developed? In a collaborative way? ( B1.5e )

12
Who participated in the development of the policy? ( B1.5e )
How is the policy communicated to the school? ( B1.5e )
What proactive measures does the school take in relation to academic honesty? ( B1.5e )

Standard B2
Standard B2 (CAS Coordinator)
Does the school budget include funds for the financing of CAS (materials, CAS coordinator, etc.)? ( B2.1a+1b )
Tell us about the training. ( B2.3+3a )
How is IB collaborative planning time scheduled at the school? ( B2.4 )
Do you think you have the right amount of time for planning and collaborating with your colleagues? ( B2.4 )
Have you met with the librarian yet to review the available resources needed for your course? ( B2.6+6a )
Are there sufficient resources in the library to support CAS teaching and learning? ( B2.6+6a )
How will students access information on global issues and diverse perspectives in relation to a particular topic or
concept? ( B2.7 )
What kind of inclusive education accommodations will be made available to DP students? ( B2.8 )
Describe some of the arrangements, accommodations, or modifications available to DP students with special
needs. ( B2.8 )
What kind of support is there for teachers working with students with special needs? ( B2.8 )

Standard C1
Standard C1 (CAS Coordinator)
How are DP collaborative planning meetings structured? ( C1.1+1a )
What topics or issues are covered in the DP collaborative planning meetings? ( C1.1+1a )
What topics would you like to see included in collaborative planning meetings? ( C1.1+1a )
In the case where there are multiple CAS teachers: Has the course outline been developed collaboratively? (
C1.1+1a )
Have you met with the TOK teacher to discuss the links between TOK and CAS? ( C1.1+1a )
What do you know about TOK ? ( C1.1+1a )
How do you plan to make CAS a core component of the Diploma Programme? (CAS coordinator) ( C1.1+1a )
Have you met with other DP teachers to create connections within the subjects and CAS? Give an example of a
TOK topic that you plan to incorporate into your course. ( C1.1b )
How often are collaborative planning meetings held for the DP at the school? ( C1.2 )
Are vertical and horizontal planning incorporated in collaborative meetings? ( C1.3 )
How is concurrency of learning addressed in collaborative planning meetings? ( C1.4 )
How are the general learning experiences of the students contemplated in the collaborative planning? ( C1.4 )
How are agreed expectations for student learning reflected in meeting agendas? ( C1.5 )
How are students' differentiated and collective learning needs supported through collaborative planning
meetings? ( C1.6 )
How are students' differentiated and collective learning needs supported through collaborative planning
meetings? ( C1.6 )
How is the evaluation of student work and learning contemplated in collaborative planning? ( C1.7 )
How is student language development supported in collaborative planning meetings? ( C1.8 )
Give an example of how planning and reflection. ( C1.9 )

Standard C2
Standard C2 (CAS Coordinator)
Do you think there is a reasonable variety of subjects for students? ( C2.1+1a+1b+1c+1c+1d )
Do the subjects offered meet the interests, talents and needs of the students? ( C2.1+1a+1b+1c+1c+1d )
Provide an example from your course outline of a link between TOK and another DP course. (
C2.1+1a+1b+1c+1c+1d )
13
How will your course build on students' previous learning experiences? ( C2.3 )
Is there a vertical articulation with respect to the previous course of the students? ( C2.3 )
What opportunities do students have to act in response to their needs and the needs of others? ( C2.5 )
Give an example from your course that incorporates a relevant experience for students. ( C2.6 )
Give an example of how you intend to promote individual/local/national/global awareness through your course
(choose one). ( C2.7 )
Give an example of how your course will provide opportunities for students to reflect on the commonalities of all
human beings/diversity/multiple perspectives (choose one). ( C2.8 )
How do you make sure you are up to date in your subject? (CPEL) ( C2.9 )
Give an example of how policy XX (linguistics, academic honesty, inclusive education, or assessment) is integrated
into your course. ( C2.10 )
Give an example of how one of the IB learner profile attributes will be developed in your course. ( C2.11 )

Standard C3
Standard C3 (CAS Coordinator)
Please tell us what you understand by the IB Approaches to teaching and learning. How can EEA contribute to
your teaching-learning practices? ( C3.1 - C3.16 ) *Important: the place in the report where you place your
finding/mention/recommendation will depend on the practice of C3 that best relates to the answers obtained in
the interviews.
How do teachers incorporate prevention practices to sustain academic honesty? ( C3.4 )
What types of teaching and learning strategies do you plan to use in your course? ( C3.9 )

Standard C4
Standard C4 (CAS Coordinator)
What do you know about the Diploma Program assessment process? ( C4.1+1a )
How do you plan to assess students in your CAS course? ( C4.1+1a )
Describe the internal and external assessment components of CAS. ( C4.1+1a )
List several examples of the strategies you plan to use to assess student learning. ( C4.3 )
How is student progress recorded? ( C4.5 )
How is student progress communicated? ( C4.6 )
How are assessments used to inform teaching-learning practices? ( C4.7 )
Will students participate in evaluating their own work? If so, how will they do it? ( C4.8 )
How will you help students develop the ability to reflect meaningfully? ( C4.8 )
Describe the extended essay process at school. ( C4.9 )
What is your role in the extended essay process at school? (Do you want to become extended essay supervisor?)
( C4.9 )
Has the school developed tools or guides to help students and teachers through the extended essay process? (
C4.9 )

14
Monograph Coordinator
Standard A
Norma A (Coordinator of the Extended Essay)
What do you know about the IB philosophy? ( A.2 )
If a complete answer is not provided, the following areas should be suggested:
Learning Community Profile
international mentality
Role of core components ( TOK , CAS, Extended Essay)
Simultaneity of learning
How have you promoted or made known the Diploma Program in the school and the surrounding community? (
A.2 )
What do you know about the Diploma Program? ( A.3 )
What do you know about the core components (CAS, ToK , Monograph)? ( A.3 )
Why does your school want to offer the DP? ( A.3 )
How will delivery of the DP affect the school or its students? ( A.3 )
How has your community received the idea of introducing the DP? And your students? ( A.3 )
What are the expectations of members of the school community? ( A.3 )
What do you think your role will be with respect to the implementation of the program? ( A.3 )
Do you think the school has changed or will need to change as a result of the future introduction of the DP? ( A.3
)
Do you have any concerns regarding the program? ( A.3 )
Do you see advantages in implementing the Diploma Programme? ( A.3 )
Have you talked to your students about the Diploma Program? What was your reaction? ( A.3 )
In what ways is the school actively involved in the global IB community? (Lectures, visits to other IB World
Schools, OPCs, training activities, etc.) ( A.8 )

Standard B1
Norm B1 (Coordinator of the Monograph)
What kind of pedagogical support do you receive from your Diploma Coordinator and the school management? (
B1.3 )
Describe the language philosophy of the school. ( B1.5b )
How was the language policy developed? In a collaborative way? ( B1.5b )
Who participated in the development of the policy? ( B1.5b )
How is the policy communicated to the school community? ( B1.5b )
How will the policy support students studying in a language other than their mother tongue? ( B1.5b )
How was the inclusive education policy (special needs) developed? In a collaborative way??) ( B1.5c )
Who participated in the development of the policy? ( B1.5c )
How is the policy communicated to the school community? ( B1.5c )
How was the evaluation policy developed? In a collaborative way? ( B1.5d )
Who participated in the development of the policy? ( B1.5d )
How is the policy communicated to the school community? ( B1.5d ), ( C4.2 )
How was the academic honesty policy developed? In a collaborative way? ( B1.5e )
Who participated in the development of the policy? ( B1.5e )
How is the policy communicated to the school? ( B1.5e )
What proactive measures does the school take in relation to academic honesty? ( B1.5e )

Standard B2
Norma B2 (Coordinator of the Monograph)
Tell us about the training. ( B2.3+3a )

15
How is IB collaborative planning time scheduled at the school? ( B2.4 )
Do you think you have the right amount of time for planning and collaborating with your colleagues? ( B2.4 )
Have you already met with the librarian to review the available resources needed for the extended essay? (
B2.6+6a )
Are there sufficient resources in the library to support the completion of the extended essay? ( B2.6+6a )
How will students access information on global issues and diverse perspectives in relation to a particular topic or
concept? ( B2.7 )
What kind of inclusive education accommodations will be made available to DP students? ( B2.8 )
Describe some of the arrangements, accommodations, or modifications available to DP students with special
needs. ( B2.8 )
What kind of support is there for teachers working with students with special needs? ( B2.8 )
How will the Extended Essay process be coordinated at the school? ( B2.12 )
What resources will the school dedicate to the Extended Essay process? ( B2.12 )

Standard C1 (EE coordinator – N/A)

Standard C2
Standard C2 (Coordinator of the Extended Essay)
Do you think there is a reasonable variety of subjects for students? ( C2.1+1a+1b+1c+1c+1d )
Do the subjects offered meet the interests, talents and needs of the students? ( C2.1+1a+1b+1c+1c+1d )
Give an example from your course outline of a connection or link between TOK and the Extended Essay. (
C2.1+1a+1b+1c+1c+1d )
How will the extended essay build on students' previous learning experiences ? ( C2.3 )
Give an example from your course that incorporates a relevant experience for students. ( C2.6 )
How do you make sure you are up to date in your subject? (CPEL) ( C2.9 )
Give an example of how policy XX (linguistics, academic honesty, inclusive education, or assessment) is integrated
into your course. ( C2.10 )
Give an example of how one of the IB learner profile attributes will be developed in your course. ( C2.11 )

Standard C3
Standard C3 (Coordinator of the Extended Essay)
Please tell us what you understand by the IB Approaches to teaching and learning. How can EEA contribute to
your teaching-learning practices? ( C3.1 - C3.16 )
How do teachers incorporate prevention practices to sustain academic honesty? ( C3.4 )
What types of teaching and learning strategies do you plan to use in your course? ( C3.9 )

Standard C4
Standard C4 (Coordinator of the Extended Essay)
What do you know about the Diploma Program assessment process? ( C4.1+1a )
How is the EE evaluated? ( C4.1+1a )
How is student progress recorded? ( C4.5 )
How is student progress communicated? ( C4.6 )
How are assessments used to inform teaching-learning practices? ( C4.7 )
Will students participate in evaluating their own work? If so, how will they do it? ( C4.8 )
Describe the extended essay process at school. ( C4.9 )
What is your role in the extended essay process at school? (Do you want to become extended essay supervisor?)
( C4.9 )
Has the school developed tools or guides to help students and teachers through the extended essay process? (
C4.9 )

16
17
Librarian or media specialist
Standard A
Standard A (librarian or media specialist)
What do you know about the IB philosophy? ( A.2 )
If a complete answer is not provided, the following areas should be suggested:
Learning Community Profile
international mentality
Role of core components ( TOK , CAS, Extended Essay)
Simultaneity of learning
How have you promoted or made known the Diploma Program in the school and the surrounding community? (
A.2 )
What do you know about the Diploma Program? ( A.3 )
What do you know about the core components (CAS, ToK , Monograph)? ( A.3 )
Why does your school want to offer the DP? ( A.3 )
How will delivery of the DP affect the school or its students? ( A.3 )
How has your community received the idea of introducing the DP? And your students? ( A.3 )
What are the expectations of members of the school community? ( A.3 )
What do you think your role will be with respect to the implementation of the program? ( A.3 )
Do you think the school has changed or will need to change as a result of the future introduction of the DP? ( A.3
)
Do you have any concerns regarding the program? ( A.3 )
Do you see advantages in implementing the Diploma Programme? ( A.3 )
Have you talked to your students about the Diploma Program? What was your reaction? ( A.3 )
In what ways is the school actively involved in the global IB community? (Lectures, visits to other IB World
Schools, OPCs, training activities, etc.) ( A.8 )

Standard B1
Standard B1 (librarian or media specialist)
What kind of pedagogical support do you receive from your Diploma Coordinator and the school management? (
B1.3 )
Describe the language philosophy of the school. ( B1.5b )
How was the language policy developed? In a collaborative way? ( B1.5b )
Who participated in the development of the policy? ( B1.5b )
How is the policy communicated to the school community? ( B1.5b )
How will the policy support students studying in a language other than their mother tongue? ( B1.5b )
How was the inclusive education policy (special needs) developed? In a collaborative way??) ( B1.5c )
Who participated in the development of the policy? ( B1.5c )
How is the policy communicated to the school community? ( B1.5c )
How was the evaluation policy developed? In a collaborative way? ( B1.5d )
Who participated in the development of the policy? ( B1.5d )
How is the policy communicated to the school community? ( B1.5d ), ( C4.2 )
How was the academic honesty policy developed? In a collaborative way? ( B1.5e )
Who participated in the development of the policy? ( B1.5e )
How is the policy communicated to the school? ( B1.5e )
What proactive measures does the school take in relation to academic honesty? ( B1.5e )

Standard B2
Standard B2 (librarian or media specialist)
Does the school budget include funds for the financing of CAS (materials, CAS coordinator, etc.)? ( B2.1a+1b )

18
If the librarian attended training: Tell us about the training. ( B2.3+3a )
How is IB collaborative planning time scheduled at the school? ( B2.4 )
Do you think you have the right amount of time for planning and collaborating with your colleagues ? ( B2.4 )
What do you think is the role of the librarian or media specialist in the DP? ( B2.6+6a )
While visiting the library : Show us the specific resources to support the PD. ( B2.6+6a )
Do teachers consider that these resources are sufficient to support the teaching and learning process of
the DP?
Do you have a budget and a plan to acquire any necessary materials? ( B2.6+6a )
Have you met with the subject and TOK teachers , as well as the CAS and Extended Essay coordinators to review
the resources they need? ( B2.6+6a )
What hours does the library have? Do they have access to the library before/after school hours? ( B2.6+6a )
Have you made any agreements so that students can access materials from other libraries? (for example,
university libraries). ( B2.6+6a )
How will students access information on global issues and diverse perspectives in relation to a particular topic or
concept? ( B2.7 )
What kind of inclusive education accommodations will be made available to DP students? ( B2.8 )
Describe some of the arrangements, accommodations, or modifications available to DP students with special
needs. ( B2.8 )
Do you consider that the resources are necessary to support the students in their investigations? ( B2.12 )

Standard C1 (librarian or media specialist) – N/A

Standard C2 (librarian or media specialist) – N/A

Standard C3 (librarian or media specialist) – N/A

Standard C4 (librarian or media specialist) – N/A

19
government body
Standard A
Standard A (Governing body)
What do you know about the IB philosophy? ( A.2 )
If a complete answer is not provided, the following areas should be suggested:
Learning Community Profile
international mentality
Role of core components ( TOK , CAS, Extended Essay)
Simultaneity of learning
How have you promoted or made known the Diploma Program in the school and the surrounding community? (
A.2 )
What do you know about the Diploma Program? ( A.3 )
What do you know about the core components (CAS, ToK , Monograph)? ( A.3 )
Why does your school want to offer the DP? ( A.3 )
How will delivery of the DP affect the school or its students? ( A.3 )
How has your community received the idea of introducing the DP? And your students? ( A.3 )
What are the expectations of members of the school community? ( A.3 )
What do you think your role will be with respect to the implementation of the program? ( A.3 )
Do you think the school has changed or will need to change as a result of the future introduction of the DP? ( A.3
)
Do you have any concerns regarding the program? ( A.3 )
Do you see advantages in implementing the Diploma Programme? ( A.3 )
How do you think the learner profile fits into the values of your school? ( A.4 )
Give an example of how the school promotes the attributes of the learner profile. ( A.4 )
Give an example of how the school promotes international-mindedness. ( A.4 )
What activities do you hope to promote in the future?
Give an example of how the school encourages responsible action within and outside the school community. (
A.5 )

Standard B1
Standard B1 (Governing Body)
How does the school communicate with the governing body regarding the implementation of the DP? ( B1.1 )
What processes or protocols are in place to keep the governing body informed of future program development? (
B1.1 )
What process was used to select the DP coordinator? ( B1.2 )
Describe the decision-making process of the school. ( B1.2 )
How does the school use the IB action plan? ( B1.6 )
Does the plan contemplate the continued development of the DP?
In what ways?
How do you ensure that the objectives you have chosen in the action plan will be carried out? ( B1.6 )
How do you plan to develop the program and its implementation?( B1.6 )

Standard B2
Standard B2 (Governance body)
Describe how the school's finances are managed. . ( B2.1a+1b )
How does the school plan to fund the continued development of the DP? ( B2.1a+1b )

Standard C1 (Governance body) – N/A

20
Standard C2 (Governance body) – N/A

Standard C3 (Governing Body) – N/A

Standard C4 (Governance body) – N/A

21
Parents _
Standard A
Standard A (Parents)
What are the educational principles and values of the school? ( A.1 )
How does the school's mission statement reflect the IB's mission statement? What relationships are there
between them? ( A.1 )
What do you know about the IB philosophy? ( A.2 )
If a complete answer is not provided, the following areas should be suggested:
to. Learning Community Profile
international mentality
Role of core components ( TOK , CAS, Extended Essay)
Simultaneity of learning
What do you know about the Diploma Program? ( A.3 )
What do you know about the core components (CAS, ToK , Monograph)? ( A.3 )
Why does your school want to offer the DP? ( A.3 )
How will delivery of the DP affect the school or its students? ( A.3 )
How has your community received the idea of introducing the DP? And your students? ( A.3 )
What are the expectations of members of the school community? ( A.3 )
Do you think the school has changed or will need to change as a result of the future introduction of the DP? ( A.3
)
Do you have any concerns regarding the program? ( A.3 )
Do you see advantages in implementing the Diploma Programme? ( A.3 )
How do you think the learner profile fits into the values of your school? ( A.4 )
Give an example of how the school promotes the attributes of the learner profile. ( A.4 )
How does the school promote international-mindedness? ( A.4 )
In what ways is information communicated in the school (among different members of the community)? ( A.6 )
How does the school meet the language learning needs of the students? ((Is support offered for the mother
tongue and other languages?) ( A.7 )
Describe the role of all teachers with regard to language learning at school. ( A.7 )
What are the criteria to access the PD? ( A.9a+9b )
How have your children been encouraged to participate in the program ? ( A.9a+9b )
How does the school promote access to the diploma? ( A.9a+9b )
What strategies will the school use to encourage students to take the full DP? ( A.9c )

Standard B1
Standard B1 (Parents)
What are the admission criteria for the school's DP? ( B1.5a )
Describe how the admission process has been for your child in the DP. ( B1.5a )
How has the admission policy been communicated to parents? ( B1.5a )
How was the admissions policy created? Were they participants in the process? ( B1.5a )
Describe the language philosophy of the school. ( B1.5b )
How has the language policy been communicated to the educational community? ( B1.5b )
How will the policy support students studying in a language other than their mother tongue? ( B1.5b )
How has the inclusion policy (special needs) been communicated to the educational community? ( B1.5c )
How has the evaluation policy been communicated to parents? ( B1.5d ), ( C4.2 )
How has the academic honesty policy been communicated to parents? ( B1.5e )
What proactive measures does the school take in relation to academic honesty? ( B1.5e )
Standard B2
Standard B2 (Parents)

22
Do you know what kind of support and guidance will be given to students? ( B2.9+9a )
Do you know the plan that the school has to support students in their tertiary studies? ( B2.9+9a )
What resources and expertise are there in the community? ( B2.11 )
Has the school communicated plans to include community resources to support learning in the DP? ?

Standard C1 (Parents) – N/A

Standard C2
Standard C2 (Parents)
How do you access the written curriculum? ( C2.2 )

Standard C3 (Parents) – N/A

Standard C4
Standard C4 (Parents)
How are the evaluation procedures communicated to them? ( C4.2 )
How do you communicate your progress? ( C4.6 )

23
Students
Standard A
Standard A (Students)
What do you know about the IB philosophy? ( A.2 )
If a complete answer is not provided, the following areas should be suggested:
to. Learning Community Profile
international mentality
Role of core components ( TOK , CAS, Extended Essay)
What do you know about the Diploma Program? ( A.3 )
What do you know about the core components (CAS, ToK , Monograph)? ( A.3 )
Why does your school want to offer the DP? ( A.3 )
How will delivery of the DP affect the school or its students? ( A.3 )
How has the community received the idea of implementing the diploma? ( A.3 )
What expectations do you have of the diploma program?( A.3 )
Do you think the school has changed or will need to change as a result of the future introduction of the DP? ( A.3
)
Do you have any concerns regarding the program? ( A.3 )
Do you see advantages in implementing the Diploma Programme? ( A.3 )
How do you see the profile of the learning community fitting in with the values of the school? ( A.4 )
How does the school promote the profile attributes? ( A.4 )
How does the school promote international-mindedness? ( A.4 )
In what ways is information communicated in the school (among different members of the community)? ( A.6 )
What are the criteria to access the PD? ( A.9a+9b )
How have you been encouraged to participate in the program? ( A.9a+9b )
How does the school promote access to the diploma? ( A.9a+9b )
How has the school encouraged you to do the full diploma? ( A.9c )

Standard B1
Standard B1 (Students)
What are the admission criteria for the school's DP? ( B1.5a )
Describe your experience with the admissions process into the DP. ( B1.5a )
How has the admission policy been communicated to students? ( B1.5a )
If a friend asked you why do the DP, what would you say? ( B1.5a )
How was the admissions policy created? Were they participants in the process? ( B1.5a )
Does the school have a language philosophy? Can you tell us about her? ( B1.5b )
How has the language policy been communicated to you? ( B1.5b )
What support does the school provide to learn a language other than the mother tongue? ( B1.5b )
Has the school provided you with information about the resources available to you for special needs? ( B1.5c )
How has the assessment policy been communicated to students? ( B1.5d ), ( C4.2 )
How has the academic honesty policy been communicated to students? ( B1.5e )
What proactive measures does the school take in relation to academic honesty? ( B1.5e )

Standard B2
Standard B2 (Students)
Do you have enough resources in the library to support your learning in the DP? ( B2.6+6a )
Has the school provided you with information about how they will advise and guide you through the
programme? ( B2.9+9a )
How does the school provide information to students about the educational options they will have when they
finish high school? ( B2.9+9a )

24
Standard C1 (Students) – N/A

Standard C2
Standard C2 (Students)
How do you access the written curriculum? ( C2.2 )

Standard C3 (Students) – N/A

Standard C4
Standard C4 (Students)
How are the evaluation procedures communicated to them? ( C4.2 )
How are their works evaluated? ( C4.3 )
How do you communicate your progress? ( C4.6 )
How do you participate in the evaluation of your own work and that of your colleagues? ( C4.8 )

25
to school counselor
Standard A
Standard A (School Counselor)
What do you know about the IB philosophy? ( A.2 )
If a complete answer is not provided, the following areas should be suggested:
Learning Community Profile
international mentality
Role of core components ( TOK , CAS, Extended Essay)
Simultaneity of learning
How have you promoted or made known the Diploma Program in the school and the surrounding community? (
A.2 )
What do you know about the Diploma Program? ( A.3 )
What do you know about the core components (CAS, ToK , Monograph)? ( A.3 )
Why does your school want to offer the DP? ( A.3 )
How will delivery of the DP affect the school or its students? ( A.3 )
How has your community received the idea of introducing the DP? And your students? ( A.3 )
What are the expectations of members of the school community? ( A.3 )
What do you think your role will be with respect to the implementation of the program? ( A.3 )
Do you think the school has changed or will need to change as a result of the future introduction of the DP? ( A.3
)
Do you have any concerns regarding the program? ( A.3 )
Do you see advantages in implementing the Diploma Programme? ( A.3 )
Have you talked to your students about the Diploma Program? What was your reaction? ( A.3 )
How do you think the learner profile fits into the values of your school? ( A.4 )
Give an example of how the school promotes the attributes of the learner profile. ( A.4 )
Give an example of how your school promotes international-mindedness. ( A.4 )
What activities would you like to promote in the future?
In what ways is the school actively involved in the global IB community? (Lectures, visits to other IB World
Schools, OPCs, training activities, etc.) ( A.8 )

Standard B1
Standard B1 (School Counselor)
What are the admission criteria for the school's DP? ( B1.5a )
How did the policy develop? In a collaborative way? ( B1.5a )
Describe the admission process at the DP. ( B1.5a )
Has the admission policy been communicated with the community? ( B1.5a )
How is this information communicated to the school community?
Describe the language philosophy of the school. ( B1.5b )
How was the language policy developed? In a collaborative way? ( B1.5b )
Who participated in the development of the policy? ( B1.5b )
How is the policy communicated to the school community? ( B1.5b )
How will the policy support students studying in a language other than their mother tongue? ( B1.5b )
How was the inclusive education policy (special needs) developed? In a collaborative way??) ( B1.5c )
Who participated in the development of the policy? ( B1.5c )
How is the policy communicated to the school community? ( B1.5c )
How was the evaluation policy developed? In a collaborative way? ( B1.5d )
Who participated in the development of the policy? ( B1.5d )
How is the policy communicated to the school community? ( B1.5d ), ( C4.2 )
How was the academic honesty policy developed? In a collaborative way? ( B1.5e )

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Who participated in the development of the policy? ( B1.5e )
How is the policy communicated to the school? ( B1.5e )
What proactive measures does the school take in relation to academic honesty? ( B1.5e )

Standard B2
Standard B2 (School Counselor)
If the school counselor attended training : Tell us about the training. ( B2.3+3a )
How is IB collaborative planning time scheduled at the school? ( B2.4 )
Do you think you have adequate time to plan and collaborate with DP teachers? ( B2.4 )
What kind of inclusive education accommodations will be made available to DP students? ( B2.8 )
Describe some of the arrangements, accommodations, or modifications available to DP students with special
needs. ( B2.8 )
How does the school plan to advise and guide students through the programme? ( B2.9 )
What kind of information and support will the school provide to students for their tertiary education options?(
B2.9 )

Standard C1 (School Counselor) – N/A

Standard C2
Standard C2 (School Counselor)
Do you think there is a reasonable variety of subjects for students? ( C2.1+1a+1b+1c+1c+1d )
Do the subjects offered meet the interests, talents and needs of the students? ( C2.1+1a+1b+1c+1c+1d )

Policy C3 (School Counselor) – N/A

Policy C4 (School Counselor) – N/A

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Support staff (depending on the school this may include various roles including
special needs/inclusive education/curriculum support staff etc. )
Standard A
Standard A (Support Staff)
What do you know about the IB philosophy? ( A.2 )
If a complete answer is not provided, the following areas should be suggested:
Learning Community Profile
international mentality
Role of core components ( TOK , CAS, Extended Essay)
Simultaneity of learning
How have you promoted or made known the Diploma Program in the school and the surrounding community? (
A.2 )
What do you know about the Diploma Program? ( A.3 )
What do you know about the core components (CAS, ToK , Monograph)? ( A.3 )
Why does your school want to offer the DP? ( A.3 )
How will delivery of the DP affect the school or its students? ( A.3 )
How has your community received the idea of introducing the DP? And your students? ( A.3 )
What are the expectations of members of the school community? ( A.3 )
What do you think your role will be with respect to the implementation of the program? ( A.3 )
Do you think the school has changed or will need to change as a result of the future introduction of the DP? ( A.3
)
Do you have any concerns regarding the program? ( A.3 )
Do you see advantages in implementing the Diploma Programme? ( A.3 )
Have you talked to your students about the Diploma Program? What was your reaction? ( A.3 )
How do you think the learner profile fits into the values of your school? ( A.4 )
Give an example of how the school promotes the attributes of the learner profile. ( A.4 )
Give an example of how the school promotes international-mindedness. ( A.4 )
What activities would you like to promote in the future?

Standard B1
Standard B1 (Support staff)
Describe the language philosophy of the school. ( B1.5b )
How was the language policy developed? In a collaborative way? ( B1.5b )
Who participated in the development of the policy? ( B1.5b )
How is the policy communicated to the school community? ( B1.5b )
How will the policy support students studying in a language other than their mother tongue? ( B1.5b )
How was the inclusive education policy (special needs) developed? In a collaborative way??) ( B1.5c )
Who participated in the development of the policy? ( B1.5c )
How is the policy communicated to the school community? ( B1.5c )
How was the evaluation policy developed? In a collaborative way? ( B1.5d )
Who participated in the development of the policy? ( B1.5d )
How is the policy communicated to the school community? ( B1.5d ), ( C4.2 )
How was the academic honesty policy developed? In a collaborative way? ( B1.5e )
Who participated in the development of the policy? ( B1.5e )
How is the policy communicated to the school? ( B1.5e )
What proactive measures does the school take in relation to academic honesty? ( B1.5e )

Standard B2
Standard B2 (Support staff)

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If the support staff attended training : Talk to us about training . _ ( B2.3+3a )
How is IB collaborative planning time scheduled at the school? ( B2.4 )
Do you think you have the right amount of time for planning and collaborating with your colleagues? ( B2.4 )
What kind of inclusive education accommodations will be made available to DP students? ( B2.8 )
Describe some of the arrangements, accommodations, or modifications available to DP students with special
needs. ( B2.8 )

Standard C1 (Support Staff) – N/A

Standard C2 (Support Staff) – N/A

Standard C3 (Support Staff) – N/A

Standard C4 (Support Staff) – N/A

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Visit to the facilities: what should be observed?
Standard A
Standard A (Visit to facilities)
Is the mission or philosophy of the school displayed in common areas of the school? ( A.1 )
Is information about the diploma program visible/available to the entire community?( A.3 )
Are the attributes of the profile or aspects of the learning community displayed around the school? ( A.4 )
When touring the school, do you find evidence that the school promotes responsible actions inside and outside
the learning community?( A.5 )
Have you been able to observe if the school promotes open communication based on respect and understanding
during the tour? ( A.6 )
Have you been able to observe during your tour that the school places importance on learning languages? ( A.7 )

Standard B1
Standard B1 (Visit to facilities)
Does the DP coordinator have an office and resources to fulfill the requirements of his role? ( B1.4 )

Standard B2
Standard B2 (Visit to facilities)
Do the school laboratories comply with local safety requirements? Is safety signage installed ? ( B2.5+5a+5b )
Do the teachers in Group 4 believe they have the necessary resources to teach their courses? ( B2.5+5a+5b )
Do you think the school has enough IT resources to support DP students and teachers? ( B2.5+5a+5b )
Do the teachers in Group 6 believe they have sufficient resources to teach their courses? ( B2.5+5a+5b )
Describe the facilities the school will use to store stationery and examination papers. ( B2.5c )
Who will have access to them?
What are the specific library resources that support the DP? ( B2.6+6a )
Are the existing resources/materials (print and electronic) in the library sufficient to support student research in
the DP? ( B2.6+6a )

Standard C1 (Visit to facilities) – N/A

Standard C2 (Visit to facilities) – N/A

Standard C3 (Visit to facilities) – N/A

Standard C4 (Visit to facilities) – N/A

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