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The two day learning provided us with a great opportunity for district leaders to come together to share ideas.

Dream: Working together as a unit to instill in our students the ATL principles.

Design: To continue working together with building leaders.

Destiny: Continue work and collaboration in implement the IB program.

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Discovery: This workshop marked a very unique opportunity to pull this group of leaders together to collaborate and align our knowledge regarding IB leadership practices.

Dream: One aspect that stemmed from this training were specific dialogue regarding how to incorporate IB principles (Learner Profiles, etc.) into the NYS Alternate Assessment program, which is a worth-while cause. This training helped provide the knowledge and understanding needed to best lead that effort.

Design: Continue to use the key aspects of this training to lead the SEL Steering Committee focus area work, specifically built around the IB Learner Profile framework.

Destiny: Turning any initiative into a part of the culture of a building and/or district is always a heavy lift, requiring a team effort. I think the actions that most positively correlate with successful implementation include high levels of collaboration and capacity building, which are key elements of the IB approach.

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Discovery:  The two day training provided an opportunity to speak about and exchange ideas/understandings about IB and our role in developing and sustaining the program for ALL students.

Dream: To continue to explore options for making IB courses accessible for all students, with an emphasis on support ELL and SpEd students.

Design: Continue to expand course offerings that meet student needs and interests.  Continue to develop and foster real world connections to different experiences in the community that deepen understanding and comprehension.

Destiny: Continue the collaboration and growth of the IB program in a K-12 continuum.

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Discovery:  The workshop provided an opportuinty to enage in learning with leadership to ensure we were in alignment with IB core values.  It also hgihglighted we all need to discovery who you are and how your biases could impact your decision.  The workshop intorduced me to Dr. Yolanda Sealy-Ruiz and the work she has done with the archaeology of the self which has lead me to seek a deeper undstanding of myself.

Dream: GCSD leaders continue to work collaboratively in effectively communicating our IB program to our commnuity. Having  one-hundred percent of students enrolled in at least one DP class to develop global awareness.  Create an international partnership with another IB hgh school which would lead to a student exhange opportunities.

Design:   Calendarize GCSD leadership meeting for collaboration.  Exapnd course offerings to attract all students.  Locate an IB school who wiould be interested in partnering.

Destiny:   Collaboration, continue to effectively communicate, methodically expand course offerings, and identify an IB school.

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Discovery: The workshops provided a wonderful opportunity for our administrators to learn and grow with each other.

Dream: I will continue to learn and grow as a leader of an IB school. In doing so, I will seek a larger committee that will help with our progress.

Design: Provide additional collaboration time for teachers across all content areas to enhance our transdisciplinary units. Additionally, include community stakeholders and inviting them to be a part of the learning journey of our scholars.

Destiny: Collaborating with my colleagues across the district regularly can help in the development of a WMHS graduate who is prepared to make positive change in our global society.

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Discovery: The workshops provide the opportunity for GCSD District Leaders to develop our ability to lead our teams with varied values, beliefs and expectations; ultimately building communities of learners who are inspired to create a better world through education.

Dream: GCSD Leaders and IB Coordinators to develop internationally-minded individuals who are empowered to be change agents in the world.

Design: Continue to build in IB meeting during the day as well as our afterschool meeting sessions.

Destiny: Continue to review Units of Study so that the LFJ school can make sense of what it means to be an IB World School within own specific context. There is no-size-fits-all approach to being an IB World School—instead, it is about a symbiotic relationship between the IB and its schools, focused on organizational growth.

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Discovery:

In addition to the following ideas regarding leadership, I am taking away the knowledge that GCSD is in a good place regarding aligning our leadership practices to the core values of the IB.

Leaders should model the behaviors and attitudes that they want to see in their students and staff. This means embracing a growth mindset, being open to learning and change, and fostering a culture of collaboration and innovation. As a leader, it's important to empower others to take risks and experiment with new ideas, and to provide them with the support and resources they need to be successful.

Leaders should be intentional about creating a learning environment that is inclusive, diverse, and equitable. This means taking a proactive approach to promoting cultural competency and actively seeking out diverse perspectives and experiences.

Leaders should prioritize the development skills such as critical thinking, creativity, communication, and collaboration. This means providing opportunities for students to engage in authentic, real-world learning experiences that are relevant and challenging.

Leaders should be committed to ongoing professional learning and development. This means seeking out opportunities to learn from other educators and staying up-to-date on the latest research and best practices in education. Leaders should also encourage their staff to engage in professional learning opportunities and provide them with the support they need to be successful.

IB's Leading the Learning framework provides a powerful lens through which leaders can approach education. By embracing the key messages, ideas, and thoughts highlighted in the workshop, leaders can support the development of a learning environment that is student-centered, inquiry-based, interdisciplinary, and international-minded.

Dream:

I will look for opportunities to engage parents and community members in the IB implementation process. This could include hosting informational sessions, inviting parents to participate in school events and activities, and seeking feedback and input from stakeholders on our implementation progress.

I will encourage our staff to share their IB implementation experiences and successes with parents and community members. This could include sharing student work, highlighting student achievements, and providing regular updates on our progress towards our IB implementation goals.

I will monitor our communication efforts and evaluate their effectiveness on a regular basis. This will involve soliciting feedback from stakeholders, tracking engagement, and adjusting our communication strategy as needed.

I believe that we can create a more open and transparent communication environment around our IB implementation, engage our school community and stakeholders, and build support for our efforts.

Design:
Host informational sessions for parents and community members
Invite parents to participate in school events and activities
Seek feedback and input from stakeholders on IB implementation progress
Encourage staff to share their IB implementation experiences and successes with parents and community members
Share student work to highlight student achievements
Provide regular updates on progress towards IB implementation goals
Monitor communication efforts and evaluate effectiveness
Solicit feedback from stakeholders
Track engagement metrics
Adjust communication strategy as needed

Destiny:
The most likely action to bring about change would be seeking feedback and input from stakeholders on our implementation progress.

Seeking feedback from stakeholders provides an opportunity to hear directly from those who are impacted by the IB implementation and to understand their concerns, expectations, and suggestions for improvement. This can help to build trust and confidence in the implementation process and create a sense of ownership and investment among stakeholders.

By soliciting feedback on a regular basis, we can monitor our progress and identify areas where we may need to adjust our implementation strategy or communication approach. This can help to ensure that we are meeting the needs of our stakeholders and creating a learning environment that is truly student-centered, inquiry-based, interdisciplinary, and international-minded.