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rooted in constructivism - students construct their own meaning as they inquire and discover

cycle of inquiry / action / reflection

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1. Design a coherent curriculum
2. Teachers collaborate to design, plan, and deliver content
3.  The school develops, regularly reviews and shares its curriculum in ways that explicitly engage the school community.

Students as lifelong learners
1.  Students actively develop thinking, research, communication, social and self-management skills.
2.  Students demonstrate and reflect on their continued development of the IB learner profile attributes.
3.  Students identify and foster healthy relationships, an understanding of shared responsibility, and the ability to collaborate effectively.
4. Students grow in their ability to make informed, reasoned, ethical judgments.
5.  Students exercise the flexibility, perseverance and confidence they need to bring about positive change in the wider community and beyond.
6.  Students take ownership of their learning by setting challenging goals and pursuing personal inquiries.
7. Students pursue opportunities to explore and develop their personal and cultural identities.

Approaches to teaching
1.  Teachers use inquiry, action and reflection to develop natural curiosity in students.
2.  Teachers focus on conceptual understanding to support students in developing their ideas.
3.  Teachers use local and global contexts to establish the relevance of the curriculum.
4.  Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community.
5.  Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals.

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school appoints a programme coordinator.

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Once we learn the language and policies, how will we make sure our families and students know the language and policies as well.

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The school implements a schedule that provides for the development of the required number of transdisciplinary units of inquiry

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To have clear policies, assessments, and language so that our whole school and community is on the same page.

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our

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Creating a real world connection learning.

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The school allocates adequate resources to support collaborative planning amongst subject
specialists and classroom teachers for transdisciplinary learning

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Curriculum based on student's prior knowledge, identities, backgrounds, needs and context.

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Curriculum based on student's prior knowledge, identities, backgrounds, needs and context.

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These two were key: "The school implements a schedule that allows for the requirements of the program to be met" and "The school implements a schedule that provides for the development of the required number of transdisciplinary units of inquiry."

My understanding is that other schools in the IB model have really struggled to find time to write IB units and teachers have felt overwhelmed by the pressure to meet all the requirements of the program when the time to do justice to those requirements is not adequately provided for by the district.

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Will our school get a full time coordinator like HAH? Or are the south side schools sharing?

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Will we have an admissions policy or kick students out if they are not adhering to programs policy

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"The school funds and allocates resources that sustain and further develop its IB programme(s)."

So, what are the actual budget numbers that are being proposed to create and sustain IB? How are these monies proposed to be allocated? How is the district currently supporting other schools budget-wise and do teachers and staff feel those funds are sufficient for truly carrying out the program?

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"an inclusion policy that
creates cultures"
So, we are expected to describe our culture policy, implement, identify, and review...When do we have time to create this?  How are we planning to  "describes in its inclusion policy the rights and responsibilities of all members of
the school community and clearly states the school’s vision for implementing inclusive programmes" ? Timeline? When?How? Does planning start our PYP year 1?

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Who decides what  adequate/appropriate is? Adequate time, adequate resources, adequate training, etc...?

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ALS will be revamping its Vision/Mission soon

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It sounds like we have to be teaching a second language to students.

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Lost? Can we just start slow with what IB philosophy is?

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Lost? Can we just start slow with what IB philosophy is?

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Am I the only one needing this?

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Sounds like stuff good teaching practices implements anyways. I feel like we always have to keep culture in mind.

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Inquiry, action and reflection to develop natural curiosity.

Inquiry based teaching strategies are monitored by the school

The school provides opportunities for students to actively engage in
interactive and exploratory learning environments

Student choice is encouraged in appropriate areas of the curriculum

Teachers facilitate student exploration of their personal interests and
ideas.

Teacher strategies lead to conceptual understandings.

Connections to local and global contexts.

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it give us a good basis for culture but seems like we need even more policies and things written out.

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What does the Mission Statement look like in regards to the Framework?

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Creating Globally citizens.

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The fine print: we had to follow "rules" "IB guidelines" $ who spends what money and on whom? Where does the money come from? Adequate? Who decides that time is adequate?
Coordinator? Who is this person? Do they understand ALS?? Culture?? Vital to our success!