2022年12月8-9日，“学校课程现代化的中国道路——2022国际教育发展论坛”顺利举行，中华国际文凭学校协会（IB CISA）在论坛结束后继续举行了2021-2022内部年度会议，将教育教学探讨的热情延续。三位来自不同成员校的资深教育者分享了从幼儿园到高中不同学段的IB教育教学经验。其中，昆山康桥学校副校长林宇澔博士分享的主题为:组织模式创新-IB教育者专业素养与能力养成的核心基础。

On December 8-9, 2022, "Modernization of School Curriculum: The Chinese Path -- International Education Development Forum in 2022" was successfully held . After the forum, Chong Wa International Baccalaureate Schools Association (IB CISA) held its 2021-2022 annual internal meeting to continue the passion of discussions on education and teaching. Three experienced educators from different member schools shared their IB education experiences from kindergarten to high school. Among them, Dr. Lin, Vice Principal of Kang Chiao International School East China Campus, has shared a topic, “Organizational Model Innovation – The core foundation of professional and competency development for IB educators”.

每一位教育工作者在成长为合格IB教师或教育者的过程中，不论教学经验有多长，都需要经历模式转变(paradigm shift)的过程，需要在教与学的思维方式和工作策略运用上，进行根本性的转变。除了对课程大纲的理解，以及对评估标准的掌握外，更重要的是需要具备开放的心态，以及把书面与评估内容落实于课堂的能力。因此，如何有效通过协同备课以及系统培训，带动学校组织学习以及教学创新，是每所IB世界学校需要思考与实践的议题。

In the process of becoming a qualified IB teacher or educator, regardless of the length of teaching experience, every educator needs to undergo the process of paradigm shift. This is a fundamental shift in the way of thinking and the adaptation of approaches in teaching and learning. In addition to the understanding of subject guides and the mastering of assessment criteria, it is important to have an open mind and the ability to put written and assessed curriculum into practice in the classroom. Therefore, how to effectively promote organizational learning and teaching innovation through collaborative planning and system learning is an issue that all IB World Schools needs to consider.

为了成功实施MYP课程项目，学校需要制定全校性的课程体系框架，包含学科内及跨学科的课程计划和教学单元。学校需要为协作发展制定课程计划，设置专门会议/培训安排，要求全体教师参与，进行有效管理

In order to successfully implement the MYP, schools need to develop a school-wide curriculum framework that includes subject overviews and unit plans within and also across subject groups. Schools need to establish plans and system for collaborative curriculum planning and development by setting up specific meetings and training arrangements, which require all teachers’ participation and effective management.

协作规划会议的具体内容，会因为合作类型的不同，而有时间、频率，以及合作目的上的差异。每个学校的具体状况和需求不同，在频次和内容上可以有各自的安排，以广州市增城区凤凰城中英文学校与昆山康桥学校为例，学科组内的纵向衔接可以通过“学科组协作备课与研讨”来达成，教师们可以共同撰写单元计划、确定阶段性教学突破点，以及统一评估标准。其次，学科组织之间的横向衔接可以通过“学年组会议/跨学科会议”达成，教师们可以对贯穿各个学年的学习方法技能、重大概念和全球背景，加以考虑，进行讨论和制定计划，达到平均分布。有些学校会针对ATL连续统一的培养目标，或服务与行动单独开会，也有学校会把ATL的制定以及“Service as Action”的融合，放在学科组内和学年会议里讨论。最后，是教学领导的会议，此类会议的议题制定策略应该是至下而上且至上而下的双向兼具，以达到“合作”与“沟通”的核心内涵。例如，制度的制定、实施、反思及修正。

The specific content of collaborative planning meetings varies depending on time, frequency, and purpose of collaboration. Each school may have its own arrangement in terms of frequency and content due to its unique contexts and needs. Taking Phoenix City International School and Kang Chiao International School East China Campus as examples, the vertical connection within subject groups can be achieved through "subject group collaboration in lesson preparation and discussion". Teachers can jointly write unit plans, determine the breakthrough point of periodic teaching, and unify assessment standards. Secondly, the horizontal connection between subject groups can be achieved through "year group meetings/interdisciplinary meetings", where teachers can consider, discuss and plan learning methods and skills, major concepts and global contexts throughout the academic year. Some schools aim at the continuous and unified developmental goal of ATL, or hold separate meetings for Service and Action, while some schools discuss the development of ATL and the integration of "Service as Action" in subject group and year group meetings. Finally, pedagogical leadership team meeting should adopt both bottom-up and top-down approaches to achieve the core essence of "cooperation" and "communication". For example, the establishment, implementation, reflection and revision of internal policies and procedures should consider voices from different stakeholders.

如何有系统的开展协作计划会议是每个学校需要思考的。以昆山康桥学校为例，学校设立MYP协调员的工作规划日程，将每学年每个月的重点工作做梳理。例如: 八月份的重点在于确保新学年的准备一切到位。进而，再细分为每个月的重要会议和活动目的，以及注意事项。具体而言，八月份，我们的会议会聚焦在目标设立、学术检测点时程、学年会议规划、社区设计项目实施时程、跨学科单元计划实施时程等。这样的工作规划日程是与所有教学领导团队成员和老师们共享的，老师们可以很清楚的知道，并提醒大家每个月MYP课程的实施重点，老师们也可以进而规划他们的时间以及工作量。MYP课程项目实施重点与时程也关联在每次协作计划会议的议程，建议实施的学校要记录并保存讨论决议，以达到有效管理。

How to systematically carry out collaborative planning meetings is what every school needs to think about. Taking Kang Chiao International School East China Campus as an example, the school has set up a work planning calendar for its MYP coordinator to focus on the objectives for each month of an academic year. Further, it is subdivided into the purpose of each month's important meetings and activities, as well as matters needing attention. For example, August is all about making sure everything is in place for the new academic year. Specifically, in August, our meetings will focus on goal setting, academic check point timeline, meeting arrangements for the academic year, community project implementation timeline, interdisciplinary unit planning and implementation timeline, etc. This work planning calendar is shared with all pedagogical leadership team members and teachers, which reminds everyone the implementation priorities of the MYP for each month. Teachers can plan their time and workload accordingly. Additionally, MYP implementation priorities and timelines are also associated with the agenda of collaborative planning meetings. It is suggested for schools to document meeting minutes and follow up actions to be taken to achieve effective management of those meetings.

除了协作会议外，IB明确建议，协作制定课程计划需要包含校内、校外专业培训的机会，持续加深每一位教师，对学科要求、学习方法及全球背景的理解，并提供MYP课程实施相关议题，和进行深度讨论交流的机会。学校可以通过寒、暑假期间组织校内培训以及学期中固定的校内培训进行。本文以广州斐特思公学为例。该校将培训项目分为: MYP课程项目素养以及学科专业、新入职教师培训工作坊以及有经验教师培训工作坊，进而针对IB和MYP课程特色内容以及学科大纲和评估方式进行研讨。

In addition to collaborative planning meetings, the IBO recommends that collaborative curriculum development could be achieved through opportunities for on-campus and off-campus professional training to continuously deepen teachers’ understanding of subject requirements, learning methods and global contexts, and to provide opportunities for in-depth discussion and exchange on issues related to MYP implementation. Schools can organize on-campus training during winter and summer holidays and also during the semester. Taking Fettes College Guangzhou School as an example, the school has divided the training programs into: MYP-related and subject-related, for new teachers and for experienced teachers to further address the aspects of IB education and MYP curriculum framework, subject guides and assessment approaches.

值得强调的是: 校内教师专业发展培训工作坊的目的是促进教师间的互相交流与学习，以增进对MYP课程项目的理念理解 (例如: 学习者培养目标的实施、国际情怀的融合、教学方法与学习方法的养成) 和MYP课程项目的实践 (例如: 行动与服务的融合、跨学科单元计划的设计、MYP项目等)。因此，工作坊提倡“双向互动、多方交流，注重实操，兼顾理论”的策略

It is worth emphasizing that the purpose of the in-school teacher professional development workshop is to promote the communication and professional learning among teachers to enhance the understanding of the aspects of the MYP (for example, implementation of learner profile attributes, integration of international mindedness, development of approaches to teaching and learning, etc.) and the practices of MYP curriculum (for example, integration of service as action, design of interdisciplinary unit plans, MYP projects, etc.). Therefore, those workshops should advocate the strategy of "two-way interaction, multi-communication, focusing on practical operation and giving consideration to theory".