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1) This standard majorly focuses on the committment of the pedagogical leadership and school's mission, vision statement alignmnet with IB philososhy.

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1) The leadership team takes up the responsbility of reviewing and following all the rules and regulation given by IB

2) The school has a qualified PYP coordinator to execute the programe and she is supported with required facilites to successfully implement the programme.

3) Timely PD for Team
4) Adding required resources for smooth execution of the programme
5) Budget planning document
6) Local environment to be used as resources for learning
7) Parents involvement
8)SEN Policy
9)

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Meenal
This standard shares purpose with IB philosophy ( mission,vision and strategy)

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This standard focuses on how to develop a learning environment by effective resources, organisational structure.

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This explains about the culture of school which includes school policies , holistic development of learners and learning communities.

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Purpose 1 : School's mission , vision statement evident in school culture , visible in school environment
Purpose 2 : Possible connection of stake holders connection to the Vision and mission statement
Purpose 3: IB Learner profile evident in school's philosophy , policy and curriculum documents. Unpacking and understanding of IB Learner profile by school stake holders

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BHAVI - Good Read for unpacking the term STRATEGY in PURPOSE 1 

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BHAVI - Good Read for unpacking the term STRATEGY in PURPOSE 1 

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Future-focused strategic planning for schools: the 'what' and the 'why' need a 'how'

The most important skill in today's world, individually and as an organisation, is focus. In a world of information overload and one distraction after another, it takes focus to achieve anything valuable. Just like individuals, schools have all sorts of different priorities being brought to their attention day to day, but to truly be effective, they must have a clear sense of direction and purpose. This means they must know:

WHAT they want to achieve (their goals)

WHY they want to achieve these things (their philosophy, vision and mission), and

HOW they will achieve it (their strategic plan).

It's this third thing that we are focused on today: strategic planning establishes how a school will reach its goals and uphold its vision and values. Without a plan to achieve these things, they remain abstract and unattainable, and it's unlikely progress will be made. A strategic plan is like a road map that gets you where you are aiming to be.

A strategic plan is a key guiding document for any school, and can have far-reaching effects. Some of these effects include:

A strategic plan can inspire & unite the whole school community

A strategic plan allows you to inspire your whole community to take action and make change. By making your school's goals or vision achievable with an actionable plan, rather than completely abstract, you engage people and help them own their role in the process. Your strategic plan can capture the hearts and minds of everyone in your community and allow them to be part of something bigger, providing a purpose and process. It's powerful to commit to something bigger than yourself, and is a significant predictor of happiness. This inspiration can be a vital ingredient to a thriving school community and can lead to positive outcomes like high teacher retention and student engagement. Even the collaborative process of creating a strategic plan alone can have powerful effects on your school community.

A strategic plan helps people keep focus on the big picture

It's easy for principals, school administrators, teachers and other members of the school community to lose sight of the big picture in the day-to-day demands that come from all sides, from students and parents right through to governments. A future-focused strategic plan helps to lift vision from the present and keep their focus on the things that truly matter most. In an increasingly busy world, focus is everything, and a strategic plan facilitates this in a school setting.

A strategic plan can help schools keep pace in a changing world

We live in a world of rapid change and all sorts of problems, from rising socio-economic inequality to terrorism, environmental challenges to mental illness and lack of wellbeing across all areas of society. These things affect everyone in our schools, from students to school leaders, but strategic planning as a school can help us harness education as a power to change the world. By nurturing a love of learning, goodness, creativity and ingenuity, we give our students the tools they need to make their way through the many challenges we face. In the words of Nelson Mandela, "education is the most powerful weapon which you can use to change the world".

It's clear - strategic planning for schools is absolutely crucial to their futures, on many levels! But what does an effective strategic plan actually look like? What should it include and focus on? What principles should guide the establishment of a strategic plan? A school strategic plan should always be:

Any strategic plan should be truly focused on the future. This requires intention: when asked what should be in the strategic plan, many people just talk about what they're already doing. It's hard to see the future when you're focused on what you're currently busy with, but a plan based solely on what you're already doing will lead to a remake of the same school you already have. Help those involved in strategic planning to be future-focused by sharing resources to inspire them and help them see beyond their current concerns in the lead up to your planning meetings.

Collaborative

Creating a school strategic plan should always be a collaborative process, not something imposed from the top down. Input and buy-in from all stakeholders will not only minimise the chance of blind spots and unlock collective genius, it will ensure that everyone is committed to the plan. Get all members of the community - including students! - involved in considering the possibilities and opportunities the school has, and how you can make the most of them.

Rolled out in stages and reviewed regularly

An effective strategic plan should be concise and actionable, and rolled out in stages so that it's clear what the focus is at each stage. This might mean a three-year plan, with twelve month action plans in place within that, and ninety day reviews built in. Each of these reviews is an opportunity to celebrate short term wins, recommit to the plan, and of course, to revise the plan. You might even remove some things from the plan, or replace some elements with something new! Don't be afraid of an agile, dynamic plan that responds to change as it occurs.

Contextual

There's no one school strategic plan template that will work for every school: your plan needs to be tailored specifically to your legal, historic and cultural circumstances. The only way to succeed is to align your strategy to the unique challenges and opportunities of your school. A school in the inner city will likely have a very different strategic plan to a rural school, and a brand new school will have different considerations from one that has existed for generations. Even within a single school district strategic plans should look different at each school, based on their own unique context.

Consistent

Your school's strategic plan should be consistent with all other guiding documents and ideals of your school, including any sort of vision, mission statement, values or philosophy. Together, these documents set the vision for your school - the 'what' and the 'why'! Your 'how' needs to line up with the 'what' and the 'why'. If you look at these and they aren't in step with the strategic plan you want to write, it's probably time to review these documents as well. This can be a big task, but it's worth doing. These documents are only valuable if they reflect the current vision, mission, values, goals and philosophy. If you're moving in a direction that's no longer aligned with your old documents, they can't help you get to where you want to be.

All strategic planning schools need to plan for the practical side of things as well as the broader vision. A strategic plan should always take the triple bottom line into account - People, the Planet & Profit (the three Ps). None of these practical concerns should be neglected. Remember, even if your school is the best in the world, it needs to be financially sustainable to keep reaching students. All your other goals and plans rely on the school existing and being able to afford to do its work. No matter what lofty vision you have for the future, financial sustainability should always be a consideration.

Socially responsible

Schools have a corporate social responsibility, and any sample school strategic plan that doesn't take this into account is lacking. As you approach your planning, keep in mind ways that you can build trust in the community - both within the school community and the broader community - and promote responsibility, respect and accountability. Schools have a role to play in shaping the future of our world, and that's a big responsibility! Always consider things like sustainability and wellbeing: a holistic view of people and your plans will help foster social responsibility as a school, and among your teachers and students.
* * * * * * * * * * * * * * *
There may not be one strategic plan template for schools that will work in all contexts, but there are some things that any school will benefit from considering as part of their plan. Some of the things that you might specifically address in your strategic plan include:

Talent development - empowering and inspiring teachers and students

Celebrating diversity - across cultures and generations

Global context

21st century skills - the four Cs! Communication, creativity, critical thinking and collaboration

Asia literacy, and

Student voice and student agency.

An effective, future-focused strategic plan can be instrumental in your school, inspiring and uniting the community, keeping focus on what matters, and preparing teachers and students alike to be change agents in a world of challenges.

If you would like to talk with someone who understands just what you are going through contact Maxine at maxine@thinkstrategic.com.au for a collaborative, creative and constructive conversation about your next steps.

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Future-focused strategic planning for schools: the 'what' and the 'why' need a 'how' - Think Strategic for Schools

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Strategic planning is crucial for schools today to keep pace in a changing world. An effective, future-focused strategic plan can be instrumental in your school, inspiring and uniting the community, keeping focus on what matters, and preparing teachers and students alike to be change agents in a world of challenges.

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Purpose 1 defines key terms MISSION , VISION AND STRATEGY . My wondering is do we need to have all 3 defining school philosophy or any one is fine.

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LEADERSHIP AND GOVERNANCE
1. SCHOOL ORGANIZATION CHART
2. JOB DISCRIPTIONS
3. POLICIES AND PROCEDURES IN COMPLIANCE WITH IBO (WRITTEN / TAUGHT AND ASSESSED CURRICULUM)
4. SCHEDULE (CLASS WISE AND TEACHER WISE )
5. IB PROFESSIONAL DEVELOPMENT EVIDENCES
6. BUDGET DEFINING EFFECTIVE FUNCTIONING OF THE CURRICULUM

STUDENT SUPPORT
1. EVIDENCES SHOWING SCHOOLS INFRASTRUCTURE , LEARNING SPEACES , LEARNING ENVIRONMENT AND FACILITIES SUPPORTING THE PROGRAMME
2. TECHNICAL SUPPORT AND INFRASTRUCTURE
3. LIBRARY RESOURCES AND STRUCTURE
4. POLICY AND CURRICULUM DOCUMENTS DEFININGING LEARNING SUPPORT PROVIDED TO STUDENTS LIKE INCLUSION POLICY , RESOURCE SUPPORT , FACILITIES ETC
5. EVIDENCES PRESENTING HOW PSPE IS NOT ONLY CATERED AS A SUBJECT LENSE BUT EFFECTIVELY EMBEDDED IN SCHOOL CULTURE
6. SEN AND COUNSELLOR SUPPORT

TEACHERS SUPPORT
1. ALL TEACHERS ACTIVELY USING MY IB TO STAY UPDATED

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1) Admission Policy must be in place which caters to  the local needs.
2) SEN poilcy
3) Language Policy
4) Assessment Policy
5)

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need clarity on the same

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CULTURE
1. POLICIES
a. ADMISSION POLICY
b. INCLUSION POLICY
c. ACADEMIC INTEGRITY POLICY , d. LANGUAGE POLICY (WITH KEY TERMS LIKE MULTI LINGUALISM , TRANSLANGUAGING , MOTHER TONGUE SUPPORT )
e. ASSESSMENT POLICY (MONITORING, MEASURING , REPORTING , DOCUMENTING )
2. MODES AND MEANSE THAT SCHOOL CURRICULUM , POLICY AND PHILOSOPHY IS COMMUNICATED TO SCHOOL COMMMUNITY

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1) Curriculum mapping  - Scope and sequence of the school aligned with IB
2) Programme of Inquiry document - process of revewing the same.
3)  Time schedule for Teacher's collaboration and collaboartion with other singlesubject teachers too.
4) Completed Ib planners which shows collabioartive approach of all the teachers and sudents as evidence.
5) Accessbility of the curriculum documents to the school community

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NEEDS MORE CLEAR UNDERSTANDING ON : The school articulates and demonstrates the PYP to include all students, regardless of learner variability, unless the school’s regulatory environment precludes full enrollment and requires the school offer the relevant national or state/provincial curriculum to certain students. (0301-01-0311)

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COHERENT CURRICULUM
1. PROGRAMME OF INQUIRY
2. SCHOOL CURRICULUM DOCUMENTS
3. SCHOOL SCHEDULES (CLASS AND TEACHER SCHEDULE)
4. UOI PLANNERS (WITHIN AND OUTSIDE POI)
5. EVIDENCES ON CONNECTION AND COMMUNICATION OF IB UPDATES TO THE SCHOOL COMMUNITY

LIFELONG LEARNERS
EVIDENCES ON HOW SCHOOL IS GIVING OPPORTUNITIES TO STUDENTS TO DEVELOPE
ATL'S
IB LEARNER PROFILE , COLLABROATION
ACADEMIC INTEGRITY
ACTION
CONNECTING WITH THE COMMUNITY
STUDENTS AGENCY/ PERSONAL PROJECTS / PASSION PROJECTS / PYP EXHIBITION
CULTURAL IDENTITY AND LANGUAGE PROFILE

APPROACHES TO TEACHING
STUDENTS PORTFOLIO AND WORK SAMPLES
CONNECTION TO CONCEPTUAL UNDERSTANDING
GROUPING AND RE GROUPING AND DIFFERENT COLLABORATIVE LEARNING OPPORTUNTIES
EVIDENCES OF DIFFERENCIATION

APPROACHES TO ASSESSMENT
EVIDENCES OF FEEDBACK / FEEDFORWARD GIVEN REGULARLY
REPORT CARDS
SCHOOLS ASSESSMENT MATRIX
DIFFERENCIATION IN ASSESSMENT STARTIGIES AND TOOLS

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Major focus of this standard is focusing on the larger picture of the school in alignment with the IB philosophy. How well is it grasped and implied upon in daily affairs of the school.

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I guess most of the points are covered by you ladies and I agree to them all.

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Major focus is on the policies framed and implimente at school for the smooth functioning of IB PYP in alignment with the national requirements. The sharing of the practices with all the parents and staff members, along with the larger community via the school website.

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The PYP playlist

The PYP playlist contains a wide range of e-learning resources and structured lessions for student learning, to help everyone in your learning community develop a deeper understanding of the PYP.

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Learn more about Primary Years Programme (PYP) curriculum with these professional development (PD) interactive nanos and learning resources.

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A webinar is an interactive one hour online seminar and visual presentation.

IB webinars are informative, engaging online sessions in which participants can deepen their understanding of a specific IB programme or topic, throughout the year.

Once you log into the event, you can ask questions of the presenter in real time and listen to other participants' comments and questions. You can join a webinar from your home, school or even your mobile phone.

IB webinars can also be used to stimulate thinking and discussion within your professional learning community and they are an effective way to share IB knowledge with the school teaching community.

Listen to one of our webinars titled 'DP literature: individual oral commentary and discussion'.

Webinar schedule

You can read about each of the IB's available webinars on our website - including the dates and times they will take place.

Each webinar has a dedicated presenter. Read about the presenters in detail.

The webinars are offered live for teachers who are able to join them. Otherwise, many coordinators and teachers will use the recordings in staff development meetings, perhaps as a stimulus to a wider professional development discussion.

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A webinar is an interactive one hour online seminar and visual presentation.

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Listen to educators and graduates from all over the world as they share their inspiring experiences building a better world through education.

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Virtual Learning Action Plan for School Leaders - Key Questions to Support Students, Parents, and Teachers

I recently came across a post on Twitter that said "School is important during this crisis, but not as important as the needs of our families who are experiencing anxiety and fear as we develop our new normal. Our kids and families need us more than ever to model social and emotional learning before content" (@jaydostal). This tweet got me thinking about Maslow's Hierarchy of Needs and how it connects with the work that school leaders do.

Maslow's Hierarchy has become ever so important in this context of teaching and learning during a global pandemic. While most school leaders have been able to reach out and support their communities during school closures, we need to continue to think of ways to provide ongoing support throughout the new academic year. During these uncertain times, school leaders will have to lay equal emphasis on aspects of teaching and learning and ensuring well being of their stakeholders. Here are some strategies that school leaders can implement to support students, empower teachers and partner with parents during these uncertain times.

Supporting Students

Through Maslow's Hierarchy of Needs, we know that students will only be able to deep dive into learning when other needs have been met. It is important for students to feel prepared not only for synchronous online learning, but also for asynchronous learning at home. The following guidelines can help school leaders support students and help them take ownership of their learning:

Focus on listening and building connections: With lockdown and social distancing measures being the new reality, social belonging has become a focus for many school communities. In such times, students need to feel emotionally connected to their teachers and classmates before they can focus on learning. It is important to set time aside for teachers to build a sense of community and check-in on student wellbeing.
Ask yourself,

1. How can we focus on creating a positive culture during virtual learning?

2. How do we support students' social emotional needs?

Provide clear and consistent structures: Students thrive when given a clear routine and structure. Co-creating essential agreements for online and offline learning will help build a shared classroom culture and language, and allow students to take ownership of their own learning. To build student independence, it is also important to minimize the number of tools and platforms that students use. Providing a one-stop-shop helps students know where to go to find that day's or week's tasks. This could be on a class website, learning management system or through a platform such as Toddle Classroom, Zoom or Microsoft Teams.
Ask yourself,

1. What behavioral and learning expectations do we have for online and in-person learning? How do we communicate these?

2. How do we help students take ownership of their learning? How do we provide students with all the resources they need to successfully complete an assigned task?

Celebrate student growth: Finally, students need to feel a sense of accomplishment and reflect on their progress on goals, rather than doing "busy work" or online worksheets. Teachers can build student agency by co-creating learning goals with students and creating structures for ongoing feedback. Peer assessments, self-evaluation and systems of immediate feedback like online quizzes, can be useful in getting students to reflect on their learning and build relationships.
Ask yourself,

1. What feedback systems should we create to monitor student progress?

2. How do we ensure that students receive ongoing feedback?

Partnering with Parents

Our students' families are our most important partners during remote learning. They are the on-ground personnel and have to navigate the complex path of monitoring virtual learning along with all other commitments. Not only do they have to grapple with the curriculum and technology, but they also have to understand the pedagogy of concept-driven constructivist inquiry and provide resources to make learning meaningful- and this is all uncharted territory for many of them! It is this "how" of teaching that they seem to need the most support with. It is therefore important for school leaders to think of strategies to equip parents with the tools they need to be successful.

Focus on clear communication: Encourage teachers to send personal emails to each family during the first few weeks of school. Messages with a short video or photograph helps parents put a face to a name and helps build a personal connection. If possible, also consider a face-to-face meeting time for parents who have questions.
Ask yourself:

1. What forms of communication will be most accessible to parents?

2. How do we involve parents to help increase student engagement?

3. How do we equip parents with information on learning tools that students may need to use at home?

4. How can we remind parents that teachers need a break too? What structures do we need to create to support effective communication between teachers and families?

Provide clear guidelines to parents about inquiry: Taryn BondClegg in her Making Good Humans blog advises parents to meet a question with a question - not to give the answer but to ask their children how they think they could find out the answer to that, and then maybe work with the student to inquire together.
Ask yourself:

1. How can we partner with parents and give them clear guidelines that enable them to model being a learner alongside their child?

2. What information and tools do parents need to drive inquiry at home?

Make assessment during virtual learning visible: Parents are going to be really concerned about how much their child is truly learning during this time. They might wonder if learning is effective when it is blended, online, and hybrid. Therefore, it is important to decide how student growth will be assessed during virtual learning. Be clear with parents about the expectations for learning.
As yourself:

1. What information should we provide to parents about how children learn?

2. What do parents need to know about learning and assessing in a virtual learning environment?

3. What evidence of learning will need to be provided by parents for the youngest learners?

4. How can teachers use video conferencing to discuss student growth and development?

Investigate technology needs: It is important for us to understand the technological equipment, such as devices and access to strong internet connectivity in each home. Parents may also be concerned about the amount of screen time that can come with online learning, so be sure to address these expectations, in particular with the youngest learners. It's worth remembering that the American Academy of Pediatrics recommends no more than 1 hour of screen time for 2-5 year olds, broken into sessions of a maximum of 30 minutes.
Ask yourself:

1. How do we provide a balance between synchronous and asynchronous activities?

2. What opportunities for learning and tools can we provide to families with limited devices or bandwidth?

Empowering Teachers

The last few months of distance learning have presented challenges for teachers. With transitioning to a new form of instruction, and supporting students and families, many teachers suffered from burnout and were unable to focus on their wellbeing. One of the most important jobs of a school leader right now is to build supporting relationships with teachers so they feel ready for the challenges of this uncertain school year. It is important for us to remember that teachers need to take care of their own emotional needs before they can address those of their students. Whether engaging in synchronous or asynchronous learning, remember that our goal is not to try to recreate face-to-face classrooms but to provide authentic opportunities for student learning.

Supporting teachers in their homes: Almost every teacher in my professional network has shared that their workload has increased enormously due to remote learning. On one hand, teachers spend a considerable amount of time restructuring their plans to meet the unique needs of virtual learning. On the other hand, they also spend a lot of time looking for and creating structures to provide adequate support to their students and build a classroom community while being physically distant from one another. All this in addition to ensuring the wellbeing of their own families while working from home. As a school leader, it's important to recognise these stresses and a major focus should be on supporting the well being of teachers as the division between home and work has become blurred.
Ask yourself:

1. What do teachers need to set-up a comfortable workspace at home?

2. How do we support teachers in creating a work-life balance and setting clear working hours?

3. How do we incorporate adequate breaks for teachers throughout the virtual school day?

Focus on Communication: Regularcommunication with teachers is probably going to be one of the most crucial elements of a successful virtual school year. Focus on building relationships. As a school leader, it is our responsibility to find a balance between focusing on your team's wellbeing while ensuring without being intrusive. It is important to remember that during times of increased stress, even simple questions can be misunderstood.
Ask yourself:

1. How can we coach our teachers, actively listen to their concerns and empower every teacher's voice?

2. How do we create structures to stay connected? How often should we plan virtual meetings to stay connected?

3. How do we create spaces for teachers to connect socially and share experiences during virtual learning?

4. How do we share and celebrate teacher successes?

5. How do we ensure that teachers don't get overwhelmed by too much information?

Focus on Professional Learning: Schools this year may look different in different places. Whether in-person, online, flipped, or remote, everyone is in need for new knowledge and ideas. I'm currently leading a 4 week on-demand, in-school online workshop on flipped learning for teachers in Minnesota. This is a bit of a shift for me as up to now I've only done in-school workshops face-to-face over a 2 or 3 day time period. However I've come to realise that there are a lot of virtual offerings available for teachers who want to upgrade themselves and expand their professional learning networks. Engaging in these networks not only provides teachers with new information, but also provides a platform to share experiences, challenges and build relationships. While planning professional learning for their teams, school leaders can look for offerings based on their focused priorities.
Ask yourself

1. What support do teachers need in dealing with these difficult times?

2. Do we need to focus more on collaboration and building relationships?

3. How equipped and comfortable are our teachers while using technology as their primary learning environment?

4. What internal professional development bandwidth do we have within our team?

5. How do we create space for effective growth with easily accessible resources? Could books and videos be used as an alternative form of professional learning?

Effective Use of Technology

During remote learning, teachers will wear many hats and will be responsible for several things. Some of which might be - collaborating virtually to plan for teaching and learning, conducting video chat and virtual conferences with their students on a regular basis, and communicating with families to share learning plans and progress.

While shortlisting learning platforms, as school leaders you have to keep factors such as security, age-appropriateness, features and pricing in mind. A comprehensive platform such as Toddle can be used to communicate with students and families, share and receive resources and feedback, and initiate synchronous sessions- all from one place. It is also important for schools to identify a place where students and teachers can collaborate, store and share their resources. Through the Toddle Classroom and Toddle Student App, students can complete learning experiences, give and receive personalized feedback and communicate with teachers, family and other students. Identifying one such platform helps students and teachers create structures, routines and a classroom community online.

The school must also create a process around sharing and receiving resources on the platform and ensure that students, parents and teachers are informed about policies and procedures related to virtual learning.

Ask yourself:

Do you have one tool that will seamlessly connect students, teachers, and parents to make learning meaningful?

Do these tools help replicate the classroom environment for virtual learning?

Are there ways that these tools can help build a sense of community?

If you are expecting students to use particular tools, do those tools encourage voice, choice, and ownership?

Are these the most efficient platforms and tools to engage our entire school community?

Eventually Preparing to Return to School after Virtual Learning

As school leaders, we have to plan not only for remote learning but also for eventually returning to schools. Therefore, it is imperative for school leaders to begin preparing a transition plan. As you plan to get back to school, consider that students might have become accustomed to a flexible structure and shorter synchronous and asynchronous classes. No matter how much we try to ensure that teaching and learning continue during virtual learning, we must also prepare for any gaps in learning that might emerge once we are back to brick and mortar schools. Therefore, we have to plan for adequate learning support resources that may be needed to help students close the achievement gap. Similarly, teachers who have engaged in virtual learning for months might be experiencing fatigue and would also require time and support to get accustomed to being physically in school. Consider that teachers will also need time to transition to "regular" school again.

One thing is certain- education as we knew it will not be the same going forwards. As a school leader, your task will be to learn from what went well during virtual learning, and to incorporate the best practices moving forward. The priority has to be both student and teacher success as they transition from "click to brick" or from "brick to click".

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Virtual Learning Action Plan for School Leaders - Key Questions to Support Students, Parents, and Teachers - Toddle Learn

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I recently came across a post on Twitter that said "School is important during this crisis, but not as important as the needs of our families who are experiencing anxiety and fear as we develop our new normal. Our kids and families need us more than ever to model social and emotional learning before content" [...]

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There are 8 cultural forces that define our classrooms as well as our schools. These represent the tools or levers teachers and school leaders utilise to transform and shape the culture of their...