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Purpose is clear and concise.

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International-mindedness is still at the core of everything.

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I have seen the school move more in this direction over the last few years. i.e. the hiring of a Service Learning Lead.

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It seems like PYP/MYP/DP are are rolled in together. Perhaps there is a greater focus on programme continuity.

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What do inquiring, knowledgeable and caring young people look like at SAIS?

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The purpose is more clear and it seems to be more internationally minded within the framework

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Learning is at the center of the triangle. Seems to be the key parts of triangle touched by purpose, culture and environment.

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How does one gather tangible evidence of school culture?

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What does it look like to SAIS? How is SAIS going allow faculty to grow its pedagogy within IB/Leadership when no outside PD is available?

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The mission and philosophy goes beyond academic development - how do our MS goals connect to this?

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Interesting to see that the new framework involves culture through policy making.

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Some recurring themes I noticed -

Curriculum should be transparent and shared with community.

Community should be engaged.

Students should own their learning and drive it (referring to constructivist method)

Support for collaboration is mentioned for teachers and students a few times.

Curriculum should be conceptual, dynamic and contextual.

Assessment of learning should be intentional, well-developed, fair, and transparent.

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How can we develop programs to show the International mindedness within our students that are not just tokenism?

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Inclusive learning communities is included within "culture."

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Leadership 3 raises an interesting point in that a balanced and connected curriculum serves the changing needs of the community - how does this look with COVID at play?

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IB Learner Profile and committed to international-mindedness + IB mission

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Regularly review an assessment policy or policies

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How can we garner that the support system for the students and the staff is fostering the relationships needed in today's "climate/environment"?

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When will the school ensure that all members of a department have collaborative planning time?

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Main focuses seem to be on policies which ensure inclusion, learning, and academic integrity.

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Main standards under environment: Leadership and Governance, Student Support, Teacher Support.

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PYP always focuses on IB LP, but how much does MS and HS? How should we?

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The focus is very much on high quality learning environments and student success.

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What are the systems, processes and policies of the school that demonstrate attention to the social, emotional, and physical well-being of its students and teachers?

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Main standard under culture is: Culture through Policy Implementation.

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Creating positive school cultures is more important than ever. If we are true to the IB philosophy the current situation shouldn't be a barrier.

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SAIS is already ahead here by being an inclusive school as it part of our mission.

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Main standards under learning are: Designing a Coherent Curriculum, Students as Lifelong Learners, Approaches to Teaching, Approaches to Assessment.

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"[Purpose] goes beyond academic development."

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There are more strands relating to teaching life-long skills (ATLs among others) than the actual curriculum.

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Is the culture different in different divisions? How do we get everyone on the same page?

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Learning is central and the outcome of developing purpose, culture and environment.

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How do we actually review - are we(the teaching staff) part of this process and get ownership into how the policies are made that impact our day to day job?

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Support engagement with local, national, international, and global contexts.

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Active library consisting of adequate combinations of people, places, collections and services that aid and extend learning and teaching. + uses a variety of human, virtual and physical resources in the wider community that aid and extend student learning.

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How do we share our curriculum with the community in ways that explicitly engage the school community?

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"The school builds relationships with the wider community that are a source of wisdom and expertise..."

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IB schools need to create an environment which allows the IB program to be effectively delivered. This requires decisions from leadership around planning time, ensuring the school is in line with the IB guidelines, up to date professional development, provision of support structures to both staff and students.

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How do we go about allowing the ATL's to have more focus in the curriculum - especially at DP?

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I like that there are so many practices associated with Students as life long learners.

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How can we create a resource library to get students to connect more with outside the classroom and texts?

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Ensuring the community understands how the IB curriculum functions through the years, and then allowing ways for them to engage

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The Approaches to Teaching really align with Stamford's Philosophy of helping each child achieve their unique future.

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How do we at SAIS really foster and celebrate the first languages of our multilingual students? Do we provide enough opportunities for students to use it to their advantage in their learning?

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Life long Learners!!!!

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Admissions policies

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In the Appendices there is a clarification on Environments (p.20). Why only environment and not the others?

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How can staff outside of Admissions have a voice on Admissions policies (ex: quota per nationality connected to a mother tongue, not just going on what passport they choose)... or even to give Admissions up-to-date information on current programs?

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Teachers collaborating to design curriculum - how are we going to ensure this is implemented fairly and equally within SAIS?

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How formally do we follow the MYP review cycle? Is this done within Departments? If so, how do we know all complete with the same level of attention and rigour?

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Teachers collaborate to design, plan and deliver the school's IB programme.

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Are we really connecting units to the IB mission statement?

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There is a danger that a school can think that they have ticked this off by having mission and value statements that tick all the key IB words off. How do we demonstrate that we truly embody the school's mission and values every day?

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Multilingualism – a right and a resource for learning.

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How is multilingualism being used in classes and beyond policy? Are we really using it as a resource in learning?

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"Inclusion policy.'

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I noticed a strong theme of dynamism in this section as many of the practices included the mandate to "regularly review" policies.

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Open, democratic classrooms.

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What do open, democratic classrooms look like?

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Curriculum is influenced by an understanding of students' prior knowledge, identities, backgrounds, needs and contexts.

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Rena and Christie P. were working on being culturally responsive with 2-sided papers for each nationality at our school. This was great, but what happened to it?

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Document student inquiry

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Pedagogical leaders provide opportunities for student voice to be represented in the school.

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The school provides opportunities for students to explore and develop their personal and cultural identities.

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The school monitors and evaluates inquiry-based teaching strategies and learning engagements.

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How is prior knowledge used effectively or even at all?