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ATLs work in tandem with the LPAs - skills strengthen attributes, attributes strengthen skills.  Putting both ATLs and the LPAs as central to our planning will help make the learning more engaging, authentic and relevant for the student. If teachers, students, parents, admin and others see this as a collective responsibility, the ATLs and LPAs become an expectation of our school culture.

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ATL as a collaborative planning initiative

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ATL as a collaborative planning initiative

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Integrate the ATLs as part of the school improvement plan where there is a collective responsibility by all teachers to unpack the ATLs.  Not only to determine what ATLs look like in their classrooms, but,as a team sharing experiences and making suggestions, see how they are being integrated across the curriculum

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ATL - Scaffolding through the TOK Knowledge framework

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ATL - Scaffolding through the TOK Knowledge framework

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STEP 8: IMPLEMENTING CHANGE WHILE CHANGE IS CONSTANT 

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STEP 8: IMPLEMENTING CHANGE WHILE CHANGE IS CONSTANT 

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According to the IB Leadership Process, given the constantly changing environments in which IB World Schools operate  and the evolving nature of the IB’s programmes, the process of improvement must be seen as an ongoing endeavour.  IB embraces ambiguity to ensure inclusive processes and to allow for cross-generational and diverse voices for deeper thinking that leads to incredible innovative practices and solutions.  The template below leads practitioners to think more deeply about the change process contextualizing the strengths and needs of the school and focusing on intended outcomes and actions. At our level, in the context of the school community, we need to demonstrate 'intentionality' and be more explicit about ATLs in our Theories of Action.

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Review alignment of Missions and Vision with IB Philosophy.  Can you see, feel and hear the Mission in action, the LPAs, the ATLsin the school?

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UNDERSTANDING DEEP CULTURE IS THE FOUNDATION OF OUR VISION TO DRIVE OUR MISSION INTO ACTION

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School improvement relies on the practitioners as the ‘systems thinkers in action’.  Teachers must see themselves as an integral part of this change in order to be motivated and engaged.  They must be given opportunities to learn and understand the need for ATL and how it relates to school improvement. Raising capacity empowers the school community to fuel the engine for meaningful and purposeful change.

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STEP 6: DETERMINING INTENDED OUTCOMES & ACTIONS

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STEP 6: DETERMINING INTENDED OUTCOMES & ACTIONS

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Based on the needs that evolved from the gathering of qualitative and  quantitative data, stakeholders are engaged in planning for implementation and monitoring (as shown in template to right: School Improvement Plan for Student Achievement and Wellbeing).  We need to see ATLs as instrumental in our school plan to prepare students to become lifelong learners prepared to embrace unexpected challenges in life.

Diverse groups, Department-focused, Cross-curricular (Professional Learning Communities), Focus Groups as well as Parents Groups, Administration Teams, Superintendents with Administration, Consultants and board officials and trustees work both vertically and horizontally to share across the system and support each other in centralizing the ATLs in our planning.

At our school, some of these groups create a Challenge of Practice (inquiry-based approach) based on the needs and what teachers themselves determine as needs that should be addressed.  Sharing in Department Heads meetings, staff meetings, and with administration are only a few of platforms where ideas around the ATLs can be generated and evidence can be shared for  greater School Improvement.

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Need to identify alternative approaches from a range of sources and work with community to introduce and consolidate the changes associated with innovation.

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STEP 3: LEADERSHIP PROCESS & IB PHILOSOPHY

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STEP 3: LEADERSHIP PROCESS & IB PHILOSOPHY

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AS YOU WORK THROUGH EACH STEP OF THE LEADERSHIP PROCESS, RE-VISIT THE STANDARDS & PRACTICES TO ENSURE CLARITY AND INTEGRATION OF IB PHILOSOPHY IN EVERYTHING YOU DO WITH STAKEHOLDERS, BOTH VERTICALLY AND HORIZONTALLY.  THE IB PHILOSOPHY WILL HELP MOTIVATE STAKEHOLDERS TO STAY THE COURSE AND KEEP THE IB MISSION ALIVE, WITH ATLs AT THE FORE.

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STEP 2: BE SURE TO HAVE  A CLEAR UNDERSTANDING OF IB PHILOSOPHY

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STEP 2: BE SURE TO HAVE  A CLEAR UNDERSTANDING OF IB PHILOSOPHY

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STEP 1: REVIEW LEADERSHIP PROCESS & IB PHILOSOPHY (Standards and Practice)

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STEP 1: REVIEW LEADERSHIP PROCESS & IB PHILOSOPHY (Standards and Practice)

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STEP 4: EVALUATION: COLLECT AND REVIEW DATA TO DOCUMENT NEEDS AS SHOWN BELOW.  

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STEP 4: EVALUATION: COLLECT AND REVIEW DATA TO DOCUMENT NEEDS AS SHOWN BELOW.  

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Seek to integrate the ATLs in strategies for whole school improvement.

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IF YOU CAN'T MEASURE IT, YOU CAN'T IMPROVE IT

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IF YOU CAN'T MEASURE IT, YOU CAN'T IMPROVE IT

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Diamandis

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Be cognizant of 'popular' change models that may make the change process more difficult and increase resistance.  These include those that seek a quick fix and tend to embrace the following

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Be cognizant of 'popular' change models that may make the change process more difficult and increase resistance.  These include those that seek a quick fix and tend to embrace the following

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Reject notion of ambiguity;

Lack of diversity and inclusivity;

High expectation to achieve tight control over the change process;

Linear approach increases ambiguity;

Implied and imposed sense of urgency results in increased anxiety, increased stress leaves and lower teacher retention.

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UNDERSTANDING DEEP CULTURE OF OUR SCHOOL IS THE FOUNDATION OF OUR VISION TO DRIVE THE IB MISSION INTO ACTION. We might then begin to consider how to then integrate the ATLs as part of our school improvement plan.

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WITHOUT A TARGET, YOU MISS IT EVERY TIME.

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WITHOUT A TARGET, YOU MISS IT EVERY TIME.

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Diamandis

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WHEN FACED WITHOUT A CHALLENGE , MAKE ONE.

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WHEN FACED WITHOUT A CHALLENGE , MAKE ONE.

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Diamandis

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IF YOU CAN"T CHANGE THE RULES, IGNORE THEM

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IF YOU CAN"T CHANGE THE RULES, IGNORE THEM

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Diamandis

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Diamandis

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Diamandis

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What needs to change and how it will align with IB philosophy (the strategic plan) is shown in the chart below paralleled with SWOT. Areas where there was alignment with IB Philosophy were considered as strengths. Where alignment was missing was considered a 'weakness' from which we could determine opportunities for change. If weaknesses are not addressed, opportunities for positive change may become threats for a school community and may take years for the school to shed a label, reputation or stigma.

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STEP 10: ESTABLISHING SUSTAINABILITY:  How do we sustain the ATLs?

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STEP 10: ESTABLISHING SUSTAINABILITY:  How do we sustain the ATLs?

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Review the System Improvement Learning Cycle.  Monitor on an ongoing basis: Gather, Analyze, Interpret, Respond.  What is working well?  Through collection of evidence, reflect on and further document what strategies have helped to establish ways to sustain good practice? This is where time must be provided for teachers to collaborate and share their experiences with ATLs.
Have strategies and policies been established to ensure that changes have been embedded into the life of the school and the requisite transformation is achieved?

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STEP 5: MANAGING THE CHANGE (Strategic Plan) for ATLs:

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STEP 5: MANAGING THE CHANGE (Strategic Plan) for ATLs:

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How will I manage the change relies on a variety of factors.  The information provided in the 'Determining Needs' chart arose from the analysis of multiple forms of data, both quantitative and qualitative. In order to implement the change, all stakeholders need to know and believe that they have a vital role in the school improvement plan.

They must have a clear purpose and connect deeply to the Mission and Vision of the school as well as the IB Philosophy.   Meaningful data will be collected if we promote the LEARNER PROFILE ATTRIBUTES in every aspect of the school and in tandem with the ATLs:

BE RISK TAKERS: Embrace ambiguity as part of the change process;

BE OPEN-MINDED: Seek diverse perspectives; Foster equity & inclusion;

PERSEVERE:  Be prepared for unexpected changes, diversion, resistance as part of the learning;

CARING: Do not expect tight control. Be humble, caring and understanding towards stakeholders who are at different stages of awareness; Imposing urgency may backfire and cause anxiety, more stress leaves or teacher absences;

BE PRINCIPLED YET FLEXIBLE: Be able to provide informed leadership while understanding that implementing change is not linear in nature; The process does not need to be open-ended.  Reasonable timelines help keep the process in check;

PRACTICE WHAT STAFF WOULD BE EXPECTED TO DO IN THEIR CLASSROOMS: Allow them to process information over time, take an inquiry approach to school improvement that allows them to be INQUIRERS, REFLECTIVE and THINKERS for positive change.

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Leading schools through programme authorization and implementation involves leaders demonstrating certain key processes, irrespective of where they exist within the school hierarchy. Specifically, these involve demonstrating the capacity to evaluate, innovate, improve and sustain