IB 学校认证之路，道阻且长 The road to IB school accreditation is long and difficult一所学校能获得IB授权必须经过IBO非常严格的审核，在办学使命&教育理念、组织架构、师资力量&授课技能、学校硬件设施和课程体系上完全符合标准才可获得授权。

According to the procedures and standards officially issued by IBO to apply for IB school authorization, a school must pass strict examination by IBO and be authorized only when it meets the standards in terms of mission & educational philosophy, organizational structure, faculty & teaching skills, school hardware facilities and curriculum system.

授权过程因学校的具体申请时间和申请课程的不同而异，但通常需要3-4年的时间完成从申请到授权的整个过程。但实际上，如果是新学校申请，包括准备期到正式授权，这个周期往往需要3~5年时间。

The authorization process varies by school and program, but it usually takes 3-4 years to complete the entire process from application to authorization. But in practice, if it is a new school application, including the preparation period to formal authorization, this cycle often takes 3 to 5 years.

IB课程体系包小学项目IBPYP，中学项目IBMYP，大学预科项目IBDP，IB职业相关课程IBCP四个阶段项目。每一个项目的申请都是一个漫长而繁琐的过程，每一所IB学校的产生都需要经历四个阶段：考虑阶段—申请阶段—候选阶段—授权阶段，可谓是过五关斩六将。

The road of IB School Certification is blocked and long.

Let's unveil the IB PYP interdisciplinary IB school refers to the school that has passed the certification of IBO International Diploma organization and has the teaching qualification of IB project.IB curriculum system includes primary school project ibpyp, middle school project ibmyp, pre university project IBDP,IB vocational related courses ibcp four stage projects. The application of each project is a long and difficult processComplicated process, the emergence of each IB school needs to go through four stages: consideration stage - application stagePlease stage - candidate stage - authorization stage, which can be described as passing five passes and killing six generals. 

申请成为IB学校包括：Application to IB schools includes

1.考虑阶段  Considering phase

● 确保学校校长参加IB组织的工作坊来熟悉IB项目的理念、使命和认证流程；

Ensure that school principals attend IB workshops to familiarize themselves with the philosophy, mission and accreditation process of the IB programme;

● 确定学校即将成为协调员的人选；

Identify the school's incoming coordinator;

● 校方能够从社区获得支持并确定所需的资源；

The school can get support from the community and identify the resources needed;

● 检查IB课程的理念、具体课程结构和要求（在IBO官网的文献和资源库中可以找到），并将它们与学校目前的状态进行比较，看学校是否兼容。

Examine the philosophy of the IB curriculum, its specific curriculum structure and requirements (available in the literature and resource library on the IBO website) and compare them to the current state of the school to see if the school is compatible.

2.申请/IB决定候选学校资格阶段

● 学校初步审查IB课程的理念和价值观及其与学校的使命、结构和文化的匹配程度；

The School conducts a preliminary review of the philosophy and values of the IB programme and how they fit with the school's mission, structure and culture;

● 学校需要承诺为成为IB世界学校做出必要的调整；

Schools need to commit to making the necessary adjustments to become IB world schools;

● 准备文件包括（但不限于）：提供学校性质与法律结构的证明文件、可行性研究文件、职业发展计划、项目执行预算和学校使命陈述等；

Preparation documents include (but are not limited to) : supporting documents of the school's nature and legal structure, feasibility study documents, career development plan, project implementation budget and school mission statement;

3.申请候选学校阶段

学校需要为成为IB世界学校做出必要的调整，调整包括以下三点：价值观匹配、组织管理与资源支撑、课程管理支持在真正申请成为IB学校之前，学校需要认真考虑是否真正申请成为IB学校，因为校方在申请IB学校认证的过程中要经历3-4年甚至5年的努力来获得最终授权，而在此过程中校方需要综合考虑自身条件、时间成本以及投入产出比，从而做出理性的决策。

The school needs to make the necessary adjustments to become an IB world school, including the following three adjustments: Before applying to become an IB school, schools need to seriously consider whether to apply to become an IB school, because the school has to go through 3-4 or even 5 years of efforts to obtain the final authorization in the process of applying for IB school certification. In this process, the school needs to consider its own conditions, time cost and input-output ratio comprehensively, so as to make a rational decision.

4.候选学校阶段

● 所有老师/管理人员可登陆IBO在线课程中心获得丰富的教学资源以及世界范围内IB专业教师组织的网上论坛；

All teachers/administrators can log on to IBO Online Courses Center for rich teaching resources and online forums organized by IB professional teachers around the world.

● 申请PYP/MYP课程的学校在审核过程中需要开始为期至少一年的试验教学；

Schools applying for PYP/MYP programmes will be required to commence pilot teaching for at least one year during the review process;

● 项目负责人员必须定期参加IB组织开展的专业发展活动及论坛；

Programme personnel must regularly participate in IB professional development activities and forums;

● 学校在此期间可以得到IB提供的支持，包括IB区域办事处以及由IB资深人员提供的网络在线咨询；

Schools will have access to IB support during this period, including IB regional offices and online counselling by IB senior staff;

● 申请授权学校的授课教师不仅在申请过程中需要定期参加专业课程研修班（IBO相关课程的培训），成为授权的学校之后也要定期参加，以保证课程的质量；

Teachers applying for authorized schools are required to attend professional course workshops (IBO courses training) regularly during the application process, as well as after becoming authorized schools to ensure the quality of courses.

5.申请/IB决定授权学校资格阶段

学校需要做到申请文件包括：学校对其申请授权方案理解的具体文件，以及具体根据项目规划实施/或项目试行实施情况的资料。The school needs to make sure that the application documents include: the specific documents of the school's understanding of the application authorization scheme, as well as the specific implementation of the project according to the project planning/or the trial implementation of the project.可以从IBO官网的学校资源和文件库中下载有关申请授权的样本，并希望您能再三确认填写信息。准备好申请授权的学校，可以联系当地IB办事处进行在线申请。Samples of the application for authorization can be downloaded from the IBO website's school resources and file library, and you are encouraged to double-check your information. Schools ready to apply for authorization can contact their local IB office to apply online.在提交申请后，学校将收到一份反馈报告，可能要求学校提供补充资料或对申请提出的问题作出答复，一般来讲，这些须在申请流程结束前完成。Upon submission of the application, schools will receive a feedback report, which may require additional information or responses to questions raised by the application. These should generally be completed before the end of the application process.另外需注意的是，被授权的IB学校，也不代表此后一劳永逸，学校还需接受IBO监管，每五年要通过一次评估审核程序，完全符合IB课程的认证标准（附图）才能保持授权资格。虽然程序上和后期操作上相对繁琐，但正因在如此严格的标准下，全世界的IB学校才能保持一致水平和优异教学质量。It is also important to note that an authorized IB school is not a permanent one. The school is subject to the supervision of the IBO, and must pass an evaluation process every five years to fully meet the certification standards of the IB program (attached picture) in order to remain authorized. Despite the complexity of the procedures and procedures, IB schools around the world are able to maintain a consistent level and excellent quality of teaching under such strict standards.

作为IB学校，以完善的课程体系作为优质教育的基础，培养学生成长为积极探究/知识渊博/勤于思考/终身学习者。在IB PYP项目中，幼儿需通过真实的学习来达到最佳的学习效果，即以“我们是谁？”“我们如何组织自己”“我们如何表达自己”“世界如何运作”“我们身处什么时空”“共享地球”这六大超学科主题来开展探究学习，与“现实”世界相关联，而非局限在传统学科局限内。
IB PYP项目的特色在于激发幼儿的能动性，培养幼儿自我探究能力。在探究学习过程中以幼儿为主导，教师负责引导与促进他们建构知识，通过全维度学习社区支持，鼓励幼儿自主深度探究与提问，引导幼儿根据“导入—发现—搜集资料—深入分析—做出反思—行动”这六个步骤来进行积极探究。

The IB school curriculum system is excellent, good at giving guidance.

As an IB school, with a perfect curriculum system as the basis of quality education, we develop students to grow into a lifelong learners, inquirer, knowledgeable, thinker.In the IB PYP program, students need to achieve the best learning results through real learning, that is on the basis of six super themes,including " Who are we?"" How we organize ourselves "" How we express ourselves "" How the world works "" Where we are in place and time” "and" Shared the planet "  to carry out inquiry learning, related to the" real " world, rather than limited to the limitations of traditional disciplines.The characteristic feature of IB PYP project is to stimulate children's initiative and cultivate children's self-exploration ability.In the process of inquiry learning, children are the leading group adn teeachers are responsible for guiding and promoting their construction of knowledge. Through full-dimensional learning community support, children are encouraged to make independent in-depth inquiry and questions, and children are guided to actively explore according to the six steps of "introduction- -discovery- -data collection- -in-depth analysis- -reflection- -action".

作为IBPYP学校与学生校园生活的一个里程碑，IBPYP项目学习成果展综合了项目的5大要素，并在整个学校社区中进行分享与交流。这是对学生在IBPYP经历中所掌握的知识和技能的庆祝，是一个涉及自我反思、合作、探究、行动和向观众展示的实质性的高潮;这也是一个让学生向他们的社区甚至世界分享他们的信息的机会。学习成果展不仅是学生能动性的积极体现，学生发挥领导作用与自主精神，对他们的作品和学习拥有发言权、选择权和归属权;是学生参与一项合作开展的、有深度的探究活动;能为学生提供探索多种观点的机会;使学生综合运用已有经验，并对已有学习经历进行反思;为评估学生的理解提供真实可靠的过程;同时也展示着学生能够如何采取行动。在学习成果展中，学生们精彩的演讲、互动式体验与自发主导行动，充分展示着学生的成长与快乐。

The IB school certification road, which is blocked and long.IB school refers to the school that has passed the IBO International Baccalaureate organization certification and is qualified to teach the IB program.IB curriculum system includes four stage projects:IBPYP, IBMYP,IBDP and IBCP.The application of each project is a long and tedious process, and each IB school needs to go through four stages: consideration stage,application stage,candidate stage and authorization stage, which can be said to be through five passes. TOOINE Changjiang Kindergarten was officially a candidate for IBPYP on September 8,2019.

IB PYP学校教师就职之路，任重道远IB PYP teachers have a long way to goIB PYP的老师不仅要学习《项目的标准与实施要求》、《制定超学科探究计划》《学科范围与顺序》、《学习和教学》、《学习者》、《在课堂上满足学生学习多样化的需求》、《教师与协调员评估指南》、《IB课程评估》、《ib形成性评估》等IB官方资料文件，还要定期参加IB官方及学校聘请IB顾问组织的线上线下专业培训，同时所有教师需通过考核获得IB官方认证资质证书方可上岗；除此之外，IB老师每日上班都会化身为“主持人”“研究者”“参与者”“鼓舞者”“领航员”“观察员”“记录员”“反思型实践者”，并计划、促进、支持以及反思学习与教学，运用各种策略、工具和理解与学生们肩并肩密切合作。

There is a long way to go for IB school teachers.IB teachers should not only study IB official documents including <The Project Standards and Implementation Requirements>/<Making the PYP happen:A curriculum framework for international primary education>/<subject scope and sequence> / <learning and teaching> / <learners> / <to meet students' diverse learning needs in class> / <teacher and coordinator evaluation guide> / <IB course evaluation> / <ib formative assessment>, also regularly participate in online and offline professional training organized by IB officials and IB consultants.At the same time, all teachers need to pass the examination to obtain the IB official certification qualification certificate before working.Besides, IB teachers will become "host", "researcher", "participant", "inspiration", "navigator", "observer", "recorder", "reflective practitioner" every day at work, and they plan, promote, support, and reflect on learning and teaching, work closely with students with various strategies, tools and understanding.