Developing an IB-aligned Admissions policy

Creating a comprehensive admissions policy is essential for International Baccalaureate (IB) schools. This process shapes the community and culture of the institution, with the thinking process together being of much more value than an 'off the shelf' policy document. This free handbook keeps the agency with you and your community, prompting you to explore current practices 'on the ground', envisioning future improvements collaboratively, and drafting a robust admissions policy that meets specific IB standards.

Developing IB Policy Handbook - Admissions.pdf

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An IB-aligned admissions policy not only addresses the expectations set by the IB but also creates a more welcoming and enriching environment for students, creates transparency about who can access your IB programmes - including internal and external students. School leaders play a vital role in this process, and with the right tools, they can simplify and systemise the journey toward effective policy-making.

Download your free handbook to help your school develop an effective Admissions policy

This free handbook can help you systemise and structure your policy review. Written with the experience of an IB school evaluation visitor, it includes checklists on what to include in your policy to ensure minimum requirements are met, as well as detailed scaffolding and suggestions to move from initial exploration through to delivering and unpacking a final policy document with your community. This handbook is part of a series of IB Leadership handbooks, including five Developing Policies handbooks, that are designed to prompt deep reflection amongst you and your colleagues, and keep the agency for school improvement firmly in your hands, respecting your context.

Designed around IB’s 2020 Programme Standards & Practices, the handbook supports schools to meet evaluation requirements while also encouraging thoughtful, locally relevant conversations. With diversity and equity at the centre of IB education philosophy, ensuring that your school thinks not only about who they admit, but also about who thinks they can fit in to your community. Do internal students looking to move up into the next programme know what the conditions of entry are? Or if there are any?

I hope the handbook can help you start, continue and succeed in crafting an effective policy in your school. If you found this resource useful, please do let me know!