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FROM PRINCIPLES INTO PRACTICE: THE LEARNER

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FROM PRINCIPLES INTO PRACTICE: THE LEARNER

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FROM PRINCIPLES INTO PRACTICE: LEARNING AND TEACHING

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FROM PRINCIPLES INTO PRACTICE: LEARNING AND TEACHING

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FROM PRINCIPLES INTO PRACTICE: THE LEARNING COMMUNITY

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FROM PRINCIPLES INTO PRACTICE: THE LEARNING COMMUNITY

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Inspiring Creativity through Student Agency

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A checklist for ensuring all requirements are in place for evaluation.

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Expectations at Evaluation PYP Template For Schools

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Communicating, coordinating, fostering effective curriculum implementation.

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Feeling adventurous? See "the list" Empowered!

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Category 3: The Role of the PYP Coordinator Reflection Tool

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The Coordinator... always collaborating and communicating.

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FLEXIBILE, thinker, listener reflecting, communicating, REPEAT.

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moving forward, guiding others, always learning.

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Communicating knowledge to develop rigorous programming.

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supportive cheerleader advancing programme understanding/organization

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Collaborating leaders create strong global communities - LILA

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Job Description of the Primary School Principal.docx

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Holly Sharbaugh-Instructional

Coach-PYP Planning, Global Inquiry Lab, Science and SS Support, Professional

Development

Daniel Windish- Principal-Overall Operations of the School, Hiring, Handbook, Grade Level Evaluations, 2nd Grade and 5th Grade, Resource and Support Evaluations, Non-Instructional Evaluations, Faculty/Staff Newsletter, Faculty/Staff Updates, School Messenger Blasts and Family Updates, Marquee and Communication/Flyer Approval, ELL/ESOL, ESE, SAC, PTA Events, Leave Approval

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My role is a combined PYP Coordinator/VP

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Lower School Coordinator:Assistant Principal Job Description

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Job Description from Indianapolis Public Schools

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Job Description from Indianapolis Public Schools

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Provides leadership in: • Developsing, implementsing, and evaluatesing school philosophy, goals and objectives reflecting district and state goals • Develops, implements and evaluates School Improvement Plan (SIP) and School-wide Discipline Plan • Developsing and managesing a Center of Excellence on the specified campus as approved by the School Board, if applicable • Developsing and maintainsing a positive school/community climate and a safe and healthy environment. • Plansning, implementsing, and evaluatesing the school instructional program based on student needs and within state and district guidelines • Plansning, implementsing, supervisesing, and/or evaluatesing all other programs, i.e., Parent Teacher Association (PTA), School Advisory Committee (SAC), Athletics, Extra-Curricular, CoCurricular, Booster Clubs, if applicable • Determinesing staffing needs including selection, supervision, staff development and evaluation of all school personnel • Disseminatesing and implementsing Pinellas County School Board policies and procedures as it relates to students staff and school community • Managesing finances including the budget and record keeping processes, and inventory control of all school resources Page 2 of 3 • Maintainsing records and necessary reports for efficient operation of school and compliance with federal, state, and local requirements • Plansning and managesing for efficient utiliz

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IB Primary Years Programme Coordinator Job Description

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Pinellas County Schools Florida Role of Coordinator

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Pinellas County Schools Florida Role of Coordinator

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DUTIES AND RESPONSIBILITIES: • Assists with overall program development and implementation. • Advocates best practices for instruction in the classroom. • Models a focus on highest student achievement. • Assists with development of an integrated management system for planning and implementing the grant curriculum. • Responsible for alignment of curriculum to Sunshine State Standards and Pinellas County Schools Student Expectations, consistent with the approved Magnet Schools Assistance Program project plan. • Assists with the collection and analysis of input from staff, parents, and students on issues related to the Magnet School Assistance Program grant and its implementation. • Reviews and circulates appropriate resource materials. • Assesses training needs of students, teachers and parents. • Maintains and monitors an information system that supports student achievement goals. • Stays current on related curriculum and instruction issues, trends, and operations. • Assists teachers in analyzing and using relevant data to systematically review or improve curriculum and instruction. • Assists in providing training for staff involved in development and implementation of the magnet curriculum. • Coordinates the in-service training activities required for Magnet School Assistance Program grant project implementation. • Supports a school-wide environment conducive to the well-being and growth of all instructional staff. • Shares staff successes. • Assists with selection, purchase and distribution of appropriate equipment, supplies, and resources aligned to magnet grant curriculum. • Facilitates the writing and editing of a curriculum guide. • Coordinates a Plan, Do, Study, Act (PDSA) process for the development of written curriculum guides and instructional activities for each grade level. • Secures and uses appropriate, related resources effectively. • Coordinates processes within the school, which results in publication of grade specific curriculum activities. • Assists in preparing school for program review. • Interprets and reports instructional staff satisfaction regarding related professional development. • Monitors progress toward student achievement goals and objectives. • Performs other related duties as required.

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Choose (at least three) standards to empower your development plan! Choose from PURPOSE, ENVIRONMENT, LEARNING.

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1. Which standard(s) describes the conditions (goal?)

2. Which standard(s) tell WHY the goal is important?

3. Which standard(s) describe how your goal will be accomplished?

4. Which standard(s) refer to who is responsible?

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How might we design the fourth grade classrooms in order to facilitate collaboration and movement?

Leadership 5: PYP 1

Student Support 1.1 and 1.3

Student Support 2.4

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How might we include all learners in our classroom design in order to ensure every student has what they need to be successful?

Purpose: Purpose 3: The school community fosters internationally minded people who embody

all attributes of the IB learner profile. (0101-03) - WHO teacher/students/admin/families

Environment: Student support 1.3: The school provides effective learning spaces and learning environments.

(0202-01-0300) - CONDITIONS - a desire to enhance all learning styles

Learning: Coherent curriculum 1.4: The school provides collaborative planning time for teachers to incorporate IB

philosophy into the curriculum. (0401-01-0400) WHY - Teachers are learners, too, so providing environment and time for teachers to collab is imperative for advancing the programme

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How might we design the shared spaces in our building to be inviting and accessible to our community and reflective of the learning that is happening.   

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How might we design the shared spaces in our building to be inviting and accessible to our community and reflective of the learning that is happening.   

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Purpose 3.1- School community is aware of IB learner profile.

Environment: Student support 1.1- school provides adequate resources and facilities in accordance with programme documentation.

Student support 1.3- The school provides effective learning spaces and learning environments.

Learning: Lifelong learners 2.2- Teachers provide students with opportunities in the curriculum to reflect on the growth and demonstration of their IB LP attributes.

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How might we redesign the media center in order to extend learning and teaching? 

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How might we redesign the media center in order to extend learning and teaching? 

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Student support 1: The school provides relevant human, natural, built and virtual resources to implement its IB programme(s). (0202-01)

Student support 1.3: The school provides effective learning spaces and learning environments. (0202-01-0300)
Student support 1.6: The school maintains a functioning and active library consisting of adequate combinations of people, places, collections and services that aid and extend learning and teaching. (0202-01-0600)

Student support 2: The school identifies and provides appropriate learning support. (0202-02)
Student support 2.4: The school demonstrates a commitment to make the most effective use of learning spaces and learning environments in ways that meet the needs of all students. (0202-02-0400)

Purpose 3: The school community fosters internationally minded people who embody all attributes of the IB learner profile. (0101-03)

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How might we reorganize the library space in order to promote vertical collaboration on transdisciplinary units amongst grade level teachers and specialists?

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How might we reorganize the library space in order to promote vertical collaboration on transdisciplinary units amongst grade level teachers and specialists?

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PURPOSE:

Purpose 2: The school’s pedagogical leadership team embraces educational

approaches that encourage students to become active, compassionate lifelong

learners.

Purpose 2.1: The pedagogical leadership team articulates a shared commitment to the IB’s mission and

philosophy.

LEARNING:

Coherent curriculum 2: Teachers collaborate to design, plan and deliver the school’s IB

programme(s).

PYP 2: The school demonstrates a commitment to transdisciplinary learning by ensuring that the

programme of inquiry is collaboratively designed, planned and facilitated between the classroom teacher and specialist teachers to deliver the subjects included in each unit of inquiry.

ENVIRONMENT:

Leadership & governance

Leadership 5.1: The school funds adequate resources to implement the programme(s) and meet programme requirements.

PYP 1: The school allocates adequate resources to support collaborative planning amongst subject

specialists and classroom teachers for transdisciplinary learning.

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How might we design classroom spaces in order to facilitate learning through inquiry?

Student support 1: The school provides relevant human, natural, built and virtual

resources to implement its IB programme(s). (0202-01)

Purpose 2: The school’s pedagogical leadership team embraces educational

approaches that encourage students to become active, compassionate lifelong

learners. (0101-02)

Approaches to teaching 1: Teachers use inquiry, action and reflection to develop

natural curiosity in students. (0403-01)

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How might we design for collaborative planning in order to facilitate transdisciplinary learning?

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How might we design for collaborative planning in order to facilitate transdisciplinary learning?

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WHO-Teacher support 3: The school provides time and other resources for teachers to collaborate effectively in the implementation of IB programme(s). (0203-03) Teacher support 3.1: The school allocates dedicated and scheduled and/or timetabled time for teachers’ collaborative planning and reflection. (0203-03-0100)

WHY-Leadership 3: 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)

HOW-PYP 1: The school designs a programme of inquiry that consists of six units of inquiry—one for each transdisciplinary theme—at each year or grade level, with the exception of students who are 3-6 years where the requirement is at least four units at each year or grade level, two of which must be under “Who we are” and “How we express ourselves”. (0401-01-0511) PYP 2: The school commits to the PYP as the framework for planning, teaching, and learning across the curriculum. (0401-01-0512) PYP 3: The school ensures that all subjects are represented within the programme of inquiry at each year or grade level. (0401-01-0513)

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How might we design classroom spaces and systems in order to develop skills that support students becoming lifelong learners?

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How might we design classroom spaces and systems in order to develop skills that support students becoming lifelong learners?

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Conditions

Culture 1 (0301-01)

The school secures access to an IB education for the broadest possible range of students.

Why?

Lifelong Learners 1 (0402-01)

Students actively develop thinking, research, communication, social and self-management skills.

How? - Lifelong Learners (0402-06)

Students take ownership of their learning by setting challenging goals and pursuing personal inquiries.

Who? -

Purpose 2 (0101-02)

The school’s pedagogical leadership team embraces educational approaches that encourage students to become active, compassionate lifelong learners.

Learning 5 (0201-05)

The school funds and allocates resources that sustain and further develop its IB programme(s)

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Advocating for Planning time for specialists at our site v. second site

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Advocating for Planning time for specialists at our site v. second site

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How might we organize the allocation of specialists time in order to facilitate transdisciplinary learning?

Leadership 3- PYP1

Leadership 5- PYP1

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How might we design the space outside library in order to offer alternative learning space?

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How might we design the space outside library in order to offer alternative learning space?

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Purpose: 3

Practices 0202-01

Student support 1.1

I am still learning about this document... this feels like it is all over the place...

how to design a more inviting space - now 4 metal picnic tables and blank stucco wall... in a shaded corner this was the most concrete thing I can ask about...

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How might we encourage flexible seating and collaborative classrooms to develop student engagement?

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How might we encourage flexible seating and collaborative classrooms to develop student engagement?

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Standards and Practices that support this initiative:

Purpose: 1.2 - The school develops a mission, philosophy and/or strategy that includes a holistic approach to

education that goes beyond academic development and encourages awareness beyond the individual and

the immediate community. (0101-01-0200)

Student Support: 1.3 - Student support 1.3: The school provides effective learning spaces and learning environments.

(0202-01-0300)

Student support 1.5: The school uses programme documentation to inform the use and/or design of

learning spaces which allow for flexibility and collaboration. (0202-01-0500)

Student support 2.4: The school demonstrates a commitment to make the most effective use of learning

spaces and learning environments in ways that meet the needs of all students. (0202-02-0400)

Student support 3.1: the school identifies and allocates spaces and resources to support the social, emotional and physical well-being of its students and teachers (0202-03-0200)

Student support 5.1: The school identifies and uses a variety of human, virtual and physical resources in the wider community that aid and extend student learning. (0202-05-0100)

Culture 1.2: The school provides relevant supports materials, resources and structures to promote access to the school's programme(s) for as many students as reasonable. (0301-01-0200)

Lifelong learners 3.3: Pedagogical leaders provide opportunities for student voice to be represented in the school. (0402-03-0300)

Approaches to teaching 1.3: The school provides opportunities for students to actively engage in interactive and exploratory learning environments and/or play in accordance with programme documentation. (0403-01-0300)

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This is my first year. What is crucial to my role this year? How do I start?

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How should I schedule planning meetings for maximum efficiency? How often should we meet?

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How can I schedule planning between specialists and classroom teachers?

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What is my role in leading collaborative planning?

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How do I provide teacher support and student support in my role as coordinator?

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How do I facilitate the planning process through documentation on planners?

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Copy of IB Behavior Reflection Sheet PDF (1)

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Link to Canva PD course (for grad level credit)

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Link to Canva PD course (for grad level credit)

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Boosting Classroom Creativity Through Canva 5236 S24L CRN36768. Online registration by Cvent

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bulb lets you showcase your skills and experience with a beautifully simple digital portfolio. Try it free - keep it for life.

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Scope and Sequence for Amplify

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Find Scope and Sequence documents for Amplify CKLA Skills and Knowledge Strands for Grades K-2, as well as comprehensive Scope and Sequence documents for Grades PreK, 3, 4, and 5.

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Google Doc with everyone's contact info!

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The Role of the Coordinator Contact information 

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Click the buttons above to view our workshops offered for each programme and to register.

All of CASIE's IB workshops during the 2022-2023 school year will be presented online. And, for the first time ever, we have added a Winter workshop to our schedule! We are thrilled to announce that we now have a February workshop date, so you will have 3 separate chances to complete your IB professional development during any given school year-- once in the Summer (June or July, depending on your programme) and twice when school is in session (October and February).

We are proud to once again have been selected by the IB to deliver accredited online workshops that match the quality of our face-to-face offerings!

​CASIE Online IB workshops are structured to maximize opportunities to collaborate in real-time with your workshop leader and fellow participants while allowing you to complete your training in only three half-days, from the comfort of your home.

Our highly interactive online workshops are facilitated by expert workshop leaders in 4.5-hour sessions over three consecutive days with an additional three hours of asynchronous work required to earn a completion certificate.

2022 Online IB Workshop Registration $900 USD

​

​2022 IB Workshops Schedule & Timing

The synchronous portions of our online workshops will take place in varied 4.5-hour slots between 9:00 am and 4:30 pm US Daylight Savings Time (UTC/GMT -4).

​IB Course Availability & Registration

To view the courses offered and to register for a workshop, please click the programme buttons at the top of this page.

Teachers taking our IB PYP, MYP, DP, & CP workshop training may register for one (1) hour of graduate credit* through Kent State University.

Be a part of the conversation!

Use #CASIEIB and tag us on social media @casieonline

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International Baccalaureate | Atlanta, Georgia USA | CASIE

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Click the buttons above to view our workshops offered for each programme and to register. All of CASIE's IB workshops during the 2022-2023 school year will be presented online. And, for the first time ever, we have added a Winter workshop to our schedule!

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Here's the link detailing certification of staff

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IB professional development (PD) workshops and resources are powerful tools to help develop both educators and your programmes.

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Exploring a range of Thinking Pathways allows teachers and students to move beyond surface learning that focuses on the memorisation of knowledge and facts, to more deep and reflective learning that is focused on developing understanding through more

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Access Google Drive with a Google account (for personal use) or Google Workspace account (for business use).

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5 Paragraph Essay Template.pptx - Microsoft PowerPoint Online

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PYP Coordinator 101 - Surviving Your First 30 Days

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Discover your new survival guide and get support in creating structures and processes as a new PYP Coordinator