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What is Creating Positive School Culture?

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What is Creating Positive School Culture?

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“School culture refers to the written and unwritten rules that define how a school functions. It also encompasses personal and collective well-being, the effective utilization of physical and human resources, and the extent to which school acknowledges and celebrates diversity. “

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What is Culture through Policy Implementation?

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What is Culture through Policy Implementation?

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“Schools develop, implement, communicate and review effective policies that help to create a school culture in which IB philosophy can thrive.”

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"Culture 1: The school secures access to an IB education for the broadest possible range of students. (0301-01)"

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"Culture 1: The school secures access to an IB education for the broadest possible range of students. (0301-01)"

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The new guide supports "broadest range of students"  by using multimodal texts in class which would support students with various backgrounds or needs.

Multimodal texts provide opportunities for learners to access the appropriate resources and materials according to their needs, interests, prior learning and modality preferences, thus "promote access to the school’s programme(s)

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Relevant to the new Guide: Culture 1.2 & 1.3:

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Relevant to the new Guide: Culture 1.2 & 1.3:

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"Culture 1.2: The school provides relevant support materials, resources and structures to promote access to the school’s programme(s) for as many students as reasonable. (0301-01-0200)"

"Culture 1.3: The school provides opportunities to access the programme(s) for the broadest possible range of students. (0301-01-0300)"

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Culture 2: The school implements, communicates and regularly reviews an inclusion policy that creates cultures that support all students to reach their full potential. (0301-02)

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Culture 2: The school implements, communicates and regularly reviews an inclusion policy that creates cultures that support all students to reach their full potential. (0301-02)

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Multimodal texts can be used for differentiation to provide equal opportunities to every learner in the classroom.

Multimodal texts can make the environment and the IB Language Acquisition programme more inclusive for every learners with different needs and different learning and communication preferences.

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Culture 3:The school implements, communicates and regularly reviews an academic integrity policy that creates cultures of ethical academic practice. (0301-03)		

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Culture 3:The school implements, communicates and regularly reviews an academic integrity policy that creates cultures of ethical academic practice. (0301-03)		

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The academic honesty policy/ethical practice has not changed from the 2014 guide to the new Guide; honest performance from students is to be expected, taught, and reinforced in the new curriculum as it was in the previous version.

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Culture 4: The school implements, communicates and regularly reviews a language policy that helps to foster intercultural understanding through communicating in a variety of ways in more than one language (0301-04)

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Culture 4: The school implements, communicates and regularly reviews a language policy that helps to foster intercultural understanding through communicating in a variety of ways in more than one language (0301-04)

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By using multimodal texts, learners have a wider options to gain and express knowledge of different cultures, which helps them to foster intercultural understanding.

Multimodal texts expand the communication possibilities from static word texts to include photo text, spoken texts, and moving video texts that incorporate many or all of the previously mentioned modalities.

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Culture 5: The school implements, communicates and regularly reviews an assessment policy or policies to help create a culture of continuous learning and growth. (0301-05) 

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Culture 5: The school implements, communicates and regularly reviews an assessment policy or policies to help create a culture of continuous learning and growth. (0301-05) 

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Culture 6: The school implements, communicates and regularly reviews its IB- mandated policies to ensure they are cohesive and reflect IB philosophy. (0301-06) 		

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Culture 6: The school implements, communicates and regularly reviews its IB- mandated policies to ensure they are cohesive and reflect IB philosophy. (0301-06) 		

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By following the new Guide, language teachers in an MYP school will be "planning integration of human...and virtual resources" into their teaching "policies". Key to achieving alignment with new "IB-mandated policy" is the planning and integration of mulitmodal resources into teaching and assessing. As seen in the previous cultures, this is good practice for language learning and today's language learners. For example,   speaking models are excellent resources, and these can be actual or virtual, in real time or in a video modality for home or classroom learning.  Planning these resources can require time and judicious selection, but the policy is right to require more modalities for learners since these are available now more than ever.

Learner Profile attributes are  being expressed in the new Guides focus on multimodalities. For example, students who learn and communicate through many modes are going to be better Communicators. Students who are given the chance to learn in different modalities will become more well-rounded communicators - able to understand and express themselves visually & in speaking  as well as through text reading and writing. Students with experience in many modes are more Balanced communicators. And students who are exposed to more modes of learning and communicating will find more modes that appeal to them and are facilitate  learning, hopefully leading to more inquiry, thinking and knowledge of language and culture.

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Culture 2.3: The school describes in its inclusion policy the rights and responsibilities of all members of the school community and clearly states the school’s vision for implementing inclusive programmes. (0301-02-0300)

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Culture 4.2: The school describes in its language policy the way that the school recognizes multilingualism as a fact, a right and a resource for learning. (0301-04-0200)

Culture 4.3: The school identifies in its language policy a variety of physical and virtual resources used to facilitate language development. (0301-04-0300)

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Relevant to the new Guide: Culture 5.4 & 5.5

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Relevant to the new Guide: Culture 5.4 & 5.5

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Culture 5.4: The school ensures relevant support materials, resources and processes are implemented for fair and valid assessment. (0301-05-0400)

Culture 5.5: The school describes in its assessment policy the value of assessment for continuous learning and growth. (0301-05-0500)

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Relevant to the new Guide: Culture  6.4, & 6.5

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Relevant to the new Guide: Culture  6.4, & 6.5

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Culture 6.4: The school articulates a planned integration of human, natural, built or virtual resources in all of its IB-mandated policies. (0301-06-0400)

Culture 6.5: The school considers the Learner Profile in all of its IB-mandated policies. (0301-06-0500)

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Multimodal texts and learning activities are "relevant" and "valid" for assessing students who are multicultural and already engaged with multimodal learning materials. The new Guides emphasis on systematically expanding resource materials to include different modes will engage students in the learning process, which will consequently make the assessments relevant and accessible to a wider range of students.

Making assessments more relevant and engaging for students is one piece of the "continuous growth and development" aim of the Standards and Procedures. Having teachers and learners interacting through texts that themselves are interative, inter-cultural and  interesting to students will lead to  growth-oriented assessments.