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Upload the picture of artifact along with the mantra promoting your selected policy

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Upload the picture of artifact along with the mantra promoting your selected policy

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Upload your vision of good teaching and learning here

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Upload your vision of good teaching and learning here

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Upload your context and IB ecosystem video or text here

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Upload your context and IB ecosystem video or text here

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Upload your chosen indicators of highly developed practices

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Upload your chosen indicators of highly developed practices

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ATL Approaches to Teaching & Learning Self Reflection Tool for staff 2018

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Guidance for programme development planning

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Prince George County - Leading the Learning Cat. 2 Agenda - Jose Bolivar

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Leading the learning Category 2 PGC 2021

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Longer than 3 minutes, it was a long elevator ride!

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FDHS Context - K. Watson - Leading the Learning IB DP Workshop June 2021

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Dr. Roney Wynn, Parkdale High. My IB coordinator and IB worked together on our video

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Mrs. Watson, our IB Coordinator, wrote such a great summary of our school's context and background. So, for the sake of not sounding redundant I will add a couple of details.  I am Dr. Nichols, the IB administrative liaison for the past 5 years. Our IB community including our instructors, coordinators, students and parents are dedicated to the mission of IB. Our students work really hard in achieving the goals of each program requirement and building a vibrant school community. The murals that are displayed in our hallways, like what Kim shared in one of the pictures, are IB student created and executed along with charity work and leadership representation in all of our Frederick Douglass High School initiatives.
Overall, Frederick Douglass HS's IB program has room for growth, but we work hard, especially the coordinators, to facilitate IB with fidelity.

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Follow the instructions in page 14 in teams for a shared vision of teaching and learning (30min).  And individually the instructions in page 23 for setting your main leading the learning objectives.

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Parkdale HS:Good teaching and learning enables learners to understand content  and apply knowledge and processes.  Good teaching reaches all learners to perform on their on level. Good learning is when student understood, comprehend, and are able to put theory into practice. 

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Parkdale HS:Good teaching and learning enables learners to understand content  and apply knowledge and processes.  Good teaching reaches all learners to perform on their on level. Good learning is when student understood, comprehend, and are able to put theory into practice. 

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Good teaching and learning is differentiated, active, and challenges learners to think critically by utilizing best practices and strategies to deliver instruction. Learners and teachers are inquisitive  and ask questions to explore their curiosity and creativity  by becoming active participants in the learning experience to show mastery of their knowledge in a variety of ways.

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Good teaching and learning exists in a democratic learning environment, in which students and teachers learn in collaboration. In addition to regular review and revision of the written curriculum, an important component of effective teaching is ensuring that students have the opportunity to practice skills that will help them become lifelong learners: for example, building their capacity to communicate, self-manage and socialize, and critically think and evaluate information. Effective teaching also considers the interdisciplinary nature of their subject area in order to facilitate connections between content areas, which supports the development of globally-minded learners. Strong teaching and learning practices also utilize feedback from formal and informal assessments to regularly improve instruction to better support students’ self-monitoring of their learning.

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A strong teacher in an IB Diploma Program will have the following:

academic curiosity

a growth mindset

flexibility

an awareness in teaching and of student learning

collaboration and teamwork

ability to differentiate

encouraging independent learning

strong communication skills with fellow teachers and to students

ability to guide students to high achievement levels in formative and summative assessment for IB

In order to prepare students for the 21st century world as lifelong learners and individuals through  a shared positive, and strong relationship promoted by all stakeholders in the program.

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Description of Laurel High School Learning Environment and Context

From the eyes of an IB Coordinator

Purpose

The biggest purpose I see in coordination for the DP is to bring all of the stakeholders on to the same page.  The list of stakeholders is a big one.  It includes students foremost, teachers, administration, and external stakeholders (central office and IBO officials).  This is done through the IB Mission Statement, a focus on international mindedness, and developing learning skills for the future of young people

Environment

As the coordinator I am responsible for steering the IB program on the “ship” of Laurel High School.  There are many factors that promote and challenge the program.  Management of finite resources or changing policies is also part of this. The decisions about course offerings in the DP and scheduling from an IB Program perspective.

Culture

I really see this as a challenge in an ever changing student body at Laurel High School and for the world in general.  The IB Mission Statement and Learner Profile help to regulate this and develop this.

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1. Develop a "tool box" for IB teachers around ATL and TOK in their courses.
2.  Develop an induction program and build the capacity of the PDP courses (9th and 10th) in the Laurel IB Program.

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Leadership 1.1: The school clearly articulates its governance and/or leadership structure and establishes roles, responsibilities and mandates for ensuring programme implementation and development.

Rationale- Currently we do not have an active media specialist or IB counselor

Student Support 2: The school identifies and provides appropriate learning support

Rationale- We sometimes let students fall through the cracks academically and emotionally hence they exit the program. Developing proactive strategies to assist them, may ensure their success and well-being.

Culture 1.3 (DP 2)- The school implements and reviews strategies to encourage students to pursue the full IB diploma.

Rationale- With the number of high school options, it is important to “sell” IB to students  and parents as a great..no the best option to develop the whole child.

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1. Environment:

The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community. (0201-03)

The school provides time and other resources for teachers collaborate effectively in the implementation of IB programme

2. Culture: The school secures access to an IB education to the broadest possible range of students. (0301-01)

3. Students as Lifelong Learners: Students actively develop thinking, research, communication, social and self management skills. (0402-01)

4. Learning:

Teachers use inquiry, action and reflection to develop natural curiosity in students. (0403-01)

The school plans in implement a coherent curriculum that organizes learning and teaching within and across the years of its IB program (0401-01)

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FDHS IB Programme Development Plan _Watson June 2021 DRAFT.docx

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This relates to one goal that Central has for the IB program this year: to increase ESOL students' access to IB courses, specifically English B and Spanish A.

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Supportive and inclusive culture (inclusion)- Suitland

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Supportive and inclusive culture (inclusion)- Suitland

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We focused on  inclusion but not necessarily with the focus of inclusive  classrooms. I'm not sure why the image won't come up, just select the circle and it will appear.

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We continue to work hard to develop a culture of integrity within the IB program at Central. While most students adhere closely to our Academic Malpractice policy, not all do so. This screenshot of TurnItIn reminds me that while we have a strong foundation of ethical academic practices within our IB program, we still have a ways to go.

The mantra I selected is a quote from Brené Brown: "Integrity is choosing courage over comfort; choosing what is right over what is fun, fast, or easy; and choosing to practice our values rather than simply professing them."

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Anthropology Activity - Academic Integrity:

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Anthropology Entry - Laurel HS (by Allen Diewald)

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Anthropology Entry - Laurel HS (by Allen Diewald)

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I have chosen a Japanese Entry Gate in Kyoto, Japan.  The school culture focus is a Culture of Participation.  The reason for this is the idea that students must all start the IB Program as one unit and we want them to remain in the program for the long term.

Mantra:
“If you do not change direction, you may end up where you are heading” (unknown)

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Creating a Culture Focused on continued learning and growth

At Parkdale we are working to shift the culture from a fixed mindset to a growth mindset. This school year, we spent time discussing how we as educators must shift our thinking to better support students and how to shift the students' thinking.  Having the opportunity to make mistakes and learn from them as well as try new things and doing things differently helped us continue to engage students during a pandemic.

Mantra: Sometimes you win, sometimes you learn.

(IB Diplomas vs IB Experience)

Artifact:

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Indicators of highly developed practices

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Indicators of highly developed practices

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Indicators of highly developed IB practices

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IB World School Programme Development Plan

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Internationally-minded at FDHS by Daisy Nichols

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Internationally-minded at FDHS by Daisy Nichols

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"Think globally, act locally" -Paul McCartney

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FDHS - Supportive and Inclusive culture  

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FDHS - Supportive and Inclusive culture  

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https://prezi.com/p/edit/rlly9agegnfy/

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https://prezi.com/cinbk6fwyyhv/leadership-influence/?present=1

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Indicators of highly developed IB practices

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1. Environment:

The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community. (0201-03)

1. Indicator: The % of students interested in IB, accepted to IB, and remaining in IB by language and race / ethnicity, to increase access across the board as our demographics evolve.

2. Indicator: The number of interdisciplinary learning opportunities available to students.

The school provides time and other resources for teachers collaborate effectively in the implementation of IB programme.

1. Indicator: Participation and engagement in monthly IB teacher meetings, including PDP teachers as appropriate.

2. Indicator: Participation and engagement in quarterly IB data days, and subsequent use of data analysis to drive instruction.

3. Indicator: The number of interdisciplinary learning opportunities available to students.

2. Culture: The school secures access to an IB education to the broadest possible range of students. (0301-01)

Indicator: The % of students interested in IB, accepted to IB, and remaining in IB by language and race / ethnicity, to increase access across the board as our demographics evolve.

Indicator: The number of courses available to ESOL students (English B, Spanish A) and enrollment in those courses.

3. Students as Lifelong Learners: Students actively develop thinking, research, communication, social and self management skills. (0402-01)

Indicator: Regular reflection (perhaps at monthly or quarterly IB meetings) regarding student progress in each ATL skill, with opportunities for reflection and professional development.

Indicator: Success on IAs and Extended Essay, which require students to utilize each of these skills.

4. Learning:

Teachers use inquiry, action and reflection to develop natural curiosity in students. (0403-01)

1. Indicator: Student interest in IAs and Extended Essay (e.g., do they view them as a way to develop their own interests?).

2. Indicator: The extent to which students are driving conversation and learning in the classroom.

The school plans in implementa a coherent curriculum that organizes learning and teaching within and across the years of its IB programme (0401-01)

1. Indicator: Opportunities for vertical collaboration with PDP teachers.

2. Indicator: Opportunities for horizontal collaboration to create interdisciplinary learning activities.

3. Indicator: The inclusion of TOK concepts and ways of thinking across the IB curricula.

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Post your final reflection on our workshop here

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Post your final reflection on our workshop here

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IB Programme Development Plan #1 for LHS

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Indicators of Excellence for Laurel IB

Guiding question:  How can we better infuse TOK concepts and ATL skills into the course content and daily routines of DP students at Laurel High School?

Leadership 2: The school includes on its pedagogical leadership team an IB-trained programme coordinator who is empowered to facilitate successful programme implementation. (0201-02)

Teacher support 1: The school ensures that teachers use current IB resources and regularly review their implementation of the programme. (0203-01)

Development of a “tool box” for teachers by both the IB Coordinator and IB instructors to enable them to improve the TOK and ATL areas fo the courses.

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Appreciative Inquiry (Allen Diewald, Laurel HS)

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Appreciative Inquiry (Allen Diewald, Laurel HS)

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Discovery - Enlightened to the changes in IB Program Evaluation and its processes
Dream - Select beneficial and positive steps toward improving the IB  Program at LHS using the PDP format.
Destiny - PDPS and Collaboration plans for IB stakeholders
Design - Real Intentional collaboration toward creating routine practices by IB instructos

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https://docs.google.com/document/d/12nUbKUbZyY_WKqhZeiuR5tRr686rmFhA5HZBxnleqYk/edit?usp=sharing