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1. Develop inclusion practices to such an extent that they become inherent to the collective school mindset (inclusion vs. exclusion; differentiation; SEN & students support; bilingual programme offering).

2. Involve all stakeholders into the formation and fuelling of PDPs in a more efficient, united and responsible manner.

3. Co-construct tangible measurements of success in teaching and learning.

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Embedding service-learning meaningfully in the curriculum

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Embedding service-learning meaningfully in the curriculum

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Strategic Goal:

To foster active citizenship and community engagement by embedding service learning as a core component of the curriculum, ensuring that students develop a sense of social responsibility and become agents of positive change in their communities.

Tactical Goal:

To establish partnerships with local community organizations, non-profit groups, and government agencies to provide diverse service learning opportunities for students. This includes identifying and coordinating projects that align with the curriculum, ensuring meaningful engagement, and facilitating reflection on the impact of service.

Operational Goal:

To integrate service learning into subject-specific unit plans and assessments across various disciplines. This involves designing and implementing service learning activities that align with specific learning objectives, providing guidance to teachers on incorporating service learning into their instruction, and assessing student learning outcomes related to both academic content and community impact.

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1. Review the school's guiding statements with all stakeholders and make them more explicitly 'lived' in the school.

2. Unpack the strategic plan with all stakeholders and define the concepts and actions needed to be tactical

3. Take an appreciative inquiry approach when developing the tactical plan from the strategic plan, to create buy-in, purpose and ownership from all stakeholders

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Top 3 goals:

Stakeholders(range governance to students) mindset shift to be more IB aligned

Balancing language needs with primary language of instruction (English)

Developing a supporting and unique culture in the school and programs to great a sense of community/unity.

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Based on the framework from reading 2:

1. Our values are ‘named’. But how much do staff, students, parents understand them?

2. Use the framework to really unpack the values, explore how they are enacted in the college.

3. Count our customs, explore some of our key processes (e.g. exams) and see how we underpin the work using the values.

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Paint an attractive destination

Plan how to get there...

Engage community (eg surveys)

Engage school

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1. Make international mindedness more imbedded and visible.

2. Develop ATL skill alignment that prepares students for the future.

3. Improve the transition between PYP-MYP-DP.

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1. Improve cross-programme collaboration to strengthen the continuum for the journey of the student.

2. Minimize the demand of 'systems' so as to decrease overwhelm of workload for teachers so that they can focus on responsiveness to student agency.

3. Involve all stakeholders in developing PDPs that serve the context of the School and community needs.

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Change should work towards improved student learning

Values should be established. Analyse - do customs express the values?

Involve stakeholders from across the community

Publicise successes

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(1) Align goals of all stakeholders - Operational, Tactical, Strategic - with targeted language designed to meet the needs of the community. Strategic goals written for Middle Management, Tactical goals written for Classroom Teachers, Operational goals written for Learners. Learners goals written for themselves, parents, and staff.

(2) Dedicate time to coordinate goals and implementation.

(3) Maintain records to sustain productive practice.

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Soil - preparing the school for new ideas. Sharing them with stake holders.

Sow the seeds - Goals and timeline. Make them visible.

Grow them - Collaboration and Implementation: knowing 'HOW' for executions

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Implement STEM in the PYP in a student centre, integrated approach by 2026.

Empower teachers to have MYP classes that are student centred and agentic over the next 3 years

Implement a PL programme that is relevant, collaborative and reflective for 2025.

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1. Align our educational philosophy with IB (all stakeholders involved - staff, students and parents)

2. Take an inclusive approach in English and Math instruction (currently by academic levels starting from G1 and G2 respectively)

3. Supporting teachers to be equipped with strategies of differentiation.

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1. Through strategic planning, develop systems and sustainable practices across all areas of the school.

2. Create an increasingly balanced, safe, healthy, and inclusive environment where the wellbeing of the school community members is at the forefront.

3. Enhance school-wide connection through increasingly effective curriculum alignment (PYP-MYP-DP) based on data analysis.

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Culture shift: for the school community representatives to work together to review our values employing the given guideline (text 2, p16) and get ready for the school culture shift

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GOAL 1: Develop a ‘charter’ of best practice MYP teaching and learning (tactical goal setting) based on our school’s mission statement, explicitly: purposeful development of creative, compassionate, skilful & resilient young people

GOAL 2: Complete a ‘culture audit’ to unpack how we are ‘living our philosophy’, by counting our customs, and exploring subsequent needs for culture shift.

GOAL 3: Co-create an MYP Communication Plan (marketing, branding) with Learning Area Leaders and Senior Management.