IBEC Leadership Practice - Authorization Process Assignment

Part 1. Compare the authorization timelines of the four IB programmes 

1.1 The key difference 核心差異

The key difference is that PYP and MYP candidate schools must complete at least one academic year of trial implementation, whereas DP and CP candidate schools generally cannot implement their respective programmes during candidacy. The CP authorization pathway may also differ depending on whether a school is already authorized for the DP.

When I first looked at the authorization timelines, I found this difference quite interesting. I think it makes sense when we consider the nature of the programmes. PYP and MYP place a strong focus on inquiry, collaboration, student agency, and developing a shared learning culture. These practices are not always easy to establish through documents or planning alone. Teachers need to experience them in real classrooms, see how students respond, and reflect on what needs to be improved.

For DP and CP, the preparation seems to place more emphasis on having the necessary systems, staffing, curriculum, and assessment structures in place before students begin the programme. From a leadership perspective, this made me think about the importance of knowing when a school is ready to learn through implementation and when it first needs to build the capacity to implement responsibly.

This helped me see that authorization is not simply about meeting requirements. It is also about understanding the nature of each programme and making sure that the school is ready to support students effectively.

1.2 Comparison of IB Programme Authorization Processes

(Based on official IB authorization resources and my synthesis for comparison.)

Dimension	PYP  (Primary Years Programme)	MYP  (Middle Years Programme)	DP  (Diploma Programme)	CP  (Career-related Programme)
Typical age	3–12	11–16	16–19	16–19
Trial implementation during candidacy	Yes – at least one academic year	Yes – at least one academic year	No	No
Main preparation focus	Developing inquiry-based learning, student agency, interdisciplinary planning, and a whole-school learning culture	Developing interdisciplinary learning, subject-group collaboration, curriculum planning, and assessment practices	Establishing subject curricula, assessment systems, qualified staffing, and the DP Core	Establishing career-related learning, the CP Core, and integration between academic and career-related studies
Professional development	Relevant teachers and educational leaders	Relevant teachers and subject-group teachers	Subject teachers and staff responsible for the DP Core	Teachers and staff involved in the CP Core and relevant subjects
What the school can learn before authorization	Teachers can implement, observe, reflect on, and adjust inquiry-based practices in real classrooms	Teachers can develop and refine interdisciplinary collaboration, assessment, and MYP practices through implementation	The school develops and verifies the systems, staffing, resources, curriculum, and assessment structures needed for implementation.	The school develops and verifies the structures needed to integrate academic, career-related, and CP Core learning.
Leadership consideration	Can the school develop IB approaches as part of its everyday teaching and whole-school culture?	Can the school build consistent collaboration and shared understanding across subjects?	Is the school sufficiently prepared in terms of staffing, systems, assessment, resources, and programme requirements?	Is the school able to integrate academic learning, career-related learning, and the CP Core effectively?
Connection to student pathways	Focuses mainly on developing learning approaches and school culture	Focuses mainly on developing learning approaches, collaboration, and assessment practices	Has a more direct connection to students' post-secondary pathways and the IB Diploma qualification	Has a direct connection to students' post-secondary and career-related pathways

Sources: International Baccalaureate (IB), Guide to School Authorization (29 March 2022), Rules for IB Candidate Schools, The Authorization Process, Projecting Your Authorization Timeline, and programme-specific requirements for the PYP, MYP, DP, and CP.

The table is my synthesis of the information from these official IB resources. 

1.3 Why might IB have designed the process this way?

(1) Matching the Authorization Process to the Nature of Each Programme

The PYP and MYP are flexible, inquiry-based programmes that focus on collaboration, student agency, and learning through inquiry. I think these practices need time to develop in real classrooms. A trial implementation period gives schools a chance to put the IB philosophy into practice, reflect on what is working, and make adjustments.

For example, in the PYP, a school might plan an inquiry unit around a real-world issue such as sustainability. Teachers need to see how students respond to open-ended questions, how they work together, and how their learning develops through the inquiry process. I think this can be difficult to demonstrate through curriculum documents alone.

In contrast, the DP and CP have more specific curriculum structures, assessment requirements, and programme components. Schools need to have the necessary systems, staffing, professional development, and assessment procedures in place before formally offering these programmes. For example, a school preparing to offer the DP needs qualified teachers, appropriate assessment procedures, and systems to support components such as Theory of Knowledge (TOK), the Extended Essay (EE), and CAS.

(2) Protecting Students' Educational Pathways and Programme Integrity

I also think the potential impact on students may be another factor to consider. DP and CP students are working towards programmes that can connect to their future university, career, or post-secondary pathways. If a school were unable to become authorized after planning to offer the DP, students could face uncertainty about completing the programme and receiving the qualification they expected.

PYP and MYP are different because they do not lead to the same type of formal IB qualification as the DP. A trial period allows schools to develop inquiry, student agency, collaboration, and other IB practices before full authorization, while giving the school time to learn and improve.

I understand that this may not be the IB's explicitly stated reason for having different authorization approaches. However, thinking about it this way has helped me look at authorization from a leadership perspective. School leaders have a responsibility not only to introduce a programme, but also to ensure that the school has the capacity to deliver what it promises to students.

Conclusion

Overall, this reflection has changed how I view authorization. I initially saw it mainly as a process for checking whether a school meets IB requirements. I now see it more as a way of balancing programme readiness, student needs, and the school's capacity to deliver what it promises.

For me, the key leadership lesson is that having a vision for an IB programme is not enough. Leaders also need to ask whether the school has the people, systems, resources, and shared understanding to turn that vision into effective practice. This is something I would like to explore further through my IBEC Leadership Practice journey.

Part 2.  Choose the IB programme that is of most interest to you, and carefully read the ‘Guide to Authorization’ document. In preparation for completion of the final assignment, identify 3 to 5 areas that:

a. (If you are not in an authorized IB school) Will need to be addressed in order to become authorized

2.1 Why I Chose the MYP

I chose the MYP because I have experience working with Grade 6-8 students, and my Taiwan-Vietnam language and cultural exchange project connects closely with MYP ideas such as inquiry, communication, collaboration, and intercultural understanding. I would like to explore how my existing experience could be developed further within an MYP framework. 

2.2 Areas That Need to Be Addressed for MYP Authorization

Area	What needs to be addressed	Connection to my practice
1. Curriculum Planning	Develop a coherent MYP curriculum through collaborative planning across subject areas.	My Taiwan–Vietnam project connects inquiry with authentic, cross-cultural learning.
2. Teaching & Learning	Develop inquiry-based, student-centred learning that encourages student agency, communication, and collaboration.	My cultural exchange project used authentic communication and real-world contexts, giving students opportunities to take an active role in their learning.
3. Assessment	Develop consistent MYP assessment practices and collaborative standardization.	My project could assess communication, collaboration, and intercultural understanding.
4. Professional Development	Build a shared understanding of MYP principles through ongoing professional learning and collaboration.	My IBEC learning has shown me the importance of teacher development and shared understanding across the school.
5. Leadership & Structures	Establish clear roles, resources, and structures to support sustainable MYP implementation.	Through IBEC, I am interested in how leaders build shared commitment and support long-term implementation.

Official IB Resources

The following official IB resources were used to understand and compare the authorization processes for the PYP, MYP, DP, and CP:

1. International Baccalaureate Organization. (2022). Guide to school authorization. Overview of the authorization process, requirements, responsibilities, and programme-specific considerations. Official IB Guide to School Authorization

2. International Baccalaureate Organization. Projecting your authorization timeline. Interactive tool for exploring authorization timelines and milestones. Official IB Timeline Tool

3. International Baccalaureate Organization. The authorization process. Overview of the main stages and principles of IB authorization. Official IB Authorization Process

4. International Baccalaureate Organization. Candidacy. Information about candidacy requirements, including trial implementation for the PYP and MYP. Official IB Candidacy Process

   
   

Note: The comparison tables are my synthesis of information from the official IB resources above, combined with my own professional reflection and interpretation.