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Zenzile Keith_What is an IB Education asynchronous assignment.docx

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Action IB Presentation - Walter, Dyan, Brad

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Action IB Presentation - Walter, Dyan, Brad

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Learner Profile Posters for everyone :) 

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Learner Profile Posters for everyone :) 

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Learner Profile Posters of Famous People

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Answers to questions

V. Polanco

Question #2- In order to fully develop the IB program the school needs to have more people that are well-versed and knowledgeable about Ib and its implantation. It would also be beneficial to visit schools that are doing IB, not just the classrooms but also the planning sessions. Allowing time for the coordinators to meet as well. This will aid in the understanding of IB as well as the implementation process.

Question #3- Who will lead- The building IB coordinator as well as staff, and administration. Admin should be attending IB meetings and ensuring that they are being done with fidelity. The meeting should take place the following way:

Weekly meeting with grade team leaders

Bi-weekly meeting with grade teams to lesson plan

Monthly PD’s on IB to review the learner profile for the month and activities to do with students

Admin and IB coordinator meetings to review the notes from the prior week and the tasks of the coming week. This meeting should also determine if anything else is needed

Question #4- Sustaining- In order to sustain the IB program it is important to ensure there is adequate time for the work to be done. Setting up a PD calendar that highlights the dates the whole school will meet for IB.

Incorporating common planning time for IB with the coordinator, as well as having office hours to ensure time for teachers with questions.

Bi-Monthly meeting to review how we doing, what needs we have, and what our steps are.

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Michael, Veronica, Zenzile Exihibition Brochure

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Facilitator of Learning
Better results for all learners
Learners do the heavy lifting
Students drive their own learning
Student to Student Discussions

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Heuristic intelligence refers to leaders developing their own mental shortcuts.

Allows for the capacity to self-reflect and are adaptable to new settings.

Creative decision making and using induction, logical reasoning, and insight.

Using sound judgment at critical junctures or when making important decisions.

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IB PYP Head of School Workshop - Google Docs

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-EduAbroad: Exchange students from other countries
-Who Am I?  Students share their narrative with accompanying artifacts
-Every classroom has their own flag and learn about that country
-School-wide cultural events:
Multi-cultural fair: close off the street by our school and parents have booths where they showcase something they love about their culture
Multi-cultural Potluck: dinner at the school
Our World and Planet Today: -Takes on the issues that we are facing today and bringing in vendors to discuss.
-Every student will have "visited" 7 countries through learning about them

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The IB Primary Years Programme (PYP) for children aged 3 - 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning.

The PYP offers an inquiry-based, transdisciplinary curriculum framework that builds conceptual understanding. It is a student-centered approach to education for children aged 3-12. It reflects the best of educational research, thought leadership and experience derived from IB World Schools.

The PYP has evolved to become a world leader in future-focused education. The PYP is an example of best educational practice globally, responding to the challenges and opportunities facing young students in our rapidly changing world.

The PYP curriculum framework

The PYP curriculum framework begins with the premise that students are agents of their own learning and partners in the learning process. It prioritizes people and their relationships to build a strong learning community.

PYP students use their initiative to take responsibility and ownership of their learning. By learning through inquiry and reflecting on their own learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner profile to make a difference in their own lives, their communities, and beyond.

The framework emphasizes the central principle of agency, which underpins the three pillars of school life:

Embedded in the framework is the recognition of the importance of fostering an individual's self-efficacy. Students with a strong sense of self-efficacy are active in their own learning and take action in their learning community.
Learn more about the PYP curriculum framework
Why offer the PYP?

The PYP focuses on the development of the whole child as an inquirer, both in school and in the world beyond. The PYP offers a transformative experience for students, teachers and whole school communities and delivers excellent outcomes by providing an education that is engaging, relevant, challenging and significant.

PYP learners know how to take ownership of their learning, collaborating with teachers to deepen understanding and increase their confidence and self-motivation. Through actively engaging in integrated ongoing assessment they become effective, self-regulated learners who can act on constructive feedback.

Guided by six transdisciplinary themes of global significance, students broaden their learning by developing their conceptual understandings, strengthening their knowledge and skills across, between and beyond subject areas.
Find out more
IB educators share what they consider as the most valuable aspects of the PYP

How to become a PYP school?

Any school educating students aged 3 to 12 can apply to implement the Primary Years Programme and become an IB World School. Schools must successfully complete an authorization process to become an IB World School. During this process, the IB supports schools in building the understanding and organizational structures they need to implement the IB's internationally-minded programmes.

Learn more about implementing the PYP at your school.
How to become an IB World School

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The International Baccalaureate (IB) Primary Years Programme (PYP) for children aged 3 - 12, develops active, self-regulated learners in a transdisciplinary curriculum framework.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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IB: Inclusion Policy -Denise, Martha, Stephanie

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IB: Inclusion Policy -Denise, Martha, Stephanie

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IB Inclusion Policy - Denise, Martha, Steph

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What is a Language Policy?

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End-of-unit assessments based on student learning goals for the unit.
Describe various assessments that are given and the tools used as well as the performance tasks, and rubrics.
Pre-unit assessments
The why- to inform practice, and build culture

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Leadership Pathway Developing your Philosophy of Leadership Statement

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* Leveling of expectation (all about IB workload)
* Regular meetings with the IB-PYP implementers and the coordinator
* Periodic class observations (mentorship)
* Professional development sessions

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1. Provide clarity of the why and the what of what we're doing to all stakeholders.
2. Identify the SWAT of our schools/campuses: Strength, Weaknesses, Opportunities, Threats.
3. Establish benchmarks to assess and calibrate progress.
$. Celebrate success, big and small, along the way.
4. Devise what needs to be delegated and how, and what accountability will be in place to ensure the work is cohesive for collective success.

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Checklist:
* In-house PD during preservice to introduce IB and its principles.
* Monthly PD session to expand on the IB process
* Leveraging parents that are invested so they can help in explaining IB to other parents
* Student IB committee, led by a teacher that is passionate about IB
* Having signage up, where teachers show their learner profile and have it around the school
* Meeting with IB coordinator weekly

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International Baccalaureate Literature review for Leadership intelligences October 2017

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What are learning environments? The school community as an ecosystem | IB Community Blog

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As learning is at the heart of every school in the wider IB ecosystem, learning environments are expected to be considered first in strategic planning and resourcing.

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The PYP curriculum framework begins with the premise that PYP students are agents of their own learning and partners in the learning process.

The PYP curriculum recognizes learners' innate potential to inquire, question, wonder and theorize about themselves, others, and the world around them.

When learning communities recognize children's emergent identities and competencies, they create an educational context that values children both for who they were, who they are in the present and who they will become in the future. In building from prior learning and experiences, PYP learners are uniquely placed to co-create their current learning needs.

This understanding of how students learn is foundational to the inquiry-based and concept-driven transdisciplinary model of learning and teaching.

As a result, PYP students demonstrate the agility and imagination to respond to new and unexpected challenges and opportunities, and to take action for a better and more peaceful world.

Fostering self-efficacy to enable agency

The stronger the sense of self-efficacy in students, the greater the likelihood that they will exercise agency. Self-efficacy influences the choices students are confident in making, which, in turn, influences the degree of ownership and impact they have in their lives.

When teachers acknowledge learner agency and the importance of self-efficacy, students become partners in the learning process. In this partnership, teachers work alongside students, meet with small groups and individuals as needed, and monitor learning and provide feedback.

The PYP exhibition

In the final year of the PYP, students take part in the PYP exhibition. The exhibition is an authentic process for students to explore, document and share their understanding of an issue or opportunity of personal significance. The whole learning community shares and celebrates this culminating event in the journey students have experienced through their PYP years.
Learn more about the PYP exhibition here
The early learner

The PYP acknowledges the unique needs of early learners, aged 3 to 6 years. It is a distinguishing feature of the programme which recognizes that learners in this age range require approaches to learning and to teaching that honor their developmental stage, and the importance of play as the vehicle for inquiry. Since experiences during the early years lay the foundation for all future learning, the PYP framework allows educators to make choices to best enable learners to flourish.

Early learning in the PYP is a holistic learning experience that integrates socio-emotional, physical and cognitive development. In the PYP classroom, it takes place in dynamic environments that promote play, discovery and exploration.

The IB learner profile in the PYP

The IB learner profile represents a broad range of human dispositions, capacities and traits that encompass intellectual, personal, emotional and social growth. Developing and demonstrating the attributes of the learner profile is an expression of what the IB means by international-mindedness.

The IB learner profile permeates all facets of school life in the Primary Years Programme (PYP). All members of the learning community from the youngest learners to school leaders to parents, educators and beyond, have a responsibility to be guided by and demonstrate a commitment to the development of the IB learner profile attributes.

Find out more about the IB learner profile [1.4 MB]

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The PYP curriculum framework begins with the premise that PYP students are agents of their own learning and partners in the learning process. The PYP curriculum recognizes learners' innate potential to inquire, question, wonder and theorize about themselves, others, and the world around them.

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guidelines for writing a languag epolicy

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The revised Programme Standards and Practices and the IB authorization process

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Erin Meyer’s Cultural Map Professional Development for IB Staff_

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Reprint: R1405K

As we increasingly work with colleagues and clients who come from all parts of the world, it is vital to understand how cultural differences affect business. Yet too often we rely on clichés and stereotypes that lead us to false assumptions. To help managers negotiate the complexity of an international work team, INSEAD professor Erin Meyer has developed a tool called the Culture Map, which plots the positions of numerous nationalities along eight behavior scales: Communicating, Evaluating, Persuading, Leading, Deciding, Trusting, Disagreeing, and Scheduling. Meyer suggests that comparing the relative positions of different nationalities along these scales can help us decode how culture influences workplace dynamics. She adds four important rules:

Don't underestimate the challenge.

Management and work styles stem from lifelong habits that can be hard to change.

Apply multiple perspectives.

Be aware of your own expectations and behaviors, but also consider how members of other cultures perceive you and fellow teammates.

Find the positive in other approaches.

The differences that people of varied backgrounds bring to a work group can be great assets.

Continually adjust your position.

Be prepared to keep adapting your behavior to meld with the styles of your colleagues.

A version of this article appeared in the May 2014 issue of Harvard Business Review.

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Reprint: R1405K As we increasingly work with colleagues and clients who come from all parts of the world, it is vital to understand how cultural differences affect business. Yet too often we rely on clichés and stereotypes that lead us to false assumptions.