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https://blogs.ibo.org/sharingpyp/2018/02/13/going-beyond-the-action-plan/

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Your school has gone through authorization and received an official report. What's next? This article explores how one school has used the authorization report to create a clear and actionable 3-year timeline that is shared and reviewed with the learning community.
As PYP practitioners we are constantly striving to grow and learn. For schools, the process of accreditation and evaluation presents itself as an opportunity to receive precise feedback on where we have come from and the directions we should take moving forward. So, after submitting paperwork, welcoming the visitation team and receiving our formal report...what's next?

I began working at American Pacific International School the year after their evaluation visit. Within my first month, I received our formal report that outlined the strengths and areas of need the visitors saw. Using the provided template, I moved forward with making our 5-year action plan, but after completing it I was still at a loss. How could I share all this information with my school community in a way that was clear and concise? I wanted an action plan that could be shared with the entire learning community without overwhelming them. After attending the Role of the Coordinator training, my workshop facilitator gave me the advice to create a personal three-year plan, but I still struggled with a format that would communicate the IB Programme standards and practices that would be accessible to my entire school community.

I decided to create my own method for how to sort, simplify and present our yearly goals to my team. As a PYP teacher and learner, I am very visual and learn best through hands-on experiences. I began by cutting apart our action plan and separating the standards that needed to be addressed. I did my best to physically group standards with a similar theme and gave each group a heading.

I then divided these groups among my three-year timeline trying to put similar goals together (see image below).

I used the headings to create concept-based yearly goals which are expressed similarly to a central idea. Our three-year timeline goals became:

2017-2018: The APIS community and leadership will work to collaboratively align our programme of inquiry with grade level curriculum standards, and we will plan for and support integrated transdisciplinary learning.

2018-2019: The APIS community and leadership will work to ensure that learning and teaching utilizes resources to promote differentiated, constructivist and inquiry-based instruction.

2019-2020: The APIS community will work to design assessments that support understanding of the PYP essential elements, grade level curriculum standards and individual student needs.

By having our yearly goals structured as a central idea, I have found planning professional development to be far easier and more goal-oriented. We can unpack the big concepts and focus our attention on specific actions we can take to improve.

I began by sharing the 2017-2018 goal with my staff and asking them to highlight the areas that were confusing or where they would like more development. They also wrote goal statements including one way they could personally help the school meet the goal and one way administration could support them. As a community, we are now familiar with the expectations of the IB and feel a sense of ownership about working towards meeting our goal, and we review which standards are addressed during our weekly professional development.

We also check in regularly on our progress towards meeting the goal and brainstorm action steps, including future professional development sessions, which would be helpful. Our action plan is now a living, breathing part of our school community. Students and parents see goals posted on the walls, teachers are active participants in reaching the standards and administrators are held responsible for providing the support we need moving forward.
Cynthia Blackburn is a PYP coordinator currently working at American Pacific International School in Chiang Mai, Thailand. She has worked with the Primary Years Programme for five years in various teaching and leadership roles. She is passionate about helping her school to be knowledgeable about the PYP and aligned with Programme standards and practices. You can follow her on Twitter @MsCindyPYP.

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Your school has gone through authorization and received an official report. What's next? This article explores how one school has used the authorization report to create a clear and actionable 3-year timeline that is shared and reviewed with the learning community. As PYP practitioners we are constantly striving to grow and learn.

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Post your photo below.

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1. PYP: From principles into practice/Learning community/A community of learners/A PYP learning community/Sharing responsibility for learning, health and well-being

2. PYP: From principles into practice/Learning community/A community of learners/Further reading/The PYP stance on student grouping

3. IB Community blog: ‘What inclusion looks like in our school’  http://blogs.ibo.org/blog/2016/11/24/what-inclusion-looks-like-in-our-school

4. IB Community blog: ‘Stop, start, continue: conceptual understanding meets applied problem solving’. Available in English, French, Spanish on the blog site http://blogs.ibo.org/blog/2016/02/01/stop-start-continue-conceptual-understanding-meets-applied-problem-solving/

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sharing some activity of primary wing

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Students have learned to express themselves through digital platforms. Recently they participated in Rangotsav(DIWALI) and expressed themselves in various art forms expressing their uniqueness and their understanding of Indian culture. Such opportunities should be in abundance whether it is online and offline mode of participation.

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rangoli made by students of SKV Laxmi Nagar

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Our classrooms

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#It helps to engage the students with different kinds of stimuli and creates an environment of activity-based learning. It makes the content of the classroom more interesting and makes learning fun.
# Teachers will be given autonomy to choose their methods of teaching and assessment to get the maximum output of process . Availability of resources and infrastructure to enhance teaching learning experience.
#Support of parents will also be required for motivating teachers as well as student learning.

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Tree plantation activity by our little ones to show their care about environment.

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Diwali activity

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SKV vivek vihar, maths exhibition

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Skv pkt 4 mayur vihar phase 1 ( Integration of Arts with science)

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Skv pkt 4 mayur vihar phase 1

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i would like to change class rooms with activity boards so that the children could scribble down their ideas and fantasies on them

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http://www.youtube.com/watch?v=UmVE3GiwlEc

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https://youtu.be/UZTyvbmW92M

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Leadership Explained in 5 minutes by Simon Sinek

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1. What is our commitment to being inclusive for children with different needs?

2. How are teachers grouping and regrouping students in their class?

3. What does cultural diversity look like in our school?

4. Is serving diversity valued in our school?

5. Does our learning community have a shared view of inclusion and diversity?

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1. ‘How a culture of student leadership can foster learner agency’ https://blogs.ibo.org/sharingpyp/2018/02/06/how-a-culture-of-student-leadership-can-foster-learner-agency

2. ‘Listening to learner agency in the early years’ https://blogs.ibo.org/sharingpyp/2018/05/01/listening-to-learning-agency-in-the-early-years

3. ‘Supporting learner agency in the early years’ https://blogs.ibo.org/sharingpyp/2018/02/27/supporting-learner-agency-in-the-early-years

4.  ‘Agentic learning in Kindergarten’ https://blogs.ibo.org/sharingpyp/2017/10/24/agentic-learning-in-kindergarten

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Take a look around your school with an ‘empowering change’ hat on. As you wander around your school, what change do you come across that has been evolved through student inquiry?

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Choose your own notetaking tool from: http://www.visiblethinkingpz.org

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Choose your own notetaking tool from: http://www.visiblethinkingpz.org

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From principles into practice/Learning community/Leadership/PYP leadership/Nurturing capacity through and with others/Developing formal and informal leadership capacity.

Connect – Participants self-assess whether they feel they are beginning, developing or secure in these capabilities.

Extend – Participants consider which PYP leadership capabilities are important for building a positive school culture.

Challenge – Participants identify challenges or concerns they have about the impact that implementing the PYP may have/or has on school culture or climate in their setting.

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we have developed our statement on and around the vision' Each student every day' by creating conducive school culture.

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I am Bharat C Thakur, HoS RSBV Surajmal Vihar. Believe in leading from the front and would like to create a school culture where each one finds freedom to express and grow and work in a very peaceful and learning environment.

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This  is Ritu Singhal ,Principal of SKV Laxmi Nagar. I have an experience of 31 years in Education .Looking forward to the IB journey

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This  is Ritu Singhal ,Principal of SKV Laxmi Nagar. I have an experience of 31 years in Education .Looking forward to the IB journey

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GM everyone, I am Vinod Sharma Head of school SBV Vivek Vihar 1001002  a new and to be IB school

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GM everyone, I am Vinod Sharma Head of school SBV Vivek Vihar 1001002  a new and to be IB school

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This is Renu sharma, HOS SKV vivek vihar. I am really excited to be a part of this learning session. Hope we will be enriched with the new learning and methodologies.

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I am Ms Neeraj kumari,HOS of Skv pkt 4 mayur vihar phase 1.
Happy to be part of this co learning session

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https://jamboard.google.com/d/1edfM9cM6dMbHNA51_tgRPY1A87gz5RlvTw3YmlX-03c/viewer?f=0

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Hello!

It's a pleasure to connect with you.

A little background about myself, I am Rashmi Arora, HoS, SKV Surajmal Vihar. I was born and brought up in Delhi, India and have been working as HOS since 2017 in this school, SKV Surajmal Vihar, I have 32 years of experience in the field of education with CBSE education system. I value building trustful relations and  believe in collaborative leadership.We as a team are highly motivated  to follow the vision of growth and development. I have a  competent team of 12 teachers who are involved in core academic development processes for the K-8 (PYP & MYP)  DBSE board.

Regards

Rashmi Arora

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International schools are ideally placed to develop and encourage greater international-mindedness. Dr Chris Muller explores how best to exploit this opportunity.

Students in today's international schools, growing up to be global leaders of the future, will require a remarkable insight into people and cultures across the world, and an unprecedented concern for the well-being of the world community. Around the world, many educational systems are gearing themselves toward catering to a greater global consciousness.

International schools represent a phenomenon that is able to take the lead in setting an example to educate students toward international-mindedness, through an education that reduces ethnocentrism, increases knowledge of other cultures, and promotes a concern for global environmental issues.

Towards international-mindedness

International-mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility to its members. It is an awareness of the inter-relatedness of all nations and peoples, and a recognition of the complexity of these relationships. Internationally-minded people appreciate and value the diversity of cultures in the world and make an effort to learn more about them.

They exhibit personal concern for people all around the world, and this manifests itself in a sense of moral responsibility to other people, and a commitment to the values of a community. They are aware of the long-term consequences of human behavior on the environment and on global society.

If parents, teachers and others involved in the educational process aim to educate students toward an internationally-minded approach to life, then we need to develop a more sophisticated view of what is going on in schools to support the process.

By exploring the various dimensions of schools that may contribute toward promoting international-mindedness, the concept of educating toward this purpose will be clearer for other schools aiming to achieve such a goal. It will highlight attitudes of students related to their sense of connection to, interest in, and responsibility for, the global community and the behaviors associated with this perspective, thus directing toward the affective change that might result from practices in the classroom and the broader school environment.

This, in turn, would empower schools to reconsider how they cater to and recognize international learning. In the words of Bill Gates, founder of Microsoft, "I do think the 21st-century is about a more global view. Where you don't just think, yes my country is doing well, but you think about the world at large".

The role of schools

The following are selective aspects that require focus in a school striving to educate students towards international-mindedness and global citizenship.

An explicit and shared set of values, one that clarifies the context in which a school operates and subsequently sets out an appropriate vision, gives a framework from which all community members can receive guidance for their action. This is true for any school, but in international schools the desire to impart an ethic of an interconnected global society adds a unique element and must be reflected in practice. Missions and values are ethical statements, and if they are carried out in practice, the school is living up to the ethical standards that are essential to an education promoting international-mindedness.

A commitment by management and boards of international schools to the practical and philosophical demands of this particular type of education is critical to the success of its mission. This includes understanding of issues that transcend nationality, the priorities of other cultures, and the recognition of the reality of living in an interdependent world.

The process of encouraging international-mindedness requires a consciously constructed curriculum that guides teachers and students toward using the resources and diverse cultures at hand appropriately. The school philosophy must carry through into curriculum construction, assessment, standards, and benchmarks, to reflect international and multi-cultural perspectives.

The cultural diversity of the school community needs to be explored, incorporated and celebrated at every opportunity. This means that students grow up in a setting where cultural diversity is the norm. Creating a school culture to reflect this norm is therefore critical. A school's involvement in the broader community has two dimensions. First, a school catering to a transient and diverse community needs to be a facility that gives opportunities and provides facilities for students and their families to interact on a level beyond the classroom. Second, the school needs to pave the way for students to discover and interact with the local host community, as well as share their personal cultural values.

Schools need to recognize the significance of the phenomenon of families in transition. The issue of support and resources for transient students and their families, and an understanding of the concept of Third Culture Kids, is vital in the promotion of international-mindedness.

Language learning is a tool to overcome cultural barriers. While languages offered in schools are usually market-driven, exposure to multiple languages can be incorporated into the program and curriculum in many creative ways.

A structured and diverse service learning program in schools develops empathy with the human condition and steers students away from a path of economic superiority and elitism. It leads to critical awareness and analytical discourse in all spheres of their academic pursuits.

Like in any educational institution, a successful program relies upon a strong backbone of professional development for its staff. Programs tailored to the philosophy of international education are becoming more readily available from organizations such as the IB, the Principals/Teachers/Counselors Training Center (PTC, TTC, CTC) and many others. Teaching practice in schools promoting international-mindedness requires a solid understanding of multiculturalism, multilingualism, cultural characteristics, transition issues, and international curricula.

In fostering global awareness, schools need to create opportunities for students to explore their role and their understanding of global issues outside the classroom context. This can happen in the form of trips within the host city or country and internationally, as well as through targeted and relevant extra-curricular offerings that promote leadership and an international consciousness.

It is through educational experiences that students can develop a sense of international-mindedness, which gives them competences to exercise influence on problems facing the world.
This article was originally published at the International Teacher Magazine in 2017. Dr Chris Müller is an independent educational consultant specializing in international education in international schools, particularly the promotion of international-mindedness in 21st-century students. He originally hails from Namibia, but now calls South Africa home. Until recently, Dr Müller was the Director of Bonn International School in Germany. Prior to Germany, he spent five years in Zambia as Director of the American International School of Lusaka. He has also served as Principal at the United Nations International School in New York, U.S.A., the American International School of Bucharest in Romania, and the International School of Tanganyika in Dar Es Salaam, Tanzania. He has served on many boards, including the Council of International Schools (CIS), the IB Heads Council, and the IB Regional Council.

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10 ways to promote international-mindedness

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International schools are ideally placed to develop and encourage greater international-mindedness. Dr Chris Muller explores how best to exploit this opportunity. Students in today's international schools, growing up to be global leaders of the future, will require a remarkable insight into people and cultures across the world, and an unprecedented concern for the well-being of the world community.

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https://www.youtube.com/padlet

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Share your videos with friends, family, and the world

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https://forms.gle/YveWMhRBYnCpkKQz5

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Dear Participant, Your responses to this pre-workshop survey will assist in making the workshop more engaging and relevant for you. Thank you for taking the time to respond. Best regards, Annabelle Villamarin

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Topic: PYP HOS IB Workshop

Time: This is a recurring meeting Meet anytime

Join Zoom Meeting

https://us02web.zoom.us/j/89685107677?pwd=SnpXclRvTXdKVld3SHJnNUdnaDBIdz09

Meeting ID: 896 8510 7677

Passcode: PYP

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I am Annabelle, currently living and working in Gurgaon since 2013. I am excited to facilitate this workshop for you.

I have been teaching in the IB since 2002, facilitating IB school workshops since 2007 and I enjoy sharing my learning experiences as a parent, teacher, coordinator and now a school leader at Lancers International School, Gurgaon.

Being an IB leader is a gift that I treasure the most as I've become more open-minded and knowledgeable of the best ways to engage my learning community. I value differentiated learning and focus on empowering members of my school community to take action and transfer their learning.

I cannot wait to see you soon!