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Joe: “If a teacher is not ready to implement the change, if it doesn't fit with the relationship they currently have with their class they shouldn't feel pressured to implement straight away, it can be encouraged more naturally.”

Jane: What does this look like? Our PYP coordinators and Instructional Coaches host drop ins for staff?

Joe: “Check in regularly with teachers formally and informally. Having an open door policy and being an active listener.”

Jane: “Hmm…Yes! And, trying to create a balance with expectations and time.”

Joe: “Appreciation from beyond the teaching community. Acknowledging the members of staff regularly. In meetings/newsletters etc. Even doing this on a one on one conversation can make a big difference.”

Jane: “Yes, and feedback from team members too! A comfort level in staff with being agentic/change makers.”

Joe: “So, who is responsible for enabling agency?”

Jane: “Scaffolding - Use the continuum of voice/choice with staff/parents. Looking at flexibility of coordinator timetable to support teachers in identifying/honoring/evidencing.

agency.”

Joe: “Involve them in reviewing vision and guiding principles of our school.”

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Working together collaboratively to effectively implement programmes within a whole school context is an art.  So that we can be the best artists of our time, we need to take hold of the brush, paint, clay and sculpting tools to enable us to be as effective as possible.  As we examine change, these tools are varied but can be consolidated so that a coherent approach is used across the school.  Giving groups the ability to work with clarity and confidence within a range of change tools will give us the opportunity to identify, reflect upon and implement change to develop and grow the school as a community.  All stakeholders included, all opinions heard but in a way that is manageable and will provide focus for our growth.  Being able to look at all the different initiatives available to us is exciting, but overwhelming.  Freezing those that are not of immediate focus will ultimately create a better result in one area of growth.  Exciting times for what we can do, together!

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Dear Principal, I have just returned from the IB workshop Building for the Future. It was three days of reflecting and thinking of what needs to be done or changed at school and how to approach the same. After our authorization last year, we need to work on enhancing PYP. Agency (teacher, student, parent) needs to become a part of everything we do. We will need to redesign our action plan to make it more relevant to our school context and more relevant to the coming changes. It’s been a great learning experiences and I return recharged. The first step I would like to take after returning is working to empower our teachers. More updates when I meet you in person. We will need to work as a team. Regards Shailani  

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Dear Principal, I have just returned from the IB workshop Building for the Future. It was three days of reflecting and thinking of what needs to be done or changed at school and how to approach the same. After our authorization last year, we need to work on enhancing PYP. Agency (teacher, student, parent) needs to become a part of everything we do. We will need to redesign our action plan to make it more relevant to our school context and more relevant to the coming changes. It’s been a great learning experiences and I return recharged. The first step I would like to take after returning is working to empower our teachers. More updates when I meet you in person. We will need to work as a team. Regards Shailani  

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From this workshop I have come to realize there is no ‘one’ or prescribed way in which schools should build for the future. Instead it is up to the individual schools to build their knowledge of the enhancements and reflect on how they fit into their context. Through the use of evidence, the school can identify the areas that are already in place and those requiring attention. This will raise awareness and concern that will drive the change that needs to take place at their school. I appreciated sharing this experience with others to get their perspectives, but also with my colleagues to begin assessing our own needs. We have taken the time to carefully address two areas of concern and begun the action plans. However, we also need to spend time as an admin team and with our staff dissecting the updated standards and practices to ensure we are not leaving any gaps. This workshop has built our confidence and equipped us to continue this journey with our school community.

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Throughout the workshop of “Building for the future”, I have noticed that our school need to face a lot of improvements to implement “Enhanced PYP.” But we don’t have to be afraid of this change. If we are the good drivers (PLT and Teachers) to make “change” happen, it will be smooth transition. Kotter's 8-step change model guide us clearly and comfortablly. 

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Throughout the workshop of “Building for the future”, I have noticed that our school need to face a lot of improvements to implement “Enhanced PYP.” But we don’t have to be afraid of this change. If we are the good drivers (PLT and Teachers) to make “change” happen, it will be smooth transition. Kotter's 8-step change model guide us clearly and comfortablly. 

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School Goals:

-Educate and enhance teachers  knowledge about changes (enhancements).

-Find more opportunities for students to demonstrate their agency (but, first start with current teachers)

-Teacher moral and confidence, better communication and collaboration - slimming the gap between English teachers and Chinese teachers - One team not two very different departments.

My Goals:

-Improve communication amongst all the PYP staff in my school.

-If a team or a collaboration that I am leading isn’t working, look at ways in which I can change/amend/adapt to that person or that situation.

-Deliver with clarity.

-Assess ways in which we can lighten the load in certain areas and structure other agendas together – improve moral

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thanks for sending me to this workshop. i have learned a lot from this workshop, from the classmates. through this work, i build pln with all the classmates.
during three days training, i have a better understanding about agency, and why agency is so important and culture difference between Chinese and foreign teachers and kids. be straight to the point, think effiency

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establish innovative change target for the year , communicate and win the support, anchor and sustain the change.

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Improve change structures within our school so that we can build more cohesion and embed sustainable practices for the future.

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1. making a structured action plan to reflect our implementation.
2.find out our urgent change (PD, resources)
3.use change management model to make a more detailed plan
* build an IB shared resource room
* regularly PD training
* in home visit
4. review our action plan.

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How to increase teacher knowledge about the Enhancements and improve the teaching and learning in our school.
Based on AKDAR Change model

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Thank you for investing in my leadership capacities by funding me to go to this weekend's IB Building for the Future workshop. I would like to share with you, some take-aways of my learning.
My first response is that as a team, we are transitioning into the enhancements at a steady pace, with purpose and confidence. This is reassuring and will be a positive note to share with the wider program team.
One thing that I became more aware of as the weekend progressed, is the areas for improvement that would be of benefit to our professional practices as teachers and leaders. One of these areas is in the use of change management tools; to plan for, implement and reflect on improvements and change at all levels. I am excited to share some of these ideas with you and wonder if we could arrange a mutually agreeable time to explore these?
These tools, if embedded in our practice would provide a valuable way to document and sustain change in our classrooms, teams and wider community.
Let me know when you are free - I'll bring the coffee, now that I can order via the Starbucks App - another handy tool I learned this weekend :)
Sincerely...

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What? As a school team we need to create a strategic action plan that supports the implementation of the PYP enhancements that can be sustained within the changing landscape of our leadership team and staff turnover.

So What?  We need to set some time as an extended leadership team to plot out the changes we need and want to make with specific actions, timelines and responsibilities.  This needs to align with our work in Governance and Mission/Vision as well as our Strategic Plan.

Now What?  Create a weekly meeting with the coordinators to systematically plan and organize next steps as we seem to have many things floating out there but we need a clear vision and strategy for implementation.

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ADKAR model

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More workbook/activities to do with teams when managing change

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More workbook/activities to do with teams when managing change

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https://www.england.nhs.uk/improvement-hub/wp-content/uploads/sites/44/2017/11/ILG-3.3-Building-and-Nurturing-an-Improvement-Culture.pdf

https://www.england.nhs.uk/improvement-hub/wp-content/uploads/sites/44/2017/11/ILG-3.4-Managing-the-Human-Dimensions-of-Change.pdf

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Unfreezing-change-refreezing

Unfreezing - urgency for change, mindset for change,
Change - enter the change stage, with uncertainties,  going through change curve, takes time and communication for people reaching comfort zone for change
Refreezing- consolidate the change, building sense of stability and celebrating the success of change

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Mobilizing team to create action plan using Kotter's 8 stage process

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Mobilizing team to create action plan using Kotter's 8 stage process

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Application of the Kotter's 8 step change model for co-teaching model

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Application of the Kotter's 8 step change model for co-teaching model

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https://hbr.org/2017/11/many-strategies-fail-because-theyre-not-actually-strategies

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Agency

Early Learner

Concept-based

Approaches to Learning

Transdisciplinarity

Learner profile

Learning Environments

Community of Learners

Inquiry

Leadership

Assessment

Exhibition

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Action on motifs will consider...
Leadership Capabilities... (teachers, students, parents)
Assessment
Language

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Use of LP to identify leadership capabilities for students.

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immediate goal: get PTA functioning

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Rebecca Doige - CISB

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-engage parents  in matters related to students well being
-parents representative in major tender committee, renewing service contract with supplier, cafeteria, school bus
-parents as ambassador and guide for new parents tour
-organize two or three major school events in collaboration with other NGO

Goals
Parents also meet the leaner profile
parents as partners in school community

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Long term goal:  IB Teachers effectively using Standards and Practices for alignment.
Medium term goal: Allow teachers to share strategies / learning with others
Short term goal: Reflection on where we are
1. Share vision for IB teachers with my staff.
2. Develop PLN to connect them within and beyond our school.
3. Share Knowledge amongst themselves eg. Concepts
4. Encourage them to take initiative to teach/share with others their strength/ understanding(Private PD)
5. Plan joint outcomes for EY and PYP departments
6. Reflect/ Critically examine process thus far
7. Express big picture planning for their respective grade

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Immediate goal: Teachers as researchers(PLN)
Success Criteria: Engaging in programme communities once a month
Possible action: Sharing their discoveries from programme communities.

Short-term goal: Teachers training teachers
Success criteria: doing a 45 minutes sessions under 5 big themes
Possible action: Leading one session during the school PD days

Long term goal: Teachers leading parent workshops
Success criteria: doing a 45 minutes sessions under 5 big themes
Possible action: Leading/co lead one parent workshop in the second semester

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Student council
Immediate goals:
- organisation chart
- clear roles and responsibilities
- projects to be establish -  arts auction ( raising fund for Project Candy); pop corn sales for PE equipment
- success goals
- provide provocation to generate ideas
- involve them in creating student survey for IB evaluation self study.

Short term goals:
Establish committees: Action for school wide recycle
Student council blog/ virtual yearbook for the purpose of documentation and celebration the milestones.

Long term goals:
Differentiate between lower elementary  (G1-G2) and upper elementary ( G3-G5)
Opportunities to collaborate with other BIBS campuses, and with other schools.

Success criteria:
- get the right advisor ( with clear objectives and goals)
- Election procedures
- establish KPI
- Using LP as the base

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The school will continue to improve and develop the physical and virtual learning (PYP B2.5, 2014)

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The school will continue to improve and develop the physical and virtual learning (PYP B2.5, 2014)

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If a teacher is not ready to implement the change, if it doesn't fit with the relationship they currently have with their class they shouldn't feel pressured to implement straight away, it can be encouraged more naturally

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-Grade representatives or a variety of teachers
-Filter through into our classrooms, teachers train teachers (one teacher shows in their classroom and allows other teachers to come in and watch)

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Enable our teachers to understand Agency and how it should look in the classroom

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Enable our teachers to understand Agency and how it should look in the classroom

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-What are the core beliefs
-Create a continuum across the grade levels

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Are individuals ready for agency? Individual needs? Team needs?

Thinking contextually on agency, and how this looks like in society (perception).

What agency do individuals currently have?

How is agency carried out in different areas/classrooms? How can we as leadership respond to this?

What is the origin of agency? How has the been responded to? How has this changed what happens in the classroom?

Who is responsible for enabling agency?

Supporting teachers and parents in developing understandings of agency?

Understanding the parameters that teachers can work within when developing agency.

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Solutions to developing understandings of agency

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Solutions to developing understandings of agency

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Develop common understands of what agency looks like?

Experience what agency look like in other classes

Exploring how agency is honoured amongst staffing groups - PYPCOs, leadership teams.

Self reflection tools for teachers/leaders/schools.

Setting the expectations of program and school framework so that there is clarity on where agency can be enabled.

Scaffolding - Use the continuum of voice/choice with staff/parents.

Determine what are the needs of the teams that PYPCos work with. Differentiate according to need.

Looking at flexibility of coordinator timetable to support teachers in identifying/honoring/evidencing.
agency.

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Barriers to developing agency in staff - 

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Barriers to developing agency in staff - 

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Definition of agency between individuals and teams.

Range of understandings of agency/inquiry.

New staff and knowledge of PYP. How to differentiate and meet needs of teachers.

Comfort level in staff with being agentic/change makers.

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three performance targets at the appraisal, collect feedback from different stakeholders

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three performance targets at the appraisal, collect feedback from different stakeholders

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Building confidence through all of these

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Building confidence through all of these

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Making time to know peoples stories - what do they bring with them?

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Making time to know peoples stories - what do they bring with them?

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having an consulting room for every staff, they can talk to the professionals about everything(work, life, and so on). 

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having an consulting room for every staff, they can talk to the professionals about everything(work, life, and so on). 

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Creating roles to give teachers more responsibility (leadership roles) and a bigger voice

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Creating roles to give teachers more responsibility (leadership roles) and a bigger voice

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Supporting Middle leaders through PD and sharing

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Supporting Middle leaders through PD and sharing

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Appreciation from beyond the teaching community

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Appreciation from beyond the teaching community

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Teacher volunteers for committees.  Autonomy within those committees to make decisions and take action based on evidence, data and perceived needs.

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Having a staff room where teachers can relax/work/eat lunch in quiet

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Having a staff room where teachers can relax/work/eat lunch in quiet

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Open to hearing concerns, whenever these may arise

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Open to hearing concerns, whenever these may arise

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always check in regularly with teachers formally and informally

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always check in regularly with teachers formally and informally

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Peer observatons and walkthroughs to experience different learning engagemnets and learning environments

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Taking the time to visit every classroom during conference days.

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Trying to create a balance with expectations and time - difficult when there are so many across school expectations as well as building/ program expectations 

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Trying to create a balance with expectations and time - difficult when there are so many across school expectations as well as building/ program expectations 

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Open door for listening/venting or just making a cup of tea :)

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Open door for listening/venting or just making a cup of tea :)

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having an open door policy and being a active listener

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Acknowledge people that have put in the work

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Acknowledge people that have put in the work

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Acknowledging the members of staff regularly. In meetings/newsletters etc. Even doing this on a one on one conversation can make a big difference.

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Meet with specialist teachers regularly - biweekly with specialist teams and once a month with all specialists - to ensure they have a support system and opportunities to have their voices heard.

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Ongoing reflection offering teacher voice and agency in collaboration meetings

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Ongoing reflection offering teacher voice and agency in collaboration meetings

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* Weekly meeting
* Allowing their voice to be heard
* Reflection
* Opportunities for leadership
* PD encouragement
* One -to -one discussion personal and professional
*Availability
* Successes and failures borne as a team

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Social dinner for GLLs to say thank you

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Incorporating a celebrations of success, mindful towards challenges reflection opportunity within meetings

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Incorporating a celebrations of success, mindful towards challenges reflection opportunity within meetings

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- highlight of teacher's teaching

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Sharng experience and knowledge Teachers Training Teachers

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Always ready to listen from them

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at the end of learning journey, for the thank you message, always highlight the strength of each class,  and I usually get compliment from parents and quote them in my thank you message. 

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at the end of learning journey, for the thank you message, always highlight the strength of each class,  and I usually get compliment from parents and quote them in my thank you message. 

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Focus on teacher health and wellbeing - assessing moments of stress and finding ways to relieve this (time, treats)

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Focus on teacher health and wellbeing - assessing moments of stress and finding ways to relieve this (time, treats)

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Padlet as exit ticked after staff PDs

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Giving single subject teachers the opportunity to meet, reflect, plan and develop understandings together as a group rather than individually.

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Giving single subject teachers the opportunity to meet, reflect, plan and develop understandings together as a group rather than individually.

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Each grade comes together to discuss and reflect on the previous unit. All teachers (inc. teaching assistants/single subject teachers/learning support teachers etc...) come together to share how we can improve - not just for the students but also for ourselves and each other. Giving everyone has a voice

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2-3 times a year providing opportunities for specialties to meet with grade level teams. Focus should also be on how their programme can be supported by the homerooms.

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Thank you statements within staff weekly shared post

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Teacher voice through GLLs on decisions and events in school

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Teacher voice through GLLs on decisions and events in school

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Teachers love opportunities to share their knowledge with others
- PLC
- Appreciation walls
- Use faculty meeting to better
highlight successes
- Share best practices
- Celebrate

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Ask teachers what concern they have during 

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Ask teachers what concern they have during 

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- Collaborative meeting
- casual chat
- school professional development

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monday briefing, we always have extra step announcement, people can shout out what others have done

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monday briefing, we always have extra step announcement, people can shout out what others have done

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Shout out wall in collaboration room

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New teacher check ins.  Reflecting on the process from applying to first days of school and offering support along the way to give a smooth transition into role and into the community.

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New teacher check ins.  Reflecting on the process from applying to first days of school and offering support along the way to give a smooth transition into role and into the community.

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Giving students the opportunity to share their reflections and learnings following a unit of inquiry (and then sharing this with the learning community).

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Informal check-ins and walk throughs to celebrate and acknowledge what is happening in the classrooms

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Informal check-ins and walk throughs to celebrate and acknowledge what is happening in the classrooms

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have meetings with the teachers to hear them out, and support them.

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*Team meetings
* One on one discussions*
*PD encouragement
*Mutual respect
*Inviting knowledge sharing

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Teachers training teachers - App to learn from each other

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Teachers training teachers - App to learn from each other

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Exit cards after staff meetings, opportunities for continued development and support

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Exit cards after staff meetings, opportunities for continued development and support

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monthly meeting
training/workshop feedback
principle email box
weekly reflection
during the lunch time

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Admin meeting regularly with teaching assistant reps to ensure their voice is heard.

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Celebrations - acknowledgement of staff achievements and actions in weekly post

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Celebrations - acknowledgement of staff achievements and actions in weekly post

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mini PD - meeting needs
School wide PD
Mentoring system

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Recognition through social events and achievements

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Recognition through social events and achievements

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Checking on the teachers on a regular basis.

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Checking on the teachers on a regular basis.

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Social gatherings
Regular Planning
Birthdays/celebrations
Supporting teachers in parent meetings
Open door policy
Differentiated professional development based on their needs
Being a liaison between admin and teachers
Giving them various opportunities to share their expertise and excel

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How we give teachers voice and celebrate the teaching and learning (Rebecca - CISB) 

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How we give teachers voice and celebrate the teaching and learning (Rebecca - CISB) 

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Team leads alternate facilitating Team Lead - Admin meetings and all can contribute to agenda
Ask team leads what they want/need
PYPc meet 1x/wk with team leads and specialities for feedback/help/co-creating agendas
Celebration of teaching and learning wall
Celebrate teachers with shout-outs at staff meetings, emails, and weekly newsletter
"Look Inside" poster series to highlight what is happening in classrooms/school
Surveys to staff about needs for PD
Staff set own PD goals and coaching cycle
No limit to PD staff can apply for (may not get it)
Teachers as peer mentors
Teachers involved in POI review/ATL mapping/Parent presentations
Biweekly induction training for new staff
Set up job alikes and job shadow with other schools
Teachers can sign up with PYPc for 1-1 help on open schedule with additional drop-in times