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Here are the key considerations  with respect to international-mindedness- expanded in the next column.

1.   International-mindedness is central to the IB mission statement.

2.  International-mindedness involves understanding, appreciating, valuing and celebrating diversity.

3.   Learner profile attributes provide foundational skills and dispositions to develop and understand what it means to be internationally-minded.

4.  international-mindedness is both "reaching out" and "reaching in".

5.  linguistic diversity is important in developing internationally-minded students.

6. Being intentional about studying/exploring/looking at local, national and global ideas and issues

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Expansions of the listed considerations. The key consideration is bolded.

1. it is important for educators to keep in mind that international-mindedness is central to the IB mission statement, "...develop caring young people who help to create a better and more peaceful world through intercultural understanding and respect."   Exploring diveristy, multiple perspectives and human commonality unites us. We are all connected and, as such, are responsible for ourselves and each other.  Having teachers engage in professional development about international-mindedness is essential so that they are able to put to vision into practice.

2. Helping students understand, appreciate, value and celebrate diversity is an on-going endeavor. Having students challenge their beliefs and assumtions through investigative inquiry, discussions about cultural, linguistic and social diversity helps them to broaden their perspectives and learn to understand, accept and respect others.

3. The learner profile attributes provide foundational skills and dispositions to develop and understand what it means to be internationally-minded. Understanding the intention of the learner profile attributes individually and collectively is important.  For example, exploring how open-mindedness is necessary for intercultural understanding is helpful to think about.

4. The notion that international-mindedness is both "reaching out" and "reaching in".  Understanding ourselves and others is all of the same piece.  Self understanding is the first part of understangin our relationships to/with others.- "reaching-in". Understanding the connection between international-mindedness and action is important for teachers as they support students to "act" personally or collectively- "reaching out" .

5. Being exposed to and a part of a community with linguistic diversity is important in developing internationally-minded students. Supporting mother tongue languages and learning an additional language opens up cultures and broadens students' perspectives of themselves and others.  Language is a window into culture.

6. Being intentional about studying/exploring/looking at local, national and global ideas and issues [developmentally appropriate] about environment,  customs, sport, literature, peace, conflicts, rights and responsibilities--  to broaden students' perspectives. These explorations provide opportunities for students to see the world as more connected and relevant.

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I have gone through the draft Standards and Practices and identified the explicit practices relating to international-mindedness:

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Replacing the B standards, the environment refers to leadership and resources. These are less explicitly related to international-mindedness (will refer to as IM) although there are undertones.

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It is difficult to imagine these practices could ignore IM. There is no explicit mention of IM in these descriptions but could be inferred.

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Evidence of international mindedness through expectations that practices reflect the IB philosophy.

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The purpose component of the new S&P naturally align with our beliefs and philosophy of the IB mission statement and therefore international-mindedness.

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Similar to what is mentioned above. Approaching teaching and learning with the essence of living the learner profile in multiple ways.

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Coherent curriculum
IM is deeply embedded in this section in theory and practice. The acknowledgement of the diverse needs of schools globally with local, state/provincial and national requirements. It crosses the the learning and teaching and the learning community.

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It is difficult to imagine these practices could ignore IM. There is no explicit mention of IM in these descriptions but could be inferred.

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Living the learner profile explicitly mentioned but also embedded in other practices such as though their relationships and shared responsibility in collaboration. Each practice in this section shows an expectation for learners to own their learning therefore demanding schools to provide opportunities for international mindedness through agency.

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Multiple references to IM through language, diversity, inclusion, LP from a policy level through to day to day practices.