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How might we rethink our daily schedule? 

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How might we rethink our daily schedule? 

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Observing and documenting best teaching practice in order to connect one good idea to other educators.

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A sample of my newsletter to parent community-goes out every UOI with updated information

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How one grade level aligned social studies and science standards to the POI.

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Align Standards to the transdisciplinary themes conceptually.

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Lincoln Avenue Academy Examples of Units, Standards Sheets

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Lincoln Avenue Academy Examples of Units, Standards Sheets

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The IB Primary Years Programme is a curriculum framework that nurtures and develops young students as caring, active participants in a lifelong journey of learning. Through its inquiry-led, transdisciplinary themes the PYP challenges students to think for themselves and take responsibility for their learning as they explore local and global issues and opportunities in real life contexts.

The curriculum at Lincoln is driven by Florida State Standards and enriched by the IB PYP framework with six real world, transdisciplinary themes around which learning is planned. These themes include Who we are, Where we are in place and time, How we express ourselves, How the world works, How we organize ourselves, and Sharing the planet.

The transdisciplinary themes help teachers to develop a programme of inquiry for our Lincoln students. Teachers work together to develop investigations into important ideas, which require a substantial and high level of involvement on the part of students.

Below are the Unit Premieres and Unit Standards for each of our Lincoln Units of Study.

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The IB Primary Years Programme is a curriculum framework that nurtures and develops young students as caring, active participants in a lifelong journey of learning. Through its inquiry-led, transdisciplinary themes the PYP challenges students to think for themselves and take responsibility for their learning as they explore local and global issues and opportunities in real life contexts.

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Exhibition Journal for students to track thier process.

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Exhibition Journal for students to track thier process.

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State Standards Checklist with the units.

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State Standards Checklist with the units.

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This is the checks and balances we are using to make sure we are hitting standards with in the units.

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The LEARNER

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Candidacy Resources

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Kath Murdoch Books

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Kath Murdoch has 11 books on Goodreads with 438 ratings. Kath Murdoch's most popular book is The Power of Inquiry: Teaching and Learning with Curiosity, ...

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I have limited sharing ability, but you'll get the idea. :)

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Blank Action Plan with Highlighted areas for Authorization

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Blank Action Plan with Highlighted areas for Authorization

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Mikhail Naliuhin, Account Director, inDrive

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Versatile & Robust Project Management Software | Wrike

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Only Wrike’s work management platform gives your team full visibility and control over all your tasks and projects. Project management software has never been more collaborative.

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Application for Authorization - Navigating the Online Application

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Application for Authorization - Navigating the Online Application

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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A binder designed to hold curriculum documents for the PYP Program of Inquiry

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The head of school (or a designee), if appointed during the period under review, must participate in a relevant IB workshop or attend an IB Global Conference or attend an IB Heads Conference. The head of school may designate someone to participate in the workshop, provided that the designee has decision-making authority over the indicated IB programme.

An IB programme coordinator appointed during the period under review must attend an IB workshop: category 1, 2 or 3, relevant to his/her role.

In addition to the requirements stated above, PYP schools must meet the minimum requirement:

Teachers hired during the period under review must participate in an IB workshop: category 1, 2 or 3.

In addition to the requirements stated above, MYP schools must meet the minimum requirement:

At all times, at least one teacher per subject group must participate in the relevant subject-group specific IB workshop: category 1, 2 or 3.

Following the review of a subject group, when a new guide has been published, at least one teacher in the indicated subject group must complete the relevant workshop. New: Development opportunities provided to update IB workshop leaders on curriculum changes also meet this requirement.

Each school that has been authorized as part of an MYP partnership must individually comply with the IB professional development requirements.

In addition to the requirements stated above, DP schools must meet the minimum requirements:

Any DP teacher, theory of knowledge (TOK) teacher, and creativity, activity and service (CAS) coordinator appointed during the period under review must participate in an IB workshop: category 1, 2 or 3, related to their subject or role

At least one Diploma Programme subject teacher per subject, one TOK teacher and the CAS coordinator must participate in a relevant IB workshop, if the subject or course has been reviewed during the period under review and when a new guide has been published. New: Development opportunities provided to update IB workshop leaders on curriculum changes also meet this requirement.

In addition to the requirements stated above, CP schools must meet the minimum requirements:

Personal and professional skills teachers appointed during the period under review must participate in an IB workshop relevant to their role.

At least one teacher, coordinator, or the head of school must participate in a service-learning workshop.

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IB professional development workshops and resources are powerful tools to use in developing both educators and your programmes. Our minimum requirements serve as a starting point for comprehensive, strategic professional learning that leads to stronger programme implementation and positive student outcomes.

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PIP section on collaboration #4 (The Planning Process)

Processes and imaginings to transcend subjects

Connect subject specific knowledge to ATL

POI vertical and horizontal

Implement standards that promote understanding of transdisciplinary themes

Plan inside and outside of the programme of inquiry with input from the student

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https://www.leaderinme.org/

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Classroom Tracker Leadership Team uses as we learn what we want to see through IB lens

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Classroom Tracker Leadership Team uses as we learn what we want to see through IB lens

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Ambassador Application-Student leaders throughout the school

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Ambassador Application-Student leaders throughout the school

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parent teacher conference at the biginning of the year where teachers take the floor and give parents the know how of their class and introduce the IB

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parent teacher conference at the biginning of the year where teachers take the floor and give parents the know how of their class and introduce the IB

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Each Month the families do an action together as a reflection on what the learner profile attribute is. Teachers explain what this is and then shared with families.

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Bloom-Banks Matrix for Multicultural Lesson Planning

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Bloom-Banks Matrix for Multicultural Lesson Planning

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Dr. Donna Ford created this matrix to measure the depth of cultural exploration.

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PYP NIGHT WHERE TEACHERS WORK WITH PARENTS JUST LIKE THEY WORK WITH THEIR KIDS

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PYP NIGHT WHERE TEACHERS WORK WITH PARENTS JUST LIKE THEY WORK WITH THEIR KIDS

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Units of Inquiry Showcase Night: Invite parent to see students work and inquiry activity.

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Units of Inquiry Showcase Night: Invite parent to see students work and inquiry activity.

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How to Create a Professional Learning Community

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It takes careful planning to form a useful and functional PLC, but once the foundation is built, the benefits will soon be evident.

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Many schools find it difficult to find time for the specialists to collaborate with classroom teachers. We solved the problem by having specialists meet once a month with the coordinator to review upcoming units and reflect on past units. Specialists could find natural connections and make a commitment to connecting to units that fit. They took the form with them physically and electronically and added notes to share at the next meeting. The form became an addendum to the planners.

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How you communicate makes a difference!

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How Great Leaders Inspire Action | Simon Sinek | TED

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Link to presentation for teachers  - idea of Constructing your IB Understanding:

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Link to presentation for teachers  - idea of Constructing your IB Understanding:

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https://docs.google.com/presentation/d/1DUuJM8vVPaH1Dn6usvb3IQDBkFGbw_fY3ciIuJ80dYU/edit?usp=sharing

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This is just a document you can edit. Our teachers preferred looking at things this way to be able to see what was repeating. This is our 2nd POI and needs lots of work. 

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This is just a document you can edit. Our teachers preferred looking at things this way to be able to see what was repeating. This is our 2nd POI and needs lots of work. 

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Central Ideas and Lines of Inquiry 19-20 (1)

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One document we used as we moved through our linear alignment through POI. This was to see how things overlapped through the grade levels

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School ideas: jars for each attribute, have the students put a cotton ball in the jar. Bulletin board with pockets--have the staff recognize each other. Students and adults do the recognition. Have you filled a bucket today? Leader in Me/SEL curriculum to tie back to LP. Try the bubble planner. “Glow and grow”--LO for service. Kids create a skit about each LP attribute. Draw a picture to recognize each for younger students. Have a school book/scrapbook about the attributes and add to it.

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Students recognize LP traits in each other by putting a note in the jar for that trait. Easy set up for teachers, too :)

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Rubric for 21st Century Skills COLLABORATION

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PYP 101 with for new teachers...this helps establish a connection with new teachers on board with our coordinators so that a relationship can be built

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Making your presence know from day one. During open house, set up a table for yourself and info about what you do at the school. During the first week of school, visit the classrooms and talk about what you do at the school with the kids. This will also lead in to let them know a little more about IB.

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Adding value and communicating with parents

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Adding value and communicating with parents

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Morning workshop with parents called "Coffee, Tea, and IB"... Can have a series of them where you interact with different aspects of the program from the lens of a parent

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A video series of interviews with teachers about a specific activity/project/assessment and how it incorporates an aspect of PYP

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Speak at every PTA meeting and post often on the PTA Facebook page

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Speak at every PTA meeting and post often on the PTA Facebook page

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Poster that is hung on front doors of the school in order to encourage conversation around monthly focuses.

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We hold monthly meetings each year for new students so that they can meet other new students and catch up and get to know new students to the school.

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Very valuable for me as coordinator but also for administration and specialists on staff.

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Freedom 7-6th Grade
Cocoa Beach

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Store photos and docs online. Access them from any PC, Mac or phone. Create and work together on Word, Excel or PowerPoint documents.

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We post signs outside each classroom door the unit details so that all visitors to the classroom knows what they are learning about. Here is an example...

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PYP vocabulary all on one page...

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Some of my teachers run a one-day free "camp" for new students that centers on Leaner Profile - getting them started so that first day of school isn't so scary

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This article shares some strategies about managing meetings with a team of middle leaders, to help facilitate collaboration and save time.
Staff meeting time. The team all get together in one room. Teachers, assistant teachers, leadership, all sitting looking at the front of the room. Devices are powered on and logged in, ready to discuss the agenda for the next hour. Every school I have been in feels that staff meetings are an important part of a teacher's week, yet staff meetings can often leave teachers feeling like they survived another session that should have been an email.

As well as being a PYP coordinator, I am also an aspiring entrepreneur (that is, I have lots of ideas, just not the time or finance to make them real yet). I love reading about the business world, about start-ups that succeed and that fail, looking to learn what I can about their successes and how I can apply it to the world of education.

Jeff Bezos, Amazon CEO, has a "two pizza rule" for meetings. Never have a meeting where two pizzas could not feed the entire group. Elon Musk, entrepreneur and businessman, questions anyone in a meeting who does not contribute to the discussion.

I love these ideas. They remind me of how we operate in a classroom - get to the point, share an objective, ask questions with one another, devise a strategy to solve the problem or investigate further, but as far as I have seen, we as teachers do not work like that. We take comfort from our one-hour staff meeting which allows everyone to listen to everyone else, and by the end of the hour there has collectively been a small number of ideas contributed, often with nothing meaningful being done at the end of it.

As PYP coordinator, I am responsible for running meetings with our middle leadership team: the year group leaders, our house coordinator and our head of learning support. I have tried a number of strategies with the team to try to make things work as well as they can, so that they can do their jobs in the best way that works for the whole school.

First, we looked at how we work. Over a term, we tried out Trello, Slack, Google Hangouts, Boomerang for Gmail, all kinds of efficiency tools that we have played with to find what works for us. As with anything, there are differing opinions on what is most effective but we have found that Trello is ideal for creating agendas and updating members on progress. We have also settled on a Google Hangout group, which acts as a quick space to ask questions or to semi-seriously complain about things. This is important; we have found the grumblings of middle leadership can be the symptoms of much bigger issues that need to be raised with whole school leadership or can be quick fixes for the team to address.

With regards to our middle leadership meetings, we introduced four rules.
Rule 1. The meeting starts and ends on time. If you are late then you are not coming in.
We have this rule to make sure we do not waste what time is available.
Rule 2. You do not attend without having read through Trello, responding where appropriate, so you understand the agenda and have considered the talking points.
We start with everyone up to speed on the topic, and having contributed ideas and information before the meeting.
Rule 3. We have prioritized items with colour labels. Use and respond to them appropriately.
One colour for things that are just for your information - things that could just as easily be put in an email but they sound better coming from an actual person, so the meaning is not lost. Another colour for things that you are seeking an answer to. Anyone can tag questions they would like to ask and people can come with answers or at least part of answers, ready to the meeting. Another colour again for things that we want to discuss. This could be new initiatives, ideas for curriculum development, house events etc.
Rule 4. If you have read Trello and do not feel you have anything worthwhile to add, you do not have to come to the meeting.
Our teachers can decide if they wish to attend a meeting. They can read the notes on Trello after the meeting, so they are up to speed.

I am not saying it is a perfect system, but it is helping with teacher agency, enabling us to work faster and better together, and achieve more in the little snippets of collaborative time we have. We have used these rules in conjunction with the IB learner profile to improve our meeting etiquette and make sure everyone gets the most out of our meetings. Our teachers have commented that it kept meetings tight, it helped quieter members of our team, who might not speak up in a meeting, to add comments via the agenda, and it gave them freedom to work in a way that best suits their needs.
David Bremner is the PYP Coordinator at New Cairo British International School and a member of the Primary Leadership Team. He leads the primary school's Middle Leadership Team, sharing vision and ideas as well as giving them projects to work in. You can follow him on Twitter @MinotaurDave.

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Managing meetings as a coordinator and school leader

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This article shares some strategies about managing meetings with a team of middle leaders, to help facilitate collaboration and save time. Staff meeting time. The team all get together in one room. Teachers, assistant teachers, leadership, all sitting looking at the front of the room.