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How do we design an optimal school ENVIRONMENT that focuses onlearning?

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How do we design an optimal school ENVIRONMENT that focuses onlearning?

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Choose one of the five topics informed by IB policies.

•Culture of participation (admissions)

•Supportive and inclusive culture (inclusion)

•Ethical culture (academic integrity)

•Internationally-minded culture (language)

•Culture focused on continuous learning and growth (assessment)

Imagine you are an anthropologist. Choose an artifact that represents the topic you have chosen (e.g. for language policy... books in languages other than the language of instruction.)

Explain to the group how your artifact illustrates your topic and why have you chosen it.

Listen as other groups share.

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Policies - Promoting policy understanding

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Policies - Promoting policy understanding

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Choose one of the five mandatory policies.

Write a letter or blog to parents.

Explain the essence of the policy.

Illustrate the impact of the policy on the child and their learning.

Share via a new post below

Review a colleagues post providing constructive feedback

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How can I lead, facilitate and promote a collaborative professional culture in the team(s) that I lead?

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How can I lead, facilitate and promote a collaborative professional culture in the team(s) that I lead?

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Read the environment section of the Programme standards and practices.
Identify key features.
Create interview activities including questions to use while recruiting new staff.
Add your response as a new post below
Share out

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How would a visitor to your school know it is an MYP school?
What might they see, hear, feel etc
With a partner create a visual/list/graphic that explores how we can make the MYP visible in our school.
Share with the group

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Create a short presentation to share with the group to inform them about your favourite strategy or protocol highlighting its advantages for your context.

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Create a SWAT analysis of your schools' policies against the new PS&P. Add to the google doc here, or create your own.

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“Leading the learning means creating powerful learning opportunities for students, professionals and systems, and motivating or compelling participants to take advantage of those opportunities.” Copland, M.A., & Knapp, M.S. Connecting Leadership with Learning, ASCD, 2006 p23.

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“Leading the learning means creating powerful learning opportunities for students, professionals and systems, and motivating or compelling participants to take advantage of those opportunities.” Copland, M.A., & Knapp, M.S. Connecting Leadership with Learning, ASCD, 2006 p23.

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Identify a word or phrase that stands out for you.

Explain (write) why in the comments below

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As a group (3)…

Discuss what aspects you may include in a presentation for a potential or new member of staff

e.g. purpose / mission – what are we trying to achieve; values – what’s most important; ethos; local, regional, national context

Follow the IB Blog here

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In 2 groups: Group 1 HERE Group 2 HERE

Create 12-15 leadership cards

Discuss who has the greatest impact.

•Why?

•How?

Arrange cards in a diamond 9 shape.

Discuss why some are left out and why some stayed.

Debrief in the main room

Share priorities and process of reaching a final decision

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What is the PURPOSE of an IB school and how is this evaluated?

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What is the PURPOSE of an IB school and how is this evaluated?

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“Leaders become teachers who facilitate learning, prompt their colleagues to think in divergent ways, and structure opportunities for them to carry on their thinking productively.” (Copland, M.A., & Knapp, M.S. Connecting Leadership with Learning, ASCD, 2006 p180)

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“Leaders become teachers who facilitate learning, prompt their colleagues to think in divergent ways, and structure opportunities for them to carry on their thinking productively.” (Copland, M.A., & Knapp, M.S. Connecting Leadership with Learning, ASCD, 2006 p180)

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Identify a word or phrase that stands

out for you.

Explain (write) why as a comment here

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Which intelligence is the most challenging to demonstrate?
Which intelligence comes most naturally to you? How do you know?
Which intelligences do you value in others? Why?
Which intelligence is least familiar to you? Why?
Is there anything you would add to the following intelligence: Strategic, Cultural, Pedagogical, Relational, Entrepreneurial, Reflective, and   Heuristic?

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Agency is the capacity and propensity to take purposeful initiative.

Discuss as leaders of learning:
To what extent can I change, develop and transform learning?
What can I do to develop agency in my team?

Collect and share ideas creating Top Tips to use with your team at your school.
Add your tips below!!!

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Learning engagement: Who has influenced me?

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Learning engagement: Who has influenced me?

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Think who/what has shaped your understandings/approach/style of leadership.

Consider:

individual people

geography – where you were

time of life

own sphere of influence.

Create a visual that illustrates

key attributes

qualities

beliefs and values

Add your visual to the Padlet below

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Peter Senge has defined the learning organization as the organization “in which you cannot not learn because learning is so insinuated into the fabric of life.”
Discuss and generate professional inquiry
questions that come to mind based on that quote.
(Professional inquiry questions are those that ask educators to deeply consider something about their profession that they may not have considered before.)
Add to the Mentimeter here

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Here

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I used to think… now I think…

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Read both the IB mission and your own school’s mission statements.

•What is the purpose of each?

•Is the purpose of each clear to the community?

•To what extent do the two align?

Rewrite the purpose in a six-word memoir and add here in the comments

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Discuss

Refer to the two quotes at the beginning of session 1. How do they reflect a need for a leader of learning to have entrepreneurial intelligence?

In what ways are you entrepreneurial in your current role?

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Video

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The IB Leadership Pathway - Group activity

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The IB Leadership Pathway - Group activity

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Read and engage in the think piece on IB Leadership Intelligences using a JIGSAW protocol.
Identify and Share:

A key phrase that go to the heart of a specific intelligence

A word you found powerful

A question that resonated

Populate the chart here

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Reflect on the following:

•Which intelligence is the most challenging to demonstrate?

•Which intelligence comes most naturally to you? How do you know?

•Which intelligences do you value in others? Why?

•Which intelligence is least familiar to you? Why?

•Is there anything you would add to the following intelligence: Strategic, Cultural, Pedagogical, Relational, Entrepreneurial, Reflective, and   Heuristic?

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Connect
How are the ideas and information presented in the video CONNECTED to what you already knew?

Extend
What new ideas did you get that EXTENDED or pushed your thinking in new directions?

Challenge
What is still CHALLENGING or confusing?
What questions, wonderings or puzzles do you now have?

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Access the Nano PD here

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Read the ‘Leading the learning’ think piece.

Reflect on what it means to lead the learning in your school now that you are practiced in your role in an IB school
Use the Ladder of  Feedback protocol.

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Add your questions here!

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Culture of participation (access, admissions): How are we expanding access to the IB so all can benefit? How do we as a school communicate the value and potential rewards of
participating in IB programme(s)? What barriers and challenges does the school encounter when considering offering all students in the school an opportunity to participate in an IB programme(s)?
Supportive and inclusive culture (Inclusion): Which inclusive systems have we put in place to support all students to reach their potential? What strategies do we use to remove potential barriers to learning? How can we demonstrate that we value all learners for their variability and diversity?
Ethical culture (academic honesty): Where are we on the journey of developing a culture of integrity, especially in relation to academic integrity? To what extent is this modelled by all in our community – students, teachers and leaders? What systems and strategies do we use to develop an understanding of ownership of knowledge? At what points in the curriculum are academic integrity practices explicitly taught? To what extent does our culture recognise the contributions of others?
Internationally-minded culture (Language): What is our agreed and shared understanding of ‘international mindedness’? What is tangible in our school as evidence that we critically appreciate cultures and personal histories, as well as the values and traditions of others? What artifacts evidence our journey in developing and nurturing of international mindedness in all members of our community? How do we recognise multilingualism as a fact, right and a responsibility?
Culture focused on continual learning and growth (assessment): How do others describe our assessment ethos? What are the key messages we give to students, parents and teachers about assessment? Is it consistent? What role does assessment and feedback play in the learning cycle and how does it support students in their development and growth? To what extent do we provide a variety of ways in which students can demonstrate their learning?

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How to create and lead high-performing teams

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How to create and lead high-performing teams

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• Identify key message(s)
• Select resources to illustrate the message(s) – e.g. quotes, videos, articles
• Share on the collaborative platform provided as a workshop take away
• Be ready to present to the whole group.

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• Identify key message(s)
• Select resources to illustrate the message(s) – e.g. quotes, videos, articles
• Share on the collaborative platform provided as a workshop take away
• Be ready to present to the whole group.

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• Identify key message(s)
• Select resources to illustrate the message(s) – e.g. quotes, videos, articles
• Share on the collaborative platform provided as a workshop take away
• Be ready to present to the whole group.

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How to effectively communicate with others

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How to effectively communicate with others

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• Identify key message(s)
• Select resources to illustrate the message(s) – e.g. quotes, videos, articles
• Share on the collaborative platform provided as a workshop take away
• Be ready to present to the whole group.

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How do we make sense of our journey as an IB world school? Part A

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How do we make sense of our journey as an IB world school? Part A

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Discovery: What are the key messages, ideas, thoughts, learning experiences that you are taking away with you from this workshop?

Dream: What might the next steps in your school journey as an IB World School look like?

Design: Turn your dream into reality and create steps towards that action plan.

Destiny: In reality, which of those actions might bring about your dream?

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Identify practices in at least two of the four PSP categories (purpose/environment/culture /learning) that would support ongoing development of your focal area.

Plan your development work using the programme development plan template.

Discuss how the programme development plan changes how we view and use the IB standards and practices.

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What practices need to be in place for this development to be successful?

What practice or practices identify the people who are responsible for the work? For example, teachers, leadership, students?

What practice or practices show how the work will be done? That is, what actions will be taken?

What practice or practices indicate why the school is undertaking the work?

That is, what is the reason for this focus?

Who needs to be involved in the development of each practice?

What might need to be done in order to begin the process?

What roadblocks might exist and how might they use the practices to  overcome the challenges?

Are there questions that need to be asked? By who? To do what?

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Draw or find a picture that is a visual metaphor of a leader of learning.

Present and explain your visual metaphor to the group

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Read the indicators of highly developed practices in the IB evaluation documentation and discuss with your group the role these indicators could play in terms of developing your IB programme - specifically with the focal area you have already identified (p9).

Reflect on the IB definition of a risk-taker in the learner profile. How might this apply to your own school context in terms of further developing your programme?

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Reflect on the many learning experiences used throughout this workshop.

Choose three.

Share how you will use these three learning experiences with the teams you lead

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Possible starting places for building a toolkit

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Possible starting places for building a toolkit

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Research some of the following websites or those of your own choosing in order to:
Curate your own toolkit that will help you develop your own staff and students' learning.

NSRF Harmony
School Reform Initiative

Project Zero's Thinking Routine Toolbox

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MYP Coordinator Welcome pack
Programme standards and practices 2020
Interview with an MYPC on the VV
VV tips
Subject guides
MYP Unit planner

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Here you will find links to resources to use as you develop your practice

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Here you will find links to resources to use as you develop your practice

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UDL Guidelines with examples
Cast.org
IB case studies
Meeting student learning diversity in the classroom
Collective Vertical articulation of UDL
Language Acquisition examples

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The self-study questionnaire is published on the programme resource centre and can be found under each programme, but it is the same document for all programmes. We will be using the new self-study 2020

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2020 Programme evaluationfrequently asked questions (FAQs)

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2020 Programme evaluationfrequently asked questions (FAQs)

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How might schools prepare for the evaluation process - Part 2. Explore case studies in the resource 'Preparing for programme evaluation.' Search for possible examples of how to structure teams, develop timelines and possiblyorder tasks to complete an evaluation process.

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How might schools prepare for the evaluation process - Part 2. Explore case studies in the resource 'Preparing for programme evaluation.' Search for possible examples of how to structure teams, develop timelines and possiblyorder tasks to complete an evaluation process.

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Download the cards here

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Watch the video here

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Watch the video here

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Watch the video here

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https://chat.whatsapp.com/GumnviqJ14vEtnF4GeR7Si

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Please select a country in the dropdown menu below to see the values for the 6 dimensions. After a first country has been selected, a second and even a third country can be chosen to be able to see a comparison of their scores.

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With a partner:
Reflect on the following descriptions of pedagogical leadership by identifying key concepts that emerge in the discussion.
Create their own definition of pedagogical leadership as a result of that discussion and without using a device.
Explore possible opportunities and challenges in relation to their thinking about pedagogical leadership.
Create a visual
“A pedagogical leader keeps the organization focused on the teaching and learning process among the children, staff, and families.”

-Margue Carter
“…Pedagogical leaders challenge others to see themselves as researchers in the teaching and learning process. In turn, this practice builds a culture of reflective teaching that helps us to sort through the complexities of our work.”
Anne Marie Coughlin and Lorrie Baird, Pedagogical Leadership, 2013

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INCLUSION: Anyone can learn. Dear Parents, Think back to a time when you were a child, sitting at a desk or in a classroom, staring up at board and needing to grasp a particular concept. Maybe on that day you were daydreaming, or you were focused with pen in hand feverishly writing down notes. What you had before you may have been easy or hard, something you clearly remember up to today, or is just a fog of something you were supposed to know. We all have memories and experiences of being engaged in learning and of feeling that something was confusing, challenging or not worth our time. And what to one student was engaging to another was not, because we all learn a little differently. The school’s inclusion policy seeks to reach out and ensure that everyone is learning. That learning may happen at their pace, slower or accelerated, and it maybe require additional materials or supports. The first step towards inclusion, as outlined in our policy, is in the way our teachers plan. They plan universally using something called Universal Design. Universal Design is writing a unit plan that takes into account the students you have before you and seeing how you can broaden the scope and activities to reach more students with different backgrounds, language levels, or in need of specific supports.  To give you an example please look at the image below The image shows that an educator (or teacher) says that for everyone to succeed they must climb a tree. It is understandable that of all the animals presented, only one will succeed while the others will likely fail. In this example, if we were a teacher designing a unit we would have to ask ourselves- what is the purpose of climbing the tree? When a teacher plans a unit with the end in mind, they have to grasp what the larger idea is. So in this case, climbing a tree might be a way to demonstrate survival techniques, or it might be about demonstrating agility. Once the core objectives or goals are identified, then the task can be amended so that every animal in the image can succeed and still be able to demonstrate agility- although a fish may do so by swimming and a dog by running. Our inclusion begins with creating units that include everyone. Now sometimes, it is impossible to allow for everyone to climb the tree, but it feels as if this is a necessity. In this case, a teacher will have to ensure that students have the support required to be able to do the task. An elephant may need a pulley, a seal a ramp, others a ladder, etc. In tasks this might include specific tools, the use of iPAds, access to the OCR reading programs, additional graphic organizers. Teachers across subjects work together to assess student learning and write learning support plans, that suggest more specific supports students may need regularly, or might be tailored to a specific task. Parents and students are invited to see specific learning support plans, and those needing additional accommodation, will be invited to meet with the school’s social teacher and contact teacher to be guided through the process of applying for additional support so that everyone can learn, and they get the support that they need to succeed.

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Paul - Assessment Policy Presentation to Parents

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Paul - Assessment Policy Presentation to Parents

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So this is a presentation I gave to parents when we introduced the new assessment policy. The MESSAGE of the whole thing is in the last slide.... Don't ask your child about their grade ask them about what they learnt, what skills they developed etc!

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Parents Presentation Assessment and Reporting

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Here is a series of statements I have used (adapted from PS&P and our policies) with new staff and Heads of Departments - It is essentially an Audit - How confident are you in this? Is it visible? etc

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The OIQ Factor: Raising your school's organizational intelligence

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The OIQ Factor: Raising your school's organizational intelligence

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the oiq factor: raising your school's organizational intelligence (world class schools series)

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education / decision-making & problem solving

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The OIQ Factor: Raising Your School's Organizational Intelligence (World Class Schools series)

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Buy The OIQ Factor: Raising Your School's Organizational Intelligence (World Class Schools series): Read Kindle Store Reviews - Amazon.com

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Every day, millions of educators gather in classrooms, faculty rooms, boardrooms, and (sometimes virtual) conference rooms to tackle problems that are so big that no individual can solve them alone. How to prepare students to thrive in a knowledge economy and rapidly developing world, how to support teachers in transforming their practice, how to create policy that drives opportunity and access for every learner-addressing each of these would truly make a big difference in learning and teaching. But although some of the meetings that could take on these issues are invigorating opportunities for generating ideas and creating solutions, many are not.

This book identifies improving meeting agendas as a high-leverage strategy for changing how people work together, and offers the Meeting Wise Checklist as a tool for developing a common language for discussing and improving the quality of meeting design and the Meeting Wise Agenda Template to help you get started. It provides tips for setting up, facilitating, and participating effectively in meetings, and supports the reader in developing a strategy for making a fundamental shift in how collaborative time is used.

Intrigued? For more information:

If you have already read the book, we would love to hear about the extent to which the ideas in the book may be helping you make more effective use of collaborative time. Please email meetingwise@gse.harvard.edu with:

Insights from using the Meeting Wise Checklist

Experiences addressing common dilemmas for facilitators or participants

Your own tips and ideas for helping an organization become Meeting Wise

The Meeting Wise Agenda Template is also available as a Google document.

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Every day, millions of educators gather in classrooms, faculty rooms, boardrooms, and (sometimes virtual) conference rooms to tackle problems that are so big that no individual can solve them alone.