Professional Development for non-IB teachers

Workshops and conferences for IB teachers have consistently strengthened awareness of IB philosophy and the rationale behind the programme, along with developing invaluable skills for teaching.

These sources of professional development are also made available in online workshops to teachers employed in non-IB schools.

Led by experienced IB workshop leaders, teachers learn new strategies and share ideas with educators from around the world. Participants receive a certificate of completion for the workshops.

Examples of upcoming workshops from 23 March to 17 August:

Developing independent and collaborative learners

The focus of this workshop is to foster an internationally-minded approach

to teaching and learning. You learn how to adopt a "service learning" approach to teaching and learning which offers students opportunities to take action to become independent yet collaborative learners

Holistic teaching and learning

Learn what holistic learning and the whole student is in the IB context.

You will be encouraged to reflect on your own personal experiences as an educator as well as reflecting on those of other international educators.

More Info

Supporting Primary and Secondary teachers in CLIL Contexts

Is CLIL something with which you are familiar, or is it a source of concern for you as a teacher?

Content and Language Integrated Learning requires teachers to give students a lot more support compared to other teaching or learning contexts. To help teachers with this additional workload, Cambridge English’s TV channel has introduced practical ideas such as word banks, high frequency words, language frames, diagrams, demonstrations, visual organizers, and video clips etc. for teachers in need.

For more detail on this support resource and help with CLIL related lesson planning and assessment, watch the video ‘Supporting Primary and Secondary teachers in CLIL Contexts’

Video

University admissions officers suggest DP as best preparation for workplace and university

‘Over the past ten years of the survey we have seen the IBDP repeatedly outperform the other main qualifications: it appears to give students the best preparation for the workplace and higher education. It is a challenging qualification but the results speak for themselves in terms of student readiness and ability to thrive at university and beyond,’ according to the head of school at ACS Egham International Schools commenting on the survey results of the annual University Admissions Officers report published at the IBSCA HE Conference in London this June.

Results show that IBDP is regarded as the best skills provider: 87% of the admissions officers view it as encouraging independent inquiry; 80% view it as developing global awareness and connectivity; 76% view it as developing self-management skills; 72% view it as developing an ability to cope with pressure; and 57% view it as developing workplace skills. On ‘developing in-depth subject expertise’, A-levels has a slight lead with 81% of the officers seeing it as doing well or extremely well; in close second is IBDP at 79%.

The survey was conducted through telephone interviews with 80 university admissions officers in the UK and 20 in the US over a two month time period. The survey covered 7 of 9 of UK University admission groups which included Guild HE & Associates, Million+, and Russell Group.

Highlights

Full Report