Embedding the IB Programme Standards and Practices at GCSD: PYP, MYP, and DP

The Programme Standards and Practices (PSP) provide the framework for implementing high-quality IB education across Greenburgh Central School District (GCSD). The PSP outlines expectations that guide school leadership, instructional design, and community engagement, ensuring that the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP) are delivered with fidelity and excellence.

The PSP is organized into four key areas:

1. Purpose

This standard ensures that the school’s mission and values align with the IB philosophy, fostering a shared commitment to international-mindedness and the development of lifelong learners.

• At GCSD, the IB mission is deeply embedded in district and school goals. Each classroom, whether in a PYP kindergarten or a DP Theory of Knowledge seminar, opens the year by unpacking the Learner Profile and connecting it to personal and collective purpose.

• Annual projects, such as the PYP Exhibition and MYP Community Project, explicitly link students’ learning to action, reinforcing their role as active global citizens.

2. Environment

This standard focuses on creating inclusive, supportive, and stimulating learning environments where all students can thrive.

• In the PYP, classrooms are arranged to encourage inquiry and exploration, with visual prompts and student work showcasing learning journeys.

• In the MYP, advisory and interdisciplinary units promote belonging and academic growth, and schoolwide events such as International Day celebrate cultural diversity.

• In the DP, students have access to academic and emotional supports, including Extended Essay writing labs, CAS mentorship, and university counseling, all within a culture that encourages well-being and balance.

3. Culture

Culture ensures that policies, leadership, and professional learning create a sustainable and collaborative IB learning community.

• GCSD invests in continuous professional development, ensuring that teachers and leaders are equipped to implement IB principles. For example, all staff participate in regular IB workshops and in-house training aligned to PSP expectations.

• Teachers collaborate in vertical and horizontal teams to align curriculum and assessment, creating a shared understanding of IB expectations and a cohesive learning experience for students.

4. Learning

This standard ensures that curriculum, pedagogy, and assessment uphold IB principles of inquiry, action, and reflection.

• In the PYP, transdisciplinary units are developed with clear lines of inquiry and assessments that capture student understanding through projects, portfolios, and presentations.

• In the MYP, subject group criteria guide assessment, and students are encouraged to reflect on their learning through regular formative feedback and self-assessment.

• In the DP, internal assessments (IA), external exams, and core components (EE, TOK, CAS) are implemented with rigor and integrity, with teachers guiding students through the process while adhering closely to IB assessment standards.

At GCSD, the Programme Standards and Practices are not abstract requirements; they are living commitments. They shape the way we lead, teach, assess, and grow as an IB learning community, ensuring that students receive an education that is internationally recognized for its depth, relevance, and transformative impact.