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Diverse realities in the various schools. Mission statement present in discussions and certain parts of school structure (naming classrooms, etc.). Curriculum not necessarily linked to mission and values.

Providing evidence of differentiation, study skills sessions, explicitly communicated in website.

As regards protocols, lesson observations and learning walks, updating managebac, holding internal meetings and providing evidence of lesson plans.

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Now

Clear links:

Concepts on wall displays

Evidence of process over product in lessons/ activities.

Disconnects:

PBL & group-work -> evidence of inquiry (but not in mission)

Physical building

How accessible / findable is mission?

Next

Clear and well-understood mission.

Design of assessment Eg. GRASPs

Collaborative planning time

Targeted PD

Later

TBD

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Teams have to follow medium term plans and annual plans that are presented by T&L.

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Some evidence indicating alignment include: inquiry-based learning stations; collaborative learning zones; inclusive literature (stories representing various cultures); dedicated lab skills spaces for Ss w/learning differences; posters and display boards of concepts & academic language in students' home languages etc

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Reflecting on the defintion of the mission and vision with the team. Understanding how we might have a different understanding.

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One person shared how their school's curriculum is really aligned with the mission & vision.

We also shared how there would be a real disparity in some cases between the school's vision & what is seen in the classroom. In others, we would see elements of learning that align with the school's learning.

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How do you embed the sense that we are growing together, without it feeling like an undue burden on the teacher? One more thing.

How can we promote alignment in simple terms, in order not seem that it seems overbearing. This is important to promote work-life balance and not feel overburden in school life. Particularly during a time when there are looming deadlines.

How best to frame it? To make it most digestible? To mentor new teachers.

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Meeting with all middle leaders to ensure there is a common understanding of the curriculum. This can then be shared at a divisional meeting. Providing time for all stakeholders to get on board. A timetable that allows for effective collaboration.

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Advocating for continuous professional development.

Celebrating successes of students in alignment with curriculum.

Running seminars

Sharing back professional development

ACTUALLY taking action on things to amplify and change.

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S: diff dept have to write down what they teach in different units to make sure they are aligned. Focus now is on citizenship -- what do you teach that contributes to positive citizenship?

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S: diff dept have to write down what they teach in different units to make sure they are aligned. Focus now is on citizenship -- what do you teach that contributes to positive citizenship?

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We discussed how the LATER really depends on the culture of the school.

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J: at our school the IB MYP and PYP nature would be evident in the way students are coming out of rooms, working in groups, engaging freely with each other and teachers -- promotoes this idea of individual and collaborative learning and that learning involves doing and moving and reflecting and sharing.

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J: at our school the IB MYP and PYP nature would be evident in the way students are coming out of rooms, working in groups, engaging freely with each other and teachers -- promotoes this idea of individual and collaborative learning and that learning involves doing and moving and reflecting and sharing.

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Learning walks. Admin to see lessons as well as colleagues learning from each other.

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Evidence of strategic meetings, meeting minutes, continuous reflection, whole staff discussions.

Learning walks (judgement free), collaborative documentation.

Continuous professional development provision.

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K: IB as well -- posters with inquiry and/or guiding questions for unit. Inquiry based and student centered aspects (empowering their own learning) matches the curriculum intent. Furniture and classroom design could also support this

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K: IB as well -- posters with inquiry and/or guiding questions for unit. Inquiry based and student centered aspects (empowering their own learning) matches the curriculum intent. Furniture and classroom design could also support this

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Administrative lesson observation, helping individual or new teachers adhere or advance a school's alignment.

Learning walks - peer observation opportunities. Facilitates teacher feedback. Builds coherence and a sense of team.

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envisioning an array of tasks to cater to all students. A collection of different strategies and approaches to learning to ensure all students feel valued and included.

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When someone walks into a classroom we can see evidence of differentiated learning.

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Planning docs making connections to mission/values.

Flexibility allowed to ensure students being able to follow their curiosities.

Thinking critically etc incorporated into lessons and well planned.

School spends a lot of time displaying student work etc to demonstrate evidence of connections.

Some disconnect between website and reality.

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Professional Development or training offered by school

Schedule to reflect balance, equal weight, equity between subjects.

Visible student work, that was processed based, not product based.

Visible student work that demonstrates language friendly, student reflection,

Parent involvement - at exit points. Engaging with student learning.

Physical space - the learning environment reflects a school's alignment

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The conceptual understanding of the alignment when we are articulating the vertical planning to make sure that we are resonating with the ethos of the school and what the school finds more valuable. An achievement can be in many areas. This allows for all students to succeed by providing personalised learning.

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S: difficult to say b/c website quite comprehensive, but actual relaity on the ground a bit different. Real evidence is that we want critical thinkers so they must do a lot of reflection as well as research in their work -- both of these link crtiical thinking MYP aspects. The ones about learner profiles bits on type of person, international-mindedness etc not valued or reinforced at the same level.

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S: difficult to say b/c website quite comprehensive, but actual relaity on the ground a bit different. Real evidence is that we want critical thinkers so they must do a lot of reflection as well as research in their work -- both of these link crtiical thinking MYP aspects. The ones about learner profiles bits on type of person, international-mindedness etc not valued or reinforced at the same level.