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Reflection on three levels:

1. What is one new thing you learned today?

2. What resonated with you on a personal level?

3. What is one action you will take as a result of this workshop?

Add your reflection as a comment, below.

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Please add your reflection as a comment, below.

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Please add your reflection as a comment, below.

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Click on the + to create a new post.

Give your post a TITLE that categorizes the change challenge so that others can clearly identify with it.

(See the example below)

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I am working with a school that does not have a leader who is invested in the value of IB education. This principal never attends meetings, does not respond to emails from the IB or their system leader, and yet the programme is long established in the school, has had significant impact for the students who have participated.

Now, the DP cohort is declining and student performance across all aspects of the education offered at this school (both IB and non-IB) is quite low.

This change challenge is centered around trying to establish shared value and to increase leadership engagement.

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Please comment on this post. You can also use the + next to the "Add Comment" to upload a picture, etc.

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Please comment on this post. You can also use the + next to the "Add Comment" to upload a picture, etc.

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What I do in education: Senior IBWS Strategist supporting schools broadening participation in the DP and CP by deepening the integration of the IB education model at the foundation of their school.

Where am I from: I am an Aussie living Washington DC, in the United States.

Contact: (optional) phillip.evans@ibo.org

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After we have watched the Peter Senge video as a group, discuss as a table and add reflections as a comment, below.

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After your group has discussed the "non-obvious areas of leverage", add reflections about this prompt as a comment, below.

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Dr. Angela Meikle, International Baccalaureate

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Dr. Angela Meikle, International Baccalaureate

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My role in education: As the Global Head of Private IB World Schools, my work supports authorized IB schools in reaching their contextually defined optimum. The IBWS department serves as a trusted partner, deeply committed to ensuring that each school thrives and that all students benefit from a transformational IB education.

Where I am from: Originally from California, USA - however, living and working in the Asia Pacific region (China, Vietnam, Singapore) for the last 19 (!) years

Contact: angela.meikle@ibo.org

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My role in education: I am an MYP & DP French teacher and the MYP coordinator (G6- G8) at Vientiane International School in Laos. I am also experienced in teaching TOK and the PYP program.

Where I am from: I am originally from France, and with my husband, have been overseas for 24 years ( Czech Republic, Japan, Mongolia, Vietnam, Laos). Contact: christophed@vislao.com

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My role in Education:

My work, as the Head of Public IB World Schools, supports authorised IB World Schools with their development and ongoing implementation of IB programmes. The IB World Schools Department is focussed on understanding schools, in their varied contexts and implementation journeys, to better support and advocate for them as they enable students to access and benefit from an IB education.

Where I am from: I am originally from Yorkshire in England but for many years worked in the Middle East and the Asia Pacific region. Recently, I moved back to Europe.

Contact: stuart.jones@ibo.org

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What I do: Director IBWS World Schools Department, proud to have served schools for more than 15 years and my greatest achievement was founding the IBWS department to support schools achieve their defined optimum implementation of IB programmes.

Where am I from: I am British, with a Greek wife, living in The Netherlands.

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Emily Biernacki, Lauriston Girls' School

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Emily Biernacki, Lauriston Girls' School

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What I do in education: I am the IBDP coordinator at Lauriston Girls' School, an all-girls private school in Melbourne, Australia. I also teach IB Literature and TOK.

Where I am from: Melbourne, Australia.

Contact: biernackiem@lauriston.vic.edu.au

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Julice Yeung, Diocesan Boys' School, Hong Kong

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Julice Yeung, Diocesan Boys' School, Hong Kong

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What I do in education: I am the CAS Coordinator and IB DP History teacher at Diocesan Boys' School, an all-boys school in Hong Kong.

Where I am from: Born and bred in Hong Kong!

Contact: dbsyly@dbs.edu.hk

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Mel Ellis, Brisbane South State Secondary College

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Mel Ellis, Brisbane South State Secondary College

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I’m Mel

Currently IB Head of School for DP and CP and hailing from Brisbane, Australia.

Originally an ESS teacher and DPC and looking forward to connecting and learning at this workshop

melli202@eq.edu.au

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Toni Astridge, Dulwich College Singapore

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Toni Astridge, Dulwich College Singapore

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What I do in education: I am an EE coordinator and Chemistry/TOK teacher in Singapore. I also run our Medsoc and have previously been the CAS coordinator.

Where I am from: originally from the UK but I have been in Asia for over 10 years.

Contact: toni.astridge@dulwich.org

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What I do in education: I am the Assistant Principal of Teaching & Learning at Auburn High School, a government school in Melbourne, Australia. While I don't currently teach, my background is in Psychology and I completed the IB training prior to authorisation.

Where I am from: Melbourne, Australia

Contact: ella.price@education.vic.gov.au

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Lisa Darby, Australian International School, Hong Kong

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Lisa Darby, Australian International School, Hong Kong

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What I do in education: I am an IB History Teacher & CAS/Community Service Coordinator at AISHK. I also teach HSC Modern History and History extension programmes.

Where I am from: Originally from Ireland, but I have been living in Hong Kong for 7 years.

Contact: lisa_darby@aishk.edu.hk

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We are over a decade into our MYP journey. We have strong language around compliance and systems, now we need to place the focus on teaching and learning. How do we gently shift mindsets without blanket mandates?

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Leveraging the IB for instructional differentiation

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Leveraging the IB for instructional differentiation

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An irritatingly large chunk of the parent community are concerned about the ability of the school to 'meet the needs' of their child at both ends of the academic spectrum. Teachers are stretched to work with an ever-increasing diversity of student competence levels. I have never specifically referenced the IB ATT or ATL when promoting our commitment to differentiation either with parents or teachers. It feels as if it is time to do so, but I need to find the right language and approach.

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Currently, we are facing confusion in our Early Years cohort where 6 years ago we were purely IB-focused. New leadership came in and introduced a mix of IB and EYFS and expressed that we would use the developmental statements as our rubric for teaching, learning, and reporting with the UOI as the IB parallel. Now that we have somehow managed this change, leadership is looking at returning to being purely IB, and with constantly getting new staff with various skills, it is challenging to find a way as an educator to adapt to the constant change in expectations.

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Creating the perception of rigor in the MYP amongst parents

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Creating the perception of rigor in the MYP amongst parents

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We are in danger of losing students to Cambridge curriculum schools after they complete the PYP. How can we convince parents that their children will benefit from the MYP and be prepared for the DP in five years?

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Build a strong pathway to engage more students to opt for the DP .

Questions

How to begin?

What are the challenges?

How to change the mindset of the teachers?

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I am from an Intermediate School in New Zealand. This is Year 7 and 8 (11 - 13 year olds. We are a NZ state school that have requirements from our ever changing ministry. My challenge is for our community to fully understand the philosophy of the PYP, as the students all come from non PYP schools, and leave to non IB secondary schools. We are like an IB island. I feel some of our community (students, teachers and parents) do not fully understand what it means to be a PYP school.

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Build a strong pathway to engage more students to opt for the DP .

Questions

How to begin?

What are the challenges?

How to change the mindset of the teachers?

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https://mutomorro.com/wp-content/uploads/2023/04/Kotters-8-Step-Change-Model-Diagram-Mutomorro.png

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Coherence framework for educational change

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Coherence framework for educational change

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1. Establishing a Clear Purpose

• Define a compelling vision that aligns with the school’s values and long-term goals.

• Ensure all stakeholders understand the why behind the change.

• Set focused priorities rather than spreading efforts too thin.

2. Focusing Direction

• Identify key strategic areas for improvement and innovation.

• Align resources and efforts to sustain engagement over time.

• Build a culture of commitment through ongoing dialogue and reinforcement.

3. Cultivating Collaborative Cultures

• Develop a culture of trust and shared responsibility among staff, students, and parents.

• Encourage professional learning communities for collaborative problem-solving.

• Support teacher leadership and shared decision-making to drive improvement.

4. Deepening Learning

• Promote research-based instructional practices that support deep learning.

• Embed the 6Cs (Critical Thinking, Communication, Collaboration, Creativity, Character, Citizenship) into teaching and learning.

• Provide ongoing professional development to ensure effective implementation.

5. Securing Accountability

• Strengthen internal accountability, where individuals and teams take ownership of their roles.

• Balance internal and external accountability to ensure alignment with broader educational policies.

• Use data-driven decision-making to track progress and refine strategies.

6. Leadership for Sustained Coherence

• Leaders act as coherence makers, aligning vision, strategy, and implementation.

• Foster a learning culture, where adaptability and continuous growth are encouraged.

• Build leadership capacity at all levels to sustain momentum and drive long-term success.

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The Coherence Framework by Fullan emphasizes several critical aspects of leading educational change. These components can help guide the transition from one curriculum framework to another, as you are experiencing in your Early Years setting.

Here’s a breakdown of key components, definitions, and possible questions:

1. Focusing Direction

Definition: Leaders must establish a clear moral purpose and vision for the school or system, ensuring that everyone aligns with this purpose for change.

Possible Questions:

What is the vision for Early Years education in our school as we transition back to IB?

How can we ensure that all staff understand and align with this vision?

Use in your Change Challenge: Establish a strong vision that guides the shift back to IB, ensuring that teachers, parents, and students are engaged with the change.

2. Deepening Learning

Definition: This focuses on building a clear and common understanding of the learning goals and employing effective pedagogical practices to support deeper learning.

Possible Questions:

How can we develop a shared understanding of the IB philosophy among staff?

What practices can be introduced to deepen children's learning in the IB framework?

Use in your Change Challenge: Strengthen staff's understanding of IB pedagogical approaches and ensure that learning outcomes align with the IB curriculum's goals.

3. Securing Accountability

Definition: Accountability should be both internal and external. It starts with internal accountability within the school or system, where staff hold themselves and each other responsible.

Possible Questions:

How can we encourage self-reflection and accountability in staff as we transition back to IB?

What external measures will ensure we maintain the quality of the IB curriculum?

Use in your Change Challenge: Foster a culture where teachers are responsible for implementing IB practices effectively and have mechanisms for measuring progress.

4. Cultivating Collaborative Cultures

Definition: Building a collaborative culture involves creating environments where teachers work together, share expertise, and focus on a collective purpose.

Possible Questions:

How can we foster a collaborative environment to support the transition back to the IB curriculum?

What structures can we create to encourage ongoing professional learning and collaboration?

Use in your Change Challenge: Encourage a collaborative approach where educators can share ideas on implementing IB strategies and support one another during the transition.

5. Leadership

Definition: Effective leadership is essential in guiding the change process, ensuring that all other components are aligned and working in concert.

Possible Questions:

What leadership strategies will be most effective in supporting this transition?

How can we ensure leaders at all levels are equipped to guide the return to the IB curriculum?

Use in your Change Challenge: Lead by example, ensuring that you and other leaders are well-prepared to support the staff through the changes in curriculum and pedagogy.

By integrating these principles into your change challenge, you can create a coherent, well-supported transition back to the IB curriculum in your Early Years setting.

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Not common amongst a lot of change models..urgency

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Embedding IB ATT into the IGCSE curriculum

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Embedding IB ATT into the IGCSE curriculum

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We are an IGCSE to IBDP/CP school - but have a three year IGCSE program to allow time for teachers to develop the ATLs, beyond the IGCSE curriculum, in students before DP/CP. However a lot of staff spend the three years focusing on exam performance and 'standard' IGCSE teaching. This leads to a big gap in the students skills sets and the requirements of IB - that the parents and students are not expecting. How do we get staff to move away from the grades as sole focus in our middle senior school?

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I love the idea of the Power Map to visualize input and influence over decision making and direction. The sessions today have also led me to think about 'creating a sense of urgency' (without stressing everybody out!) when we need to lead change initiatives. This is a step that I haven't always included in my change management strategies (and I don't want to overdo it), but I can see some things on the horizon for which 'urgency' may help. With this in mind, I will be looking at the other steps in Kotter process.

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One thing that I learned is we have more or less common concerns and we think the same way.

The YouTube video on shared vision got me thinking. I agree that shared vision may be just a concept . This is deep. Who sets the direction is also debatable.

I’m going to reflect upon the models and analyse whether they are good enough.

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Thing I learnt new -

The change models

Resonated with me - could follow a model for the whole school change sometime

Action -

Power mapping

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1.) The variety of models to implement change within a school setting.

2.) Ideas/how change can be initiated.

3.) Plan/Collaborate a direction in which more community alignment and understanding of the PYP and it's philosophies.

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Reflection

One key takeaway from this conference was understanding how to bridge the gaps between implementing new ideas within schools. It resonated with me that many of us face similar challenges. Moving forward, I would like to explore ways to collaborate with other IB schools, supporting each other by sharing strategies, giving feedback, and working together to overcome obstacles.

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Change is always driven by a group, not just by an individual. To create meaningful change, collaboration with all stakeholders is crucial, and this is often a long process. This approach is not limited to schools; it can apply to any society. Whenever I suggest changes within our project, I always try to consider the individual benefits for everyone involved.

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Name and Preferred Pronouns:

Sharayu Thampi (she/her)

Current Role:

Head of School, Kai EarlyYears

Current City and Country:

Bangalore, India

hos@kaiearlyyears.com

My Role in Education:

As the Head of an Early Years school, I lead our institution to ensure exceptional teaching and learning for young children. My key responsibilities include: ￼

• Curriculum Leadership: Developing and implementing a curriculum that fosters holistic development.

• Staff Development: Mentoring educators to maintain high teaching standards.

• Student Well-being: Creating a nurturing environment that supports each child’s growth.

• Parental Engagement: Building strong partnerships with parents to enhance the educational experience.

• Operational Management: Overseeing resources and facilities to support our educational goals.

My mission is to lay a solid foundation for lifelong learning in every child.

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Stakeholders must be empowered and celebrated during the change process.

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The model seemed very inclusive of stakeholders in terms of giving feedback. The feedback could be used to assess the impact of change as well as see where more support is needed to promote growth.

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Intentional planning through stages is necessary but not always linear. understanding that the change process includes revisit each phase and not losing sight of how the steps interact and contribute to one another.

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Paying Attention to the Barriers

Lack of Trust

Shared Vision

Collaboration

Superficial

rushed

lacks clear goals

lack of clarity

miscommunication

lack of training

unclear expectations

resistance due to uncertainty

Pilot tests help to reduce risk and build confidence

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An Emergent rather than conclusive

Unfreeze - conversation that brings awareness to topics

Change - Implement via a shared vison

Refreeze - ongoing framework that works for the school to lock in what works for the school and thier vision

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Unfreeze: Prepare for the change: Shared vision, trust, high expectations

Change: Implementing reform: Planning, processes, structural adjustments, PD

Refreeze: Sustaining change: Long term support, feedback, reflection, monitoring

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Consolidating our school missions and vision would help us define the areas of change we need to focus on. However, I was wondering if it would be advisable to tackle different changes at the same time. There are urgencies in each programme, each one focusing on separate aspects of the school.

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Positive School climate is essential for change! Teachers need to feel confident in the changes, and leaders need to be proactive in reinforcing change inorder for there to be success. Lack of trust and clarity leads to miscommunication and confusion, which then will lead to resistance to change. Proper planning and implementation of mentor teacher leaders increases capacity for change.

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The level of use focuses on self-efficacy and provides a place to start, reflect, and guide next steps and supports.

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Explain why staying the same is unacceptable with a clear vision and involving & empowering stakeholders

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As a whole, I understood the Fullan model of change as understanding the purpose of your change, the nature of the work that is needed individually and collectively to get there. First you have to focus on the direction you want to head and the purpose of that direction. Then make connections with others about the purpose. Before making change you need to have a strong learning design, clear goals, and lots of deep collaboration. Deep learning uses your background knowledge and your new knowledge to solve real world problems.

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I believe that urgency should be aligned with the vision. Therefore, we questioned if Step one is out of place. Without vision all other steps seem to lose weight. Also, building leadership from within an organization helps with sustainability. It creates a road map for future leadership.

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Please comment on this post. You can also use the + next to the "Add Comment" to upload a picture, etc.

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Click on the + to

share your thoughts and definitions

propose questions or wonderings

provide connections to your own context

apply the strategies to a change challenge that is relevant to you

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Click on the + to

share your thoughts and definitions

propose questions or wonderings

provide connections to your own context

apply the strategies to a change challenge that is relevant to you

# data[].attributes.body
Click on the + to

share your thoughts and definitions

propose questions or wonderings

provide connections to your own context

apply the strategies to a change challenge that is relevant to you

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Click on the + to

share your thoughts and definitions

propose questions or wonderings

provide connections to your own context

apply the strategies to a change challenge that is relevant to you

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During the discussion at your table, please add reflections as a comment, below.

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During the discussion at your table, please add reflections as a comment, below.