14-Scope of Work IB PD, Intructional Materials.pdf

International Baccalaureate (IB) Scope of Work (SOW)

General Overview Dallas Independent School District, TX seeks qualified vendors to provide International Baccalaureate (IB) professional development services, instructional materials, and implementation resources to support the district's IB programmes across Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP). This comprehensive initiative aims to enhance the quality of IB education delivery by ensuring educators receive appropriate training, students have access to aligned materials, and schools maintain necessary resources for successful programme implementation.

The selected vendors shall demonstrate alignment to IB Programme standards and practices, maintain current accreditation from the International Baccalaureate Organization where applicable, and provide evidence of successful implementation support to educational institutions of similar size and scope.

PROFESSIONAL DEVELOPMENT SERVICES

1.1 Provider Requirements

All professional development providers must meet the following requirements:

- Current accreditation by the International Baccalaureate Organization

- Published listing as an IB-recognized professional development/workshop provider on the International Baccalaureate Organization website

- Capability to facilitate training that supports the aims of one or more IB programme, such as Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and/ or Career-related Programme (CP) as outlined by the International Baccalaureate Organization.

- Ability to deliver in-person and/or virtual professional development, training, or coaching sessions

1.2 Provider Requests

The Dallas Independent School District may request training customization to meet specific needs.

Vendors will need to submit the following:

- Evidence as an IB-recognized professional development and/or workshop provider on the International Baccalaureate Organization website: IB Approved Workshop Providers.

Potential IB Professional Development needs include, but are not limited to the following:

1.3 Cross-Programme Professional Development and Services

Comprehensive professional development opportunities applicable across all IB programmes, may include but not limited to:

- Implementing Curriculum workshops covering curriculum design, unit planning, implementation, and assessment strategies

- Subject-specific workshops addressing 'The Role Of' various IB subjects within the continuum

- IB Coordinator development focusing on programme management, compliance, best practices, subject content, etc.

- IB Counselor development addressing student guidance, university admissions, programme requirements, etc.

- Librarian development emphasizing research skills, academic honesty, resource management, etc.

- Leading the Learning sessions for instructional leadership and IB programme implementation

- Learning Diversity and Inclusion training to support all learners

- Social and Emotional Learning integration and whole child development within the IB Continuum

- Leading for Effective Teaching and Learning sessions

- District Leadership, Heads of School, and Campus Leadership Teams development

- Approaches to Teaching

- Approaches to Learning

1.4 Primary Years Programme Professional Development and Services Professional development and services specific to PYP implementation may include, but not limited to:

- Facilitating Exhibition workshops: Planning, developing, guiding culminating projects

- Implementing Agency to develop student voice and choice and active engagement in their own learning

- Assessment in Early Years

- Building for the Future: Local and Global Inquirers Making Space for Learning and/or environment design

- Evidencing Learning: Making learning visible and documentation strategies

- Engaging 3-6-year-olds: specialized early childhood training

- Bilingual and Multilingual Teaching and Learning approaches

- Digital Citizenship

- Encouraging Creative Instincts in the Classroom

- Flipped Classrooms Inquiry and Additional Language instruction

- Inquiry in Creative Places Music and Inquiry Personal, Social, and Physical Education

- Play-Based Learning

- Interdisciplinary Teaching and Learning strategies and development

1.5 Middle Years Programme Professional Development and Services Professional development and services specific to MYP implementation may include, but not limited to:

- Managing Assessments: formative and summative assessment development and strategies, and/or designing, evaluating, and moderating tasks.

- Creating Authentic IB Units for meaningful learning experiences

- Facilitating the Community/Personal Project Inquiry and Investigation pedagogical approaches, activity development, etc.

- Approaches to Learning skills development

- Evaluating your MYP programme

- Global Contexts integration

- Understanding the MYP

- Interdisciplinary Teaching and Learning

- Community Engagement strategies

1.6 Diploma Programme Professional Development and Services

Professional development and services specific to DP implementation may include, but not limited to:

- Managing Assessments for internal and external evaluation

- Managing the Extended Essay

- Theory of Knowledge (TOK) for Subject Teachers

- Evaluating your DP programme

- Creativity, Activity, and Service (CAS)

- Approaches to Teaching and Learning in DP

- Assessments for Learning in DP

- Understanding Leadership

- Concepts and Inquiry in DP

1.7 Career-related Programme Professional Development and Services Professional development and services specific to CP implementation may include, but not limited to:

- CP Personal and Professional Skills development

- Reflective Project

- Concept and Inquiry in CP

- Assessments for Learning in CP

- Understanding the CP: Programme foundational training

2. INSTRUCTIONAL MATERIALS AND RESOURCES

General Requirements Vendors providing instructional materials and resources must demonstrate:

- Alignment with IB curriculum subject guides, aims of IB courses, and/or programme standards and practices

- Provision of culturally relevant content promoting international-mindedness

- interdisciplinary and transdisciplinary connections as applicable

- Clear examples of end-user support mechanisms

- Training protocols for online platforms or software implementation

- Technical support infrastructure and response procedures

2.1 Instructional Materials, Online Platforms, and Implementation resources May include, but are not limited to the following:

- Digital IB Textbooks aligned to IB Course Subject Guides

- Physical IB Textbooks aligned to the IB Course Subject Guides

- Online IB Instructional Services with interactive content

- Practice assessment materials and/or study resources aligned to IB criteria

- Formative and summative assessment tools and rubrics

- IB Digital Flashcards

- Science Lab Equipment

- Digital Resources for IB Teachers

- Digital Student Facing Platforms with Embedded Language Supports

- Manipulatives

- News and Current Events

- Global Perspective

- Resources that support transdisciplinary and/or interdisciplinary learning and projects

- Tasks and Resources that Promote Inquiry and Investigation

- Reading Materials

- Reflection Journals

- Self-Management Resources: Well-Being, Responsible Decision-Making, Emotional Intelligence, Social Awareness

- The International Baccalaureate Organization (governing body)

- International Shipping for High School DP exams

- IB Unit Planning and Lesson Planning digital platforms and tools

- Teacher resource platforms with curriculum mapping and/or content development capabilities

- Language Supports

- Reading and Research Materials

- Materials supporting language acquisition

- Databases for research and research skill development

- Inquiry and Investigation Resources, activities, and/or tasks that promote inquiry-based learning

- Investigation materials for personal and community projects

- IB Learner Profile materials and resources

- Plagiarism Screening for Extended Essay submissions

- Promotion of IB and International Mindedness: flags, signage, clocks, artifacts, hallway signs in multiple language

Professional Development Deliverables Selected professional development providers shall:

- Provide training materials and resources for all workshop participants

- Submit/share attendance records

- Maintain status as an IB-recognized professional development/workshop provider for the International Baccalaureate Organization

Instructional Materials Deliverables Materials and resource vendors shall:

- Ensure timely delivery of all ordered materials

- Provide comprehensive user guides and implementation support documentation

- Offer replacement guarantees for defective materials

- Maintain inventory availability

- Submit usage reports for digital platforms

Technical Support Requirements For all digital platforms and online resources, vendors must provide:

- Technical support

- Response time guarantees for technical issues

- Communicate platform updates

- Data security and privacy compliance documentation

- Integration capabilities with Dallas Independent School District systems

SERVICE DELIVERY SPECIFICATIONS

Services and materials shall be delivered to multiple Dallas Independent School District locations including:

- Individual school sites

- District professional development locations

- Virtual delivery platforms for remote participants

- Off-site conference facilities as designated

Scalability Vendors should be aware of the following:

- Potential programme growth within Dallas Independent School District

- Varying school sizes and programme maturity levels

- New and experienced IB educators

- Delivery methods vary based on evolving district needs

Questions for Vendor: (Procurement)

1. Does your organization hold accreditation from the International Baccalaureate Organization to facilitate training across the entire IB continuum, if so, which area is it in PYP, MYP, DP, and/or CP?

2. How many years has your organization specifically supported IB World Schools?

3. How does your leadership team stay current with IBO's Program Standards and Practices updates? Describe your process for auditing your own internal materials when the IBO releases new subject guides.

4. What is your company's formal process for updating digital content when the IBO releases new curriculum subject guides? What is the average lead time between a guide's release and your platform's data update?

5. Will we be assigned a dedicated Account Manager or Success Coach? If so, what is the maximum number of clients that one individual is responsible for supporting?

6. Describe a time when a major implementation did not go as planned. How did your company leadership intervene, and what was the ultimate resolution for the school district?

7. To what extent do you allow clients to influence your product roadmap or professional development offerings? Can you provide an example of a feature or service you launched based on a single district's feedback?

8. In the event of a data incident, what is your company's guaranteed timeline for notifying the district, and can you provide an example of how you have handled a previous data vulnerability?

OTI Recommended Questions:

Provide per-participant pricing for the following IB Professional Professional Development and Services. Prices must include facilitator fees, travel expenses, materials, and resources.

- Training, Individual Coaching/Support, Team Coaching/Support, Consultation, Guest Speaker, Conferences/Summits, other___

Specify the costs based on delivery:

- In Person

- Virtual (Synchronous)

- Virtual (Asynchronous)

- Blended Virtual and In Person Training (Example: Two days in person, 1 day asynchronous)

- Customization

- Other (Include descriptions)

Include any discount options per person or group, volume, or multi-year discount options.

- Explain how your professional development or services will address the professional learning needs of Primary Years Programme, Middle Years Programme, Diploma Programme, and / or Career-related Programme educators?

- Explain your process for monitoring training facilitator performance, incorporating participant feedback, and ensuring content is aligned with IB standards and updates.

- Provide a detailed price list for all instructional materials and resources in the scope— including digital and physical IB textbooks, online platforms, manipulatives, science lab equipment, digital flashcards, reflection journals, and self-management resources, etc.

- Include any discount options per volume, multi-year pricing structures, etc.

- Explain your quality assurance process for instructional materials, including alignment reviews with IB subject guides, cultural relevance checks, accessibility compliance (including multi-format options for diverse learners), update schedules, and/or peer review mechanisms, etc.

- Disclose any additional costs associated with deliverable tracking, reporting or tool access for digital platforms, follow-up consultation, and implementation support services, etc.

- Describe your processes for monitoring and reporting deliverable quality and compliance, including sample report templates, client feedback mechanisms, data security and privacy compliance documentation, and corrective action protocols.

- Describe how support is provided to customers based on specific scenarios related to your service and/or product.

- Explain your technical support infrastructure, escalation procedures, performance metrics, regular platform update schedules, and data security protocols to ensure reliability and compliance for users.

EXHIBITS

IB Program Aims Objectives Key Features Assessment Approach

**Primary Years Programme (PYP)**

To nurture and develop students as caring, active participants in a lifelong journey of learning.

Conceptual understanding, knowledge, skills, attitude, and action.

Transdisciplinary themes, inquiry-based learning, Exhibition.

Formative and summative assessments, portfolio, reflection.

**Middle Years Programme (MYP)

To challenge students to make practical connections between their studies and the real world.

Knowledge and understanding, skills development, communication, critical thinking, application.

Interdisciplinary learning, service as action, Personal Project (Year 5).

Criterion-related assessment, ePortfolios, on-screen examinations (optional).

**Diploma Programme (DP)**

To develop students who have excellent breadth and depth of knowledge and flourish physically, intellectually, emotionally and ethically.

Deep conceptual understanding, specialized knowledge in 6 subject groups, Theory of Knowledge (TOK), Extended Essay (EE).

Core components (TOK, EE, CAS), 6 subject groups (3 HL, 3 SL), comprehensive curriculum.

External examinations, internal assessment components.

**Career-related Programme (CP)**

To provide a framework of international education that incorporates the vision and educational principles of the IB into a unique programme.

Academic subjects, career-related studies, personal and professional skills development, Service Learning.

CP Core (Personal and Professional Skills, Service Learning, Reflective Project, Language Development), DP Courses, Career-related studies.

Variety of assessment methods tailored to the career-related studies, DP assessments for DP courses.

**IB Educator Network (IBEN)**

To support the professional development of educators in IB World Schools.

Enhancing pedagogy, curriculum design, assessment literacy, and school leadership.

Workshops, online courses, school visits, collaborative training.

Feedback and professional growth metrics.

**Programme Standards and Practices**

To ensure the quality and integrity of IB programmes worldwide.

Alignment with IB mission, effective governance, quality teaching and learning, rigorous assessment.

Authorization process, periodic evaluations, ongoing quality assurance.

Compliance checks

(TRUE/FALSE

Acronym Full Name Program Description

**ATL**

Approaches To Learning (or ATL Skills)

All

A systematic development of learning skills, including communication, collaboration, organization, self-management, reflection, research, informational literacy, media literacy, creative, and critical thinking.

**PYP** Primary Years Programme PYP Designed for students aged 3 through 12 (grades K–5).

**MYP** Middle Years Programme MYP Designed for students aged 11 to 16 (grades 6–10).

**DP** Diploma Programme DP A two-year comprehensive programme designed for students aged 16–19 (grades 11 and 12).

**CP** Career-related Programme CP A two-year programme designed for students aged 16–19 (grades 11 and 12) combining academic study with career-related learning.

**CAS** Creativity, Activity, and Service DP A core requirement for the IB Diploma involving experiential learning outside of the classroom to promote personal growth and balance.

**EE** Extended Essay DP A core requirement for the IB Diploma, which is an independent, self-directed research project culminating in a 4,000-word academic paper.

**TOK**

Theory of Knowledge

DP

A core component that asks students to reflect on the nature of knowledge, encouraging critical reflection and integration across subjects.

**HL** Higher Level DP Courses taken at a more in-depth level (240 instructional hours). Students typically take 3–4 HL subjects.

**SL** Standard Level DP Courses taken at a standard depth.

Students typically take 2–3 SL subjects.

**IA** Internal Assessment DP Assessments (e.g., orals, projects, essays, experiments) that are scored by the teacher and externally moderated by the

IB.

**EA** External Assessment DP Exams and projects (e.g., final exams, Extended Essay) that are marked by external IB examiners.

**PG**

Predicted Grade

DP

Teacher estimates of a student's final DP exam performance, used primarily for university admissions in countries other than the United States.

**PPS**

Personal and Professional Skills

CP

A required core course for the Career-related Programme focused on developing skills like responsibility, perseverance, integrity, and collaboration.

**LPs**

Learner Profile Traits

All

A set of ten characteristics (e.g., Inquirers, Knowledgeable, Thinkers) that the IB identifies as foundational for students to grow into successful global citizens.

**CTE**

Career and Technical Education CP

A common term used for the practical, career-related studies component of the CP.

Subject Group Subject Brief Focus/Aims Key Concepts Related Global Contexts Assessment Components Learner Profile Connection

**Language Acquisition**

Spanish (Emergent)

Develop communicative skills in diverse contexts, foster intercultural understanding.

Communication

Personal and cultural expression, Identities and relationships.

Criterion A:

Comprehending spoken/visual text, Criterion B:

Comprehending written text, Criterion C:

Communicating.

**Language and Literature**

English Language and Literature

Analyze and produce texts, explore literary forms, develop critical thinking about language use.

Perspective

Fairness and development, Orientation in space and time.

Criterion A: Analyzing, Criterion B: Organizing, Criterion C: Producing text, Criterion D: Using language.

**Individuals and Societies**

History

Investigate historical events and contexts, understand causation, change, and continuity, and develop research skills.

Change

Globalization and sustainability, Scientific and technical innovation.

Criterion A: Knowing and understanding, Criterion B:

Investigating, Criterion C:

Communicating, Criterion D: Thinking critically.

**Sciences**

Integrated Science

Develop scientific knowledge, explore the interconnectedness of science disciplines, and apply the scientific method.

Systems

Scientific and technical innovation, Globalisation and sustainability.

Criterion A: Knowing and understanding, Criterion B:

Inquiring and designing, Criterion C: Processing and evaluating, Criterion D: Reflecting.

**Mathematics**

Extended Mathematics

Develop mathematical understanding, apply mathematical concepts to real-world problems, and enhance logical reasoning.

Relationships

Orientation in space and time, Identities and relationships.

Criterion A: Knowing and understanding, Criterion B:

Investigating patterns, Criterion C:

Communicating, Criterion D: Applying mathematics.

**Arts**

Visual Arts

Explore creative processes, develop artistic skills and techniques, and reflect on the role of art in society.

Aesthetics

Personal and cultural expression, Fairness and development.

Criterion A: Knowing and understanding, Criterion B:

Developing skills, Criterion C: Thinking creatively, Criterion D: Responding.

**Physical and Health Education**

Health and Fitness

Promote healthy active living, develop movement skills, and understand the impact of lifestyle choices on well-being.

Development

Identities and relationships, Personal and cultural expression.

Criterion A: Knowing and understanding, Criterion B:

Planning for performance, Criterion C: Applying and performing, Criterion D:

Reflecting and improving.

**Design**

Product Design

Apply the design cycle to create solutions, develop practical skills, and evaluate the impact of products on users and society.

Innovation

Scientific and technical innovation, Globalisation and sustainability.

Criterion A: Inquiring and analysing, Criterion B:

Developing ideas, Criterion C: Creating the solution, Criterion D:

Evaluating.

IB DP Component Aims (High-level Goals) Objectives (Specific Intended Outcomes) Focus Area Associated DP Element Learner Profile Connection

**General**

To develop students who have excellent breadth and depth of knowledge and who flourish physically, intellectually, emotionally, and ethically.

To promote international mindedness and responsible global citizenship.

Holistic Development

The DP Curriculum

**Academic**

To ensure that students develop deep disciplinary knowledge, conceptual understanding, and critical thinking skills.

To enable students to synthesize knowledge from various sources and apply research skills (Criterion A-D in subjects).

Content and Skills

Six Subject Groups

**TOK (Core)**

To encourage students to reflect critically on knowledge and experience acquired inside and outside the classroom, and appreciate the value of multiple perspectives.

To develop critical, reflective thinkers who question the basis of knowledge claims in different areas of knowledge.

Epistemology/Criticality

TOK Exhibition and Essay

**EE (Core)**

To provide students with the opportunity to engage in independent research on a topic of genuine academic interest, resulting in a formal piece of sustained academic writing.

To develop skills in formulating an appropriate research question, planning and conducting research, and effectively communicating ideas.

Research Skills

4000-word essay

**CAS (Core)**

To promote learning through experience and enable students to enhance their personal and interpersonal development through collaborative engagement with the local and global community.

To foster self-determination, perseverance, collaboration, and ethical decision-making through creative, active, and service-based projects.

Personal Growth

CAS Portfolio and Experiences

**Assessment**

To measure student performance against established criteria for each subject, ensuring fairness, validity, and reliability.

To provide clear, consistent expectations for achieving specified learning goals, reflecting both internal and external evaluations.

Evaluation Standards

Internal and External Assessments

IB CP Component Aims (High-level Goals) Objectives (Specific Intended Outcomes) Core CP Elements Addressed Learner Outcome Focus

**General**

To provide a framework of international education that incorporates the vision and educational principles of the IB into a unique programme addressing the needs of students engaged in career-related education.

To support students in developing personal and professional skills, enhancing their academic and practical knowledge, and preparing them for further education, apprenticeships, or employment.

Whole Programme

Development of career-related knowledge, personal qualities, and a lifelong commitment to learning and responsible action.

**Core**

To foster the development of a well-rounded student who can apply academic knowledge to real-world issues, reflect on ethical and professional practices, and communicate effectively in an increasingly globalized world.

To enable students to: Apply personal and professional skills effectively.

Engage in service learning to address authentic community needs. Reflect on ethical dilemmas and learning through the Reflective Project. Develop communicative competence in a second language.

Reflective Project, Language Development, Personal and Professional Skills, Service Learning

**Reflective Project:** Critical thinking and ethical reflection.

**Personal & Professional Skills:** Responsibility, perseverance, integrity, collaboration.

**Service Learning:** Community engagement and action.

**Language Development:** Communication and intercultural understanding.

**Academics**

To ensure that students build a foundation of academic knowledge and conceptual understanding through the study of at least two Diploma Programme (DP) courses, providing academic breadth.

To enable students to: Acquire and apply the subject-specific knowledge, skills, and concepts from their chosen DP courses. Meet the assessment requirements of the DP in those subjects.

DP Courses (min. 2)

Mastery of DP subject matter and development of associated Approaches to Learning (ATL) skills like research, communication, and thinking.

**Career-related**

To allow students to gain a deep, practical understanding of their chosen career field, developing skills that are directly relevant and immediately applicable in the workplace.

To enable students to: Acquire industry-specific knowledge and technical skills.

Understand the professional context, practices, and ethics of their career field. Engage in practical, hands-on learning experiences.

Career-related Studies

Practical, work-ready skills, professional awareness, and an understanding of the career pathway and industry standards.

IB PYP Component Aims/Goals Objectives/Outcomes Key Elements of Learning Assessment Focus Associated Document/Resource Focus on Learner Profile

**Aims**

To nurture and develop students as caring, active participants in a lifelong journey of learning, preparing them to be successful in a changing world.

To enable students to construct meaning, develop conceptual understanding, demonstrate knowledge and skills, and act responsibly.

Transdisciplinary Themes, Key Concepts, Approaches to Learning

(ATL).

Process and performance, using multiple sources of evidence (e.g., portfolios).

PYP Programme Model

**Outcomes**

N/A (Aims serve as the overarching goals)

Students develop five essential elements:

Knowledge, Concepts, Skills, Attitudes, and Action.

Inquiry-based, hands-on learning within a global context.

Formative assessment driving instruction, culminating in the PYP Exhibition (Year 6 aka Grade 5).

Making the PYP Happen

**Curriculum**

To ensure a balanced curriculum that is engaging, relevant, challenging, and significant.

Students inquire into six globally significant, transdisciplinary themes.

Written Curriculum (scope and sequence), Taught Curriculum (pedagogy), Assessed Curriculum (evaluation).

Criterion-based feedback and reporting.

PYP Subject Guidelines

**Pedagogy**

To empower students to take ownership of their learning and develop independence.

Students apply the Approaches to Learning (ATL) skills:

communication, social, self-management, research, and thinking.

Collaborative planning and reflection among teachers.

Promoting student reflection on learning (metacognition).

PYP Workshop Materials

**Action**

To inspire students to choose to act upon their learning and make a difference in the world.

Students demonstrate responsible action, both large and small, in response to their inquiries and learning experiences.

Service Learning opportunities integrated into units of inquiry.

Evaluating the impact and sustainability of student action.

PYP Handbook for Parents

**Exhibition**

To allow students to demonstrate independence and responsibility for their own learning, and to explore an issue of local or global significance in depth collaboratively.

Students present their learning to the whole school community, synthesizing knowledge and skills from across all subject areas and core components of the PYP.

A culminating experience for students in the final year of the PYP (typically 10-12 years old).

Holistic assessment of ATL skills, Learner Profile attributes, and deep inquiry.

PYP Exhibition Guidelines