Ensure collaboration and awareness on teachers’ part of student workloads in the DP including course homework, CAS, and the EE (create a collaborative calendar for teacher use)
Provide opportunities for students to learn time management and organization regarding homework and study
Ensure that teachers are trained in the common expectations of homework in the DP
Provide opportunities for parent, student, and teacher feedback on homework practices
Teacher Responsibilities:
Regularly maintain a shared, planned calendar of student homework (including the Internal Assessment, CAS, and EE deadlines) to balance student workload, The purpose of this is to ensure students are not overloaded
Reinforce habits of time management and organization by explicitly teaching students how to become and stay organized in homework
Collaborate with students to assign relevant and meaningful homework
Provide meaningful, criterion-referenced feedback to students and parents about homework
Student Responsibilities:
Plan and organize their time to ensure their ability to meet homework expectations
Communicate with their teachers and/or the Diploma Programme Coordinator when there are challenges and issues with completing homework or managing time
Collaborate with teachers and peers to shape homework expectations
Employ effective time management skills to meet deadlines
Work in teams to encourage peers and reinforce accountability in their efforts
School Responsibilities:
Ensure collaboration and awareness on teachers’ part of grading and feedback processes in other DP courses
Ensure that teachers set and use consistent expectations and consistent vocabulary of grading and feedback in the DP courses
Provide opportunities for parent, student, and teacher feedback on grading practices
Facilitate both physical and electronic methods for easy, flexible, communication between teachers, parents, and students
Teacher Responsibilities:
Maintain transparent and consistent grading expectations for their respective courses
Reinforce habits of reflection and inquiry by providing students dedicated, structured opportunities for criterion-referenced peer feedback and self-assessment before assigning a grade
Assign grades to summative assessments and provide feedback to formative assessments. Both grades and feedback should be criterion-referenced
Allow students opportunities to reflect on and use teacher and peer feedback to make changes to their work
Allow students opportunities to re-assess for a grade (format can be changed at teacher discretion)
Maintain a regularly updated grade book per district guidelines
Student Responsibilities:
Maintain consistent awareness of grades and progress in Canvas, StudentVUE, and ManageBac
Provide descriptive feedback to peers and teachers to support student and teacher learning
Communicate with teachers when there is a concern about their grades
Use any feedback provided to make adjustments to work
School Responsibilities:
Ensure that parents and students know that course transcript grades are different from examination grades for the IBO
Provide a platform for teachers to use to report grades
Follow district and state guidelines for reporting grades and credit on student transcripts
Teacher Responsibilities:
Follow district expectations for reporting grades at progress periods
Maintain a regularly updated grade book per district guidelines
Student Responsibilities:
Communicate any reporting inaccuracies to their teachers and the school office staff
