PDP - Frequently asked questions

The programme development plan is focused, time-bound and grounded in the programme standards and practices. Schools develop an aspect of the programme that will have a positive impact on the student experience. Schools are encouraged but not required to use the template provided in the Guide to programme evaluation (for use from September 2020). The guide includes both the IB programme development plan template and guidance for schools that create their own template.  

Schools may engage in several programme development efforts at any given time. A new programme development plan is created when the school determines that priorities or strategic goals shift. Programme development may take different forms and will reflect the school’s context and strategic goals.  

During programme evaluation, generally schools will share and the IB will give feedback on one programme development plan. Schools will likely complete several programme development plans during the five-year review period but will generally select one plan to share with the IB. 

Schools with multiple IB programmes may submit plans for one or more programmes as appropriate for their context but are encouraged to use the opportunity to develop continuity and connections across programmes. If a programme-specific plan is submitted, the reflection part of the narrative could discuss how the strategy can be transferred and applied to other programmes. 

This is encouraged, but not required. Schools are encouraged to develop continuity and connections across programmes. The PDP process can also be implemented in sections of the school that use other programmes and curricula to ensure the continuing development and alignment of learning. 

Schools select what area of the programme(s) to focus their development efforts. The Guide to programme evaluation (for use from September 2020) provides some examples but schools will use their own learning data to prioritize the focus of PDPs.

Schools may choose to use the self-study and other points of data and evidence to inform their programme development, but it is not required to only focus on the conclusions of the self-study. For the purposes of programme evaluation, the school selects and shares at least one area of programme development that has been undertaken. 

To receive meaningful feedback, the programme development plan should be in an area where the school has completed a substantial amount of work or completed the work entirely. The learning and reflection embedded in the development plan is more effective when schools have completed a cycle of learning. 

Feedback is provided on strengths evidenced in planning, implementation, analysis, reflection and learning as well as areas for the school to consider for future or further consideration. Feedback is intended to support the school’s development as a learning community. 

The area(s) of programme development are selected by the school. IBWS managers are available to support the school, but do not approve either the areas selected or the group of practices. 

This is left to the school to decide and depends on the school context, as long as there is one area of focus for each PDP.  The experience of the school and school staff, resources, and demands of other initiatives should be considered. In some cases, just one focus at a time will be appropriate. Other schools may have the staff and resources to sustain work in three to five areas of focus at a time. Timelines for the plans are left to the school. New programme development plans are created when the school determines that priorities or strategic goals shift.

The samples are available are on the Programme Resource Centre. However, we strongly encourage schools to contextualize their PDP. Your IBWS Manager is also available to support the development of your PDP.