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Rendre l'évaluation la plus transparente possible pour que les élèves prennent en main leur apprentissage (D.Picard, français)

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Rendre l'évaluation la plus transparente possible pour que les élèves prennent en main leur apprentissage (D.Picard, français)

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Septembre : explication des pistes verte, bleue, rouge et noire

1er trimestre :

–               auto-évaluation avec les quatre pistes pour chaque contrôle évalué sur 20 (compétences notées sur la grille d'évaluation/ en haut du contrôle)

–               correction détaillée des évaluations écrites et correction guidée de l'élève avec outils à sa disposition (par exemple, réécrire le texte au passé simple avec outils pour la conjugaison)

À la fin du 1er et du 2è trimestre :

–               bilan personnel du trimestre avec fiche guide fait par l'élève (par domaines, compétences, plus normes de classe établies en début d'année)

–               entretien individuel avec moi en reprenant ce bilan, qui permet de fixer des objectifs pour le trimestre suivant.

2è et 3è trimestres :

–               auto-évaluation faite par l'élève, de manière de plus en plus autonome

–               janvier à juin : remédiation/ aide individualisée en Study Hall

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Be part of a team that selects an objective curriculum review process (there are a number of tools that have been developed for this purpose), applies it to our secondary curriculum, and identifies specific areas for improvement, both in reducing bias and in increasing diversity.

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Mettre en place le DELF/les Student-Led Conférences

KR1 Clarifier et préciser les objectifs donnés

KR2 Circonscrire les actions 21-22

KR3 Construire une équipe rassemblant les expertises relativement aux objectifs circonscrits pour 21-22

KR4 Mener une concertation avec l’US et la LS de façon à intégrer les projets dans un dispositif de ‘Projet d’école’ et veiller à une cohérence interdivisions.

KR5 Mener une consultation des collègues afin de dégager les grandes lignes du projet 21-22 (et noter les perspectives )

KR6 Construire une fiche technique du format adopté pour 21-22

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Bring back Social Studies field trips and expand on the experiential learning opportunities for 6-9th graders.

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Bring back Social Studies field trips and expand on the experiential learning opportunities for 6-9th graders.

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My Why:  I work to engage students in meaningful learning experiences that students will remember. My aim is to create spaces that allow students to take risks and explore, so they in the end, find joy in learning.

KR 1: In the fall, make a list of possible Social Studies field trips for grades 6-9.

KR 2: Arrange for a visit from an environmental archeologist through the Skype a Scientist program. (6th grade)

KR 3: In the fall, contact Green Cambridge and Mystic River Watershed to discuss possible visits and lessons related to a community's connection with the environment. (6th grade)

KR 4: Connect with colleagues Hist.-Geo and Science colleagues to discuss possible connections with their classes.

KR 5: Plan and implement the field trips (6-9th grade)

# data[].attributes.headline
Bring back Social Studies field trips and expand on the experiential learning opportunities for 6-9th graders.

# data[].attributes.subject
Bring back Social Studies field trips and expand on the experiential learning opportunities for 6-9th graders.

# data[].attributes.body
My Why:  I work to engage students in meaningful learning experiences that students will remember. My aim is to create spaces that allow students to take risks and explore, so they in the end, find joy in learning.

KR 1: In the fall, make a list of possible Social Studies field trips for grades 6-9.

KR 2: Arrange for a visit from an environmental archeologist through the Skype a Scientist program. (6th grade)

KR 3: In the fall, contact Green Cambridge and Mystic River Watershed to discuss possible visits and lessons related to a community's connection with the environment. (6th grade)

KR 4: Connect with colleagues Hist.-Geo and Science colleagues to discuss possible connections with their classes.

KR 5: Plan and implement the field trips (6-9th grade)

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Create a vibrant and engaging environment for students to explore their curiosity about space and physics in Astronomy Club.

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Create a vibrant and engaging environment for students to explore their curiosity about space and physics in Astronomy Club.

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Create a vibrant and engaging environment for students to explore their curiosity about space and physics in Astronomy Club.

KR1: foster a core group of self-motivated students who will take leadership/mentorship roles in the coming years in astronomy club.

KR2: have ~monthly outings using the telescope.

KR3: obtain astrophotography equipment and lead students in projects

KR4: have students produce StuCo TV segments based on what they've learned in the club.

KR5: host guest physicists/astronomers (over zoom likely) to introduce students to diverse research areas and researchers themselves.

KR6: plan ~annual overnight field trip to a dark sky area to introduce students to the sky free from Boston's light

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Faire évoluer l'évaluation en classes de lycée pour que les élèves soient moins attentifs à leurs notes qu’à leur progression.

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Faire évoluer l'évaluation en classes de lycée pour que les élèves soient moins attentifs à leurs notes qu’à leur progression.

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KR1 : Appliquer la politique d'évaluation de l'ISB pour qu'elle soit compatible avec les classes à examen.

KR2 : Renforcer la place de l'oral dans les évaluations et dans la composante de la moyenne trimestrielle.

KR3 : Développer des grilles d'évaluation (en particulier à l'oral) pour que les élèves s'impliquent davantage en comprenant comment ils peuvent progresser.

KR4 : Travailler sur l’harmonisation des évaluations avec mes collègues en interne (HGGSP-EMC) et externe (Philosophie) pour confronter les méthodes.

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Enhance programs by creating an active and dynamic Chess Club

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Enhance programs by creating an active and dynamic Chess Club

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KR1. Start and lead an Upper School Chess club.

KR2: Explore tournament options for students (virtual and in-person)

KR3. Have ISB attend its first chess tournament in the Spring 2022

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Increase retention ISB Middle to Upper School to 75% or more 

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Increase retention ISB Middle to Upper School to 75% or more 

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KR1: Reactivate by the end of August an organized plan created by the upper school administration team for the 2021-2022 coming year .

KR2: Do a survey in September 2021 to evaluate the number of grade 7 and 8 students  who potentially will stay at ISB the following year.

KR3: Organize an open day for the parents to evaluate the school potential and distribute some brochure about ISB ( appetizers, coffee, and tea ) are provided during the day.

KR4: Send the course catalog to the parents by the end of october for grade 9 to see which course is proposed at high school.

The objective is to keep the students at ISB high school and to encourage them to stay and succeed at an excellent school for their future .

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Goal Objective  1: To incorporate and utilize a student-driven electronic portfolio system throughout my ESL 1 and 2 curricula.

KEY RESULTS:

1. OKR1 By Dec. 1 - Students will understand the purpose of the portfolio system, create an online ESL portfolio folder, and identify at least one document to put in it.

2. OKR2 By March 1 - Students will have at least 5 pieces of work in their portfolio. Students will identify at least 1 area they have shown improvement in and 1 area they would like to grow in.

3. OKR3 By June 1 - Students will present their portfolio of work. I will assess the success of these strategies.

Goal Objective 2: To continue the development of the ESL program, integrating recognized best practices, and clarifying the transition process regarding hours needed and exiting from ESL services.

KEY RESULTS:

1. KR1 By December 1 - Meet with other English-language team members to discuss finalization of the requirements for transition and exit.

2. KR2 By March 1 - Meet with lower and upper school ESL teachers to discuss school-wide unilateral assessments and requirements and begin creation of the documented plan.

3. KR3 By June 1 - Have a plan in place for school year 2022-23.

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Why: Clubs are one of the best ways to connect students from the two tracks. Common interests foster strong connections.

KR1: Create new options by utilizing faculty and staff interests and talents
KR2: Inspire students to develop clubs from the ground up based on their personal interests or to fill a need they see
KR3: Promote and celebrate the accomplishments of each club on a more regular and intentional basis
KR4: Continue to advocate for a schedule more conducive to extracurriculars
KR5: Advocate for greater budget for Club supplies, field trips, and other needs

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Restructure 8th grade SPC (Eng) curriculum to be more differentiated, student centered, and help students better retain information between classes (6 days apart)

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Restructure 8th grade SPC (Eng) curriculum to be more differentiated, student centered, and help students better retain information between classes (6 days apart)

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KR1: Schedule tests and quizzes on the 2nd of our back to back days (at least for the first semester) to give students a chance to get back into the class mindset prior to taking an assessment. Intentionally move to the other class towards the end of the year and warn students ahead of time that it will be more challenging and come. up with a study schedule with them.

KR2: Be intentional about homework. Assign homework where students are directly practicing concepts, and make sure to give homework feedback to students as quickly as possible

KR3: Provide more frequent independent check-ins during classwork to assess student mastery in the moment and provide corrections of misconceptions or additional practice as soon as possible

KR4: Strive to have 50% of classes be student-driven (labs, simulations, or discovery-based activities) to have student be the drivers of the learning, increase retention of content, and cut down on note-taking

KR5: Create differentiated work to scaffold progress, especially regarding math-intensive objectives, to have students build up understanding of scientific concepts based on their current math knowledge

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Plan to implement Standards-Based Assessment in all grade level music classes for 22-23 school year

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Plan to implement Standards-Based Assessment in all grade level music classes for 22-23 school year

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KR1 | Find PD, books, websites discussing standards-based assessment in music education
KR2 | Review grades and assignments for all grade levels
KR3 | Develop a new grading scale (1-4) for proficiency levels and decide how to convert to grade percentages for report cards
KR4 | Configure Google Classroom or Gradebook for Standards-Based Assessment
KR5 | Update grading rubrics for class assignments and projects to reflect SBG

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Make ISB exciting for everyone in and beyond the classroom

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Make ISB exciting for everyone in and beyond the classroom

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KR1 : build a mini golf as an inclusion activity with middle school advisees.

KR2 : organize a choreography for the song "In the name of love" and film it with a drone.

KR3 : increase the team spirit of 11th graders to include new comers by changing the seating chart and increasing group activities.

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Build a partnership between ISB and Harvard university

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Build a partnership between ISB and Harvard university

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KR1 : invite Harvard doctors to the café philosophique organized by ISB among teachers and 11th/12th grade students.

KR2 : include 11th/12th grade students in a workshop gathering Harvard and 3 other high schools abroad (on Zoom, in October).

KR3 : participate with students in the Nuit de la philosophie et des idées organized by Harvard and the French consulate in January.

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KR1 | Develop skill-based rubrics that can be used on multiple assessments
KR2 | Allow students to demonstrate growth through rewrites / resubmissions
KR3 | Develop a deep, detailed "comment base" for grading purposes

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KR1 | Generate passion, interest, and enthusiasm in Theory of Knowledge (an "experience" that is unique to IB)

KR2 | Carve out spaces in 11IB advisory for EE, CAS, other "Core" Support

KR3 | Collaborate with colleagues on ideas to make IB more "visible"

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Objective : Inquire and share French resources and literature with a librarian from a French school

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Objective : Inquire and share French resources and literature with a librarian from a French school

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My why?

I want to improve my knowledge of resources and literature used in French schools and make them available for our community. I am very familiar with the American literature and resources, but feel that I could be better with French resources.

KR1:

Contact a librarian in a French School  and get a list of most common used resources and most checked out books.

KR2: Compare with our own resources and identify sources  and evaluate what would be useful and accessible for us.

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Objective: Explore new literary texts for Spanish B HL                                                          

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Objective: Explore new literary texts for Spanish B HL                                                          

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Why: To better engage students and to be able to tailor the class more to the ability level and interests of the groups, I would like to expand the repertoire of possible books to choose from to read with Spanish B HL students. I would like to find books that are more modern and engaging to students so that I can potentially have the whole class (SL and HL) read them, since better discussions can be held with a larger group.

KR1: Research what works of literature have recently been released and have been highly rated, including both YA works in Spanish and works geared toward adult readers. Consult IB Spanish B forums, blogs, websites and ISB librarians for ideas. Narrow choices down to 2-3 novels, short story collections, or works of non-fiction that meet IB Spanish B requirement of having been originally written in Spanish, have specific cultural connections and that are of an appropriate length to read during no more than 2 months of class time. (by DEC)
KR2: Develop personal rubric for evaluating each work, including categories related to length, difficulty level, potential interest for students age 16-18, cultural connections, potential TOK connections, etc. (by JAN)

KR3: Finish and evaluate book 1 (FEB)

KR4: Finish and evaluate book 2 (APR)

KR5: Compare rubrics and make final choice in time for book ordering for next year’s classes (MAY).

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Familiarisation avec l'écriture inclusive et épicène

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Familiarisation avec l'écriture inclusive et épicène

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- Plusieurs élèves non binaires → impression de "bricoler" avec les pronoms / les genres / les accords.

- Aucune règle officielle à ce sujet ; pourtant, des alternatives existent et commencent à être de plus en plus utilisées pour remédier à la discrimination linguistique

KR1 : décembre

- Travail de recherches et de lecture ;

- Installation de nouvelles normes dans la classe

KR2 : mars

- Réflexion menée avec les élèves + comparaison avec sa propre langue

- Double intérêt pédagogique : lien avec la linguistique et lien avec la TdC (En quoi ma langue influence-t-elle la façon dont je pense / dont je vois le monde ?)
KR3 : avril
Présentation sur ce sujet aux enseignants en français

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Importance de la confiance en soi et de l'autonomie chez les élèves

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Importance de la confiance en soi et de l'autonomie chez les élèves

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Objectif  1 : Améliorer les méthodes d'apprentissage des élèves.
KR1 : développer l'usage de l'évaluation formative.
KR2 : construire une grille d'autoévaluation avec les élèves.
KR3 : utiliser, après chaque évalutation sommative, cette grille.
KR4 : appliquer systématiquement la pédagogie spiralaire : constamment revoir, au cours de l'année, les notions abordées.

Objectif 2 : Contraindre à la mémorisation dans tous les domaines de l'enseignement du français.
KR1 : Interroger régulièrement et oralement les élèves et vérifier la mémorisation des règles et de la terminologie.
KR2 : exiger la rigueur de la restitution d'un savoir dans les analyses littéraires et dans la participation orale.

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1. Étendre vers l'extérieur les cours de Design au Middle et Upper School

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1. Étendre vers l'extérieur les cours de Design au Middle et Upper School

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KR1 : organiser des sorties vers des maker spaces, labo de Design, expositions sur les notions étudiées ...

KR2 : Organiser des rencontres avec des personnes travaillant dans le domaine du Design (Architecture, Graphisme, Mode, Interieur ...).

KR3 : Mettre en place une exposition de tous les travaux d'élèves en classe de SEP, et Design (3e à 1ère) vers la fin de l'année. L'ouvrir à des professionnels ou des universités.

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Further develop partnerships with German organizations and schools for an authentic target language experience

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Further develop partnerships with German organizations and schools for an authentic target language experience

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KR1: invite students of the German International School again to some of our events, e.g. dances, as soon as Covid regulations allow.

KR2: seek out and provide students with at least 3 opportunities to connect with native German speakers and practice the target language, e.g. schools in Austria and other guest speakers (via Zoom)

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Objectiv: Increase the use of the Media Center Resources by US teachers and students

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Objectiv: Increase the use of the Media Center Resources by US teachers and students

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My why?

For the MS, the Media Center and librarian as a resource and co- instructor  are integrated in many subjects. US teachers and students rarely use the literature and resources( librarian) available to them. I want to understand why and create a plan for improvement.

KR1: Create a google form  for teachers to find out how the librarian could be used as a resource.
KR 2: Attend department meetings to find out about projects and what could be helpful.
KR 3: Inform teachers about resources, ask for suggestions.
KR 4: Create a students survey to get feedback about the Media Center.
KR5:  Generate a plan to improves the functionality of the  physical space and update resources available in the Media Center.
KR6 Make resources widely available and known to everyone.

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Objective 2 Poursuivre le travail sur l'evaluation

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Objective 2 Poursuivre le travail sur l'evaluation

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KR1 |  | Participer au stage EPS sur l'evaluation
KR2 |  | Mettre en place la co evaluation pour les examens du bac
KR3 |  | Poursuivre l'elaboration de grilles de competences accessibles et adaptees aux eleves
KR4 |  | Etre au service des collegues des autres disciplines pour reflechir sur comment mettre en place un systeme d'evaluation formative non notee au service de l'evaluation des competences par et pour l'eleve.

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Develop partnerships with other local, international and french schools

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Develop partnerships with other local, international and french schools

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KR1 |  | keep on developing the french school of north america sports league (UNSS AEFE Nord Amerique)
KR2 |  | organize sport events for teachers with the German school
KR3 |  | develop communication and stronger connection with Matignon for a better use of facilities and ressources
KR4 |  |

Develop partnerships with other local, international and french schools

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Help students to understand the need for personal growth beyond academics and grades 

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Help students to understand the need for personal growth beyond academics and grades 

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KR1: continue to utilize the Summer and Extracurricular Database created last year to promote activities and student personal development
KR2: continue to introduce students to opportunities for service, such as volunteering at Friday Night Supper program, historic houses
KR3: Work with John and Mason to develop a service program for 11th graders to organize a clothing/school supplies/etc drive ad then go volunteer at Cradles to Crayons

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Provide clarification of Upper School academic offerings

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Provide clarification of Upper School academic offerings

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Get course catalog created and published on website

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Mettre en place une politique de notation claire et cohérente dans les niveaux où j'enseigne (6èmes, 5èmes, 1ères et Terminale Histoire-géographie)

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Mettre en place une politique de notation claire et cohérente dans les niveaux où j'enseigne (6èmes, 5èmes, 1ères et Terminale Histoire-géographie)

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KR1: Décider une unique politique de notation pour les deux niveaux de collège (6èmes, 5èmes) en coordination avec ma collègue de Social Studies

KR2: Décider une unique politique de notation pour les deux niveaux de lycée (1ères, Term) en coordination avec mes collègues de sciences humaines du baccalauréat français

KR3: Communiquer à l'oral aux élèves de chaque classe tout au long du 1er trimestre les principes de base de cette notation de manière graduelle et argumentée: les élèves doivent adhérer aux principes, ils doivent leur paraître logiques et justes. En outre, les élèves peuvent émettre des remarques, ce qui m'aidera à affiner et ajuster les principes tout au long de l'année.

KR4: Mettre en ligne sur le Classroom de chaque classe les principes de notation finalisés d'ici la fin de l'année (je les posterai plus tôt l'an prochain)

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Remettre en place une politique de sorties scolaires, autant que possible en coordination avec les collègues de sciences sociales

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Remettre en place une politique de sorties scolaires, autant que possible en coordination avec les collègues de sciences sociales

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KR1: Organiser une sortie scolaire commune avec Mrs Mitchell pour les 6èmes au printemps sur le thème des arts de l'Antiquité (les arts de l'Egypte ancienne, les arts dans la civilisation romaine)

KR2: Trouver et organiser une sortie scolaire pour les 5èmes au printemps (en géographie? en histoire? en ligne ?)

KR3: Organiser une sortie scolaire de fin d'année pour les 1ères au Harvard Art Museum en lien avec le programme d'histoire du XIXe siècle (de 1789 à 1914: romantisme, art pompiste, réalisme, impressionnisme, pointillisme, cubisme, expressionnisme, fauvisme, art abstrait)

KR4: Si les conditions sanitaires le permettent, mettre en place une sortie cinéma avec les Terminales pour voir un film récent en lien avec le programme de Terminale d'histoire (XXe siècle)

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Consolidate the world language programs and offerings 6-12

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Consolidate the world language programs and offerings 6-12

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KR1: Finnish building the curriculum for the MS classes with both Spanish and German teams.

KR2: Map the curriculums from grade 6 to grade 10.

KR3: Plan for a better placement testing system that would be done at the end of the school year instead of the beginning.

KR4: Review and rethink the Spanish books for next year.

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Objective: To promote student excellence in speech and debate

# data[].attributes.subject
Objective: To promote student excellence in speech and debate

# data[].attributes.body
KR1: Create and run a dynamic Speech and Debate SEP in 2021-22.

KR2: Teach skills and employ curricular debates in my 6th & 8th-grade English classes.

KR3: Partner with classroom teachers to facilitate and encourage curricular debates
KR4: Research opportunities for SEP students to watch and/or take part in interscholastic debates.

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Objectif : Valoriser les programmes de maths du LIB au collège par une meilleure visibilité de ce que nous offrons.

# data[].attributes.subject
Objectif : Valoriser les programmes de maths du LIB au collège par une meilleure visibilité de ce que nous offrons.

# data[].attributes.body
KR1 : Utilisation du nouveau programme MAP.
KR2 : Alignement des programmes enseignés en français et en anglais avec mes nouvelles collègues.
KR3 : Analyse des programmes "Math Enrichment" et "Advanced Math" par rapport au programme standard.
KR4 : Comparatif des programmes français et américains au collège (2022-2023).

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KR1: Create committee (student led) and set date
KR2: Choose student speakers
KR3: Partner with marketing for advertising and stage setup
KR4: Host event
Objective 2: Expand next year to include other schools!

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Objective: continue to make meaningful connections between the IB English B curriculum and the LVA requirements of the French Bac

# data[].attributes.subject
Objective: continue to make meaningful connections between the IB English B curriculum and the LVA requirements of the French Bac

# data[].attributes.body
KR1: Identify areas of commonality between the two curricula and ensure that students understand these links.
KR2: Better digest and implement changing mandates of the French Bac langue vivante A curriculum

# data[].attributes.body
My Why: Create a climate of self-patience and self-pride for my students in their language learning process.
Objective 1: Better apply my understanding of Krashen theory of second language acquisition to my pedagogy
KR1: Explicitly teach the five stages of second language acquisition.
KR2: Design my lessons to align with my understanding of "affective filter" in language learning.
KR3:  Develop more formative assessments that identify internalized language concepts.

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To establish connections with local art organizations, galleries and/or museums.

# data[].attributes.subject
To establish connections with local art organizations, galleries and/or museums.

# data[].attributes.body
KR1 - Harvard's Metalab's Sarah Newman (friend of John's) - I made a proposal for a collaborative project. Follow up.
KR2 - Reach out to Kristen Gersh (Liam and Leyla's mom) about a curating tour at the MFA
KR3 - Work with 12 IB students to find a local gallery or cafe to hold our IB Exhibition this year

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KR1- Regular check in with the Wellness Team
KR2- Talk with Wellness team to highlight one student that needs critical support
KR3- Research student's challenges and needs
KR4- Have a one-on-one meeting with that student to better support their growth
KR5- Repeat Process and check in with that student a month later.

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KR1 | In September 2021, activate the plan created by the Upper School Leadership Team in June 2021.
KR2 | Identify grade 7 and 8 families that are still on the fence prior to the end of September and inquire about factors influencing their decision.
KR3 Host a virtual Coffee to Middle School parents that includes testimonial from alumni
KR4 Send a follow-up survey to both parents and students to gather feedback on their experience. Identify elements that would further influence a decision to continue their Secondary School journey at ISB.
KR5 Complete course catalog for Grade 9 & 10 by October Break.
KR6 | Investigate Growth in other North American schools by end of January.

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KR1 : develop FR Bac merchandising
KR2 : Identify valuable contacts among FR bac Alumni
KR3: Promote FR Bac careers : adapt information for College Counseling/FR and school profile after the reform
KR4 :Find ways to Dev Wellness in FR track
KR5 : Stimulate institutional student representatives to take initiatives

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Objective 1 : Dynamiser vers l'extérieur le département de SVT/IB Biology 

# data[].attributes.subject
Objective 1 : Dynamiser vers l'extérieur le département de SVT/IB Biology 

# data[].attributes.body
KR1 | Faire intervenir des scientifiques présentant leur travail, leurs recherches, leurs parcours universitaires...
KR2 | Reprendre le programme BioBuilders
KR3 | Organiser un voyage à l'internationnal ayant un impact scientifique important : Iceland

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Objective 2	Develop cross-curricular activities between math and other discipline (STEM)				

# data[].attributes.subject
Objective 2	Develop cross-curricular activities between math and other discipline (STEM)				

# data[].attributes.body
KR1 | Cross-disciplinary activities (Science/Math class): 1 per trimester
KR2 | Professional training (Enseignement scientifique): in February
KR3 | Supervize Math club and develop cross-disciplinary projects (e.g., collaboration with coding and astronomy clubs) + student showcase (math week)
KR4 | Develop network with local organizations (university etc..) and organize field trip in lab (e.g., theoretical physics) / conferences / talks

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Objective 1: Develop computer programming skills in math courses and math department 

# data[].attributes.subject
Objective 1: Develop computer programming skills in math courses and math department 

# data[].attributes.body
KR1 | Develop activities and other teaching material using online platform and share material with colleagues (create a folder in the math department)
KR2 | Placement test for python (mid-year)
KR3 | Organize teacher training in the math department (during in-service day?)
KR4 | Incorporate algorithmic in the curriculum map
KR5 | Cross-disciplinary activities (Science/Math class)

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To enhance differentiation practices until assessment and grading with equity.

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To enhance differentiation practices until assessment and grading with equity.

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Indeed, students' musical and cultural levels can be very disparate. Everybody deserves to find a safe place for practicing and becoming increasingly responsible for their learning, fostering an understanding of the world in which they live, and developing self-confidence when interacting with others.
KR 1 To enhance differentiation practices through projects where each student has ownership of a part (travail en îlots) developping emotional intelligence and self-esteem.
KR 2 To enhance students led projects on various support allowing a personal connection between the student and the topic (feuille de route personnalisée avec objectif et stratégie d'apprentissage).
KR 3 to partner with another school about different approaches of learning
By november, they will have created their first program they can share participating in ADN AEFE project about  the  Ballets Russes of Diaguilev.

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To inspire the students' interest and love for culture and music and become passionate about building their own vision of the world

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To inspire the students' interest and love for culture and music and become passionate about building their own vision of the world

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Understanding where they come from helps students to find their place in the present, to situate and express themselves in this changing world, and to envision its future.
KR 1 Discovering concert venues, museums, and how culture everywhere is central to learn about ourselves through virtual visits and performances as in person events as well.
KR 2 Invite artists in person or for online meetings to emphasize the encounter with culture and creating ISB radio programs.
KR 3 partnering with:
https://www.gardnermuseum.org/visit/school-tours/grades-3-12
https://www.lilypadinman.com/

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My Why: I would like students to come away from my classes thinking about math rather than about grades. I would like their assessments to be ongoing but their grades to be a true reflection of how far they have come by the end of the trimester.
Objective 1 Implement the ISB Assessment & Grading policy in all classes
KR1 | Revamp my gradebook system to conform to the new ISB grading standards.
KR2 | Explain the grading system in detail to my 11th and 12th grade students, and then make sure I stick to it. Do not forget that grades are not the only thing going on report cards: comments are as important as ever, and may be used to highlight areas (e.g. homework completion) that are not necessarily directly reflected in grades.
KR3 | Work with the Math Department and with John to develop an appropriate IB-grade to letter-grade conversion chart, and with the math department specifically to develop an appropriate percentage system for various categories of final assessment.
KR4 | Develop a detailed standards-based grading system that goes beyond averaging and allows me to re-assess students on skills as needed throughout the year until they can show mastery of each skill. This is a long-term project.

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My Why: Student well-being is important to me and something that I am very passionate about.  

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My Why: Student well-being is important to me and something that I am very passionate about.  

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Objective 1 | Develop an ELS curriculum that is student-centered, differentiated, involves multiple methodologies of learning, and provides space for student leadership and guiding of the lesson plan. |
KR1 | Each unit shall contain all of the following: teacher led notes, independent student work, group student work, lab experiments, and connections to real life.
KR2 | Each class will be flexible enough to provide time for student led connections and questions (each class will aim to have 40-45 minutes of content so that student questions have time to happen).
KR3 | Given that it's a new curriculum for me, at least once per week or as often as possible, teacher will update curriculum based on response to what works best for students (for example, maybe my intial way of explaining a concept didn't work well so I can change it for the next class or at least for next year.
KR4 | Teacher will provide a safe space by also admitting when she doesn't know the answers to questions and encouraging students to do research on their own to find answers.
Objective 2 | Promote student well being through being part of the advisory program and the Middle School life.
KR1 | Be a frequent presence at recess and lunch duties (this happens to be part of my schedule so it's perfect for this goal!) so that students have time to see me as a mentor and support for them.
KR2 | Work collaboratively with other 8th grade advisors to streamline and further develop the 8th grade advisory program. Meet as a 8th grade advisory team at least once per month, connect via email at least once every 2 weeks, store common supplies in shared advisory locker