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Make any statement that comes to mind when reading this. 

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Component 1: Mission, Vision and Strategy

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Component 1: Mission, Vision and Strategy

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1. Mission, vision, and strategy aligned with IB philosophy

The school clearly articulates a mission and strategy that reflect the IB’s philosophy and values.

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Component 2: 	Pedagogical leadership embracing the mission	

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Component 2: 	Pedagogical leadership embracing the mission	

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1. Pedagogical leadership embracing the mission

Leaders model and support teaching and learning that foster the IB Learner Profile and international-mindedness.

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Component 3: Fostering internationally-minded people through the Learner Profile

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Component 3: Fostering internationally-minded people through the Learner Profile

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1. Fostering internationally minded people via the Learner Profile

The school community actively promotes the IB Learner Profile and international-mindedness among students, staff, and families.

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1. To what extent do your lessons encourage students to become inquirers and critical thinkers?

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Always – inquiry and critical thinking are central to every lesson 

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Often – lessons usually encourage questioning and reflection

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Sometimes – inquiry is encouraged but not consistently

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Honestly, Rarely, if I'm to be honest which is rare

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How well do your lessons reflect international-mindedness and respect for different perspectives?

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Well Well – lessons consistently include global perspectives and cultural awareness

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Very Well – lessons often acknowledge and respect diverse viewpoints

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Fairly well – some effort is made, but not regularly

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Barely well - lessons rarely highlight global perspectives or cultural respect

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How well do you encourage students to take ownership of their learning and develop as lifelong learners?

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Effectively with a capital E -students consistently take initiative and reflect on their learning

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Deep Well – opportunities for ownership are often provided

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Well, well– student ownership is encouraged occasionally

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Poorly – lessons are mainly teacher-led with little student ownership

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How effectively do you connect learning to real-world contexts and responsible action?

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Very effectively – students regularly apply learning to real-life issues and actions.

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Effectively – real-world connections are often made in lessons

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Somewhat effectively – connections are present 

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Some what? - Not much at all, and I really should

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To what extent do you foster an environment of compassion, open-mindedness, and principled behavior in class?

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Top tier – like running a classroom powered by good vibes and mutual respect

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Pretty well — more “friendly neighborhood superhero” than “strict overlord”

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Somewhat — values pop up like surprise cameos, but not every episode, and without the 70s tv show canned whooping

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Not really — more “pirate ship” than “principled community”

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2: Leaders model and support teaching and learning that foster the IB Learner Profile and international-mindedness.

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2: Leaders model and support teaching and learning that foster the IB Learner Profile and international-mindedness.

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Read the statement above

Think of an example from your own experience (as a teacher, coordinator, or leader) that connects one of these, for example: a time when a leader modeled being a risk-taker, encouraged open-minded discussion, or supported cross-cultural projects.

In about 2-3 sentences, write about that experience, preferably it having happened at CISS.

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Component 3 Poll Checklist (see below, then poll)

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Component 3 Poll Checklist (see below, then poll)

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1. Visible & Lived Learner Profile

The IB Learner Profile attributes are visible in classrooms, shared spaces, and communications, and students/teachers actively reference and apply them in daily learning.

2. Curriculum Integration

Units of inquiry and subject lessons embed opportunities to practice Learner Profile attributes (e.g., being open-minded, caring, reflective) and connect them to global perspectives.

3. Community Involvement

Families and community members are invited to participate in activities, projects, or discussions that highlight international-mindedness and diverse viewpoints.

4. Modeling by Adults

Teachers and leaders model the Learner Profile attributes (e.g., showing empathy, being risk-takers, lifelong learners) and make this modeling explicit for students.

5. Collaboration & Reflection

The school regularly celebrates examples of students and staff demonstrating international-mindedness and reflects on growth in Learner Profile attributes through assemblies, portfolios, or displays.

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How many of these do you think you and your CISS colleagues achieve?

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All 5 evident; fully embedded in culture.

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3–4 evident; consistent practice and growth.

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–3 evident; some impact, uneven across school.

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1–2 evident; mostly aspirational, limited practice.

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Which one do you think you need to work on, and now?!

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Be happy, be interested

Be positive about yourself, your colleagues, the students and the school

Be Solution-Oriented

Incorporate IB philosophy and terms into your talk and lessons, but naturally

Use your own words and interpretations to complement the above, try not to rely solely on IB phrases and doctrines - they've heard all that before

Don't be too specific. Rehashing a particular CISS story or personal anecdote is only good if it is short and serves to accentuate a more general lesson or philosophy

In class, be fair, inclusive and let the students be involved