# data[].attributes.attachment_link.title
Why good leaders make you feel safe | Simon Sinek | TED

# data[].attributes.body
Leaders have a heart and think of others before they think about themselves.
Leaders inspire through their actions in addition to their words. The follow through and “walking the walk” is important.
Leaders build a culture of mutual trust and collaboration within the workforce they lead.

- Marissa

# data[].attributes.body
1) When a group of people feel safe they are open to one another rather than being "out for number one." They naturally trust and cooperate with one another.
2) Leadership is a choice, not a rank. Good leaders make you want to follow them.
3) Good leaders take one for the team and inspire others to do the same.
- Carrie

# data[].attributes.headline
1) Make sure that units are transdisciplinary so that students are seeing connections between their learning and real life experiences (their own and others')

# data[].attributes.subject
1) Make sure that units are transdisciplinary so that students are seeing connections between their learning and real life experiences (their own and others')

# data[].attributes.body
2) Involvement with and in the community outside of school (setting up field trips, having community members come in and talk about their lives/experiences)
3) Making sure that students have agency so that they are intrinsically motivated to learn. - Carrie

# data[].attributes.headline
1. "Leadership is a choice and not rank." Good leaders make the choice to look out for those around them. I believe that good leaders need to continue to make the choice to be a leader and look out for others because there are many time when this is not the easy choice.

# data[].attributes.subject
1. "Leadership is a choice and not rank." Good leaders make the choice to look out for those around them. I believe that good leaders need to continue to make the choice to be a leader and look out for others because there are many time when this is not the easy choice.

# data[].attributes.body
2. Everyone needs to feel safe and protected in order to give their trust and cooperation to others. You need to feel that people are there for you.
3. Good leaders understand the importance and benefits of putting others first.

-Nicole

# data[].attributes.headline
1. Create and support curriculum and learning experiences that allow students to explore how things, people, events, and places are connected.

# data[].attributes.subject
1. Create and support curriculum and learning experiences that allow students to explore how things, people, events, and places are connected.

# data[].attributes.body
2. Learner agency and choice kept coming to mind as I was reading this article. Students need to recognize the importance they play in their own education. School leaders need to create the time for this to happen and support teachers who may need a shift in mindset regarding who is the in the "driver's seat."
3. Initiate, facilitate, guide, support, and challenge faculty and students to recognize, appreciate, and discuss diversity. Diversity in learning styles, preferences, experiences, and cultures for example.

-Nicole

# data[].attributes.body
We follow leaders based on the emotions of trust and cooperation; we follow because we feel safe and protected.

When leaders sacrifice for others, their people will sacrifice for them to support the leaders’ visions because “they would have done it for me”.

Leaders coach people who are struggling, rather than letting them go – we don’t lay off our own children.

John

# data[].attributes.body
– empower students by affirming their special characteristics and their potential

– help students to make connections, especially in understanding the interconnectedness of things and ways that people are connected (becoming educated is not an exercise in trivial pursuit)

– focus on the core commonalities of the life cycle (appreciation of this miracle); language (expression of feelings and ideas through symbols, striving for ethical use); the arts (expressing, responding, a social necessity for intellectual existence, the arts are language); time and space (perspective, our context); groups and institutions (belonging, organization, privileges, responsibilities); work (dignity, connecting producing to consuming); natural world (reverence); search for meaning (seeking a larger purpose, being of service)

John

# data[].attributes.body
My three takeaways are:
- Leadership is a choice, not a rank. There is a difference between authority and being a leader. Authority will get obedience, leaders will inspire.
- Leaders are caring, selfless and people you can trust, in an organisation.
- In return people will be caring and selfless, and will also feel safe. Feeling safe will allow employees to reach their potential.
Ruth

# data[].attributes.headline
Fostering educated people as a school leader

# data[].attributes.subject
Fostering educated people as a school leader

# data[].attributes.body
As a school leader I am able to influence the choices that are made with regards to procuring the proper materials which will expose students to different cultures and experiences. Ideally, these resources would be the catalyst for rich instruction to occur.
Another area of influence is to foster a community with shared values and belief. One way this can be done is by designing school and community events with an emphasis on diversity and bridging cultural and generational gaps. This assists students with thinking outside of their specific region and to experience the connectedness between people.
Lastly, it is important that school leaders invest in the professional growth of all educators in their buildings. A main focus of this professional development is to develop their skills in acting as a facilitator to assist students with making connections. Building their capacity in this area will help them design learning experiences for their students which naturally lend themselves to discover these connections.
- Marissa

# data[].attributes.headline
- Units should be transdisciplinary, not multidisciplinary. Embed opportunities for students to ask questions - the 'why' and make connections to the world around them. 

# data[].attributes.subject
- Units should be transdisciplinary, not multidisciplinary. Embed opportunities for students to ask questions - the 'why' and make connections to the world around them. 

# data[].attributes.body
- Focus on student voice and agency - create opportunities for students to reflect, voice, and celebrate their identity and individuality.
- Create a culture of learning, not achievement on tests. See the whole person, not the person in terms of achievement - growth mindset, learner profile attributes.
Ruth

# data[].attributes.body
3 Things I learned
- The importance of collaborative planning on a continuous basis.
- The importance of teachers constantly reviewing and revising their own practices.
- The importance of teachers reflecting and investing in their own professional development.

2 Things I found interesting
- Using the roles of the PYP teacher to guide the development of interview questions
- How leaders evaluate even the most minute experiences on a candidate’s resume

1 Question I have
- What does a completed action plan look like?

- Marissa

# data[].attributes.body
1) The IB Teacher Professional is working with other teachers, students, and the outside community.
2) Students are given time to collaborate with one another
3) The teacher is a learner, a facilitator, and a leader.

I found it interesting how seemlessly the teacher moved between her different roles.

I liked how the principal was involving teachers in the hiring process.

My question is for less afluent schools, where parents are sometimes working two jobs, and don't have the privilege of coming to the school or even reading long emails, how do we get the community involvement that is required. - Carrie

# data[].attributes.headline
3 Things Learned: the teachers need to wear a number of professional "hats" at the same time; reflection is an important piece for students and teachers; the capabilities can be used to help guide and challenge teachers.

# data[].attributes.subject
3 Things Learned: the teachers need to wear a number of professional "hats" at the same time; reflection is an important piece for students and teachers; the capabilities can be used to help guide and challenge teachers.

# data[].attributes.body
2 Things Interesting: how the teacher capabilities can be used to hire teachers who are the right fit (this reminds me of how we seek mission aligned families for our school community) and all teachers are on the continuum and all have so much to offer at the same time. Most important is their desire to learn more!
1 Question I Have: agency, ownership, and choice are important for all members of the learning community and especially teachers. How do I help facilitate this in teachers who are not naturally seeking out professional development and continued growth? How can I scaffold this process?
-Nicole

# data[].attributes.headline
One capability that I would like to develop further is my insight capability-I take comfort to taking time to consider all the options and at times I see that I need to be quicker at decision making in order to advance a team of teachers or the school community. Action- seek out a mentor or other leader who I see this capability in and create an action plan, as well as evaluate some types of decisions that could be made quicker.  

# data[].attributes.subject
One capability that I would like to develop further is my insight capability-I take comfort to taking time to consider all the options and at times I see that I need to be quicker at decision making in order to advance a team of teachers or the school community. Action- seek out a mentor or other leader who I see this capability in and create an action plan, as well as evaluate some types of decisions that could be made quicker.  

# data[].attributes.body
Another capability I would like to work on is strategic capability- as part of the leadership team, I need to not only keep all the trains running on time and manage the day to day life of the school, but also need to keep the bigger picture in mind and what actions we need to take to advance the school. The impact would be seen when existing programs are thriving but new opportunities also exist for growth, collaboration, and connections.
-Nicole

# data[].attributes.body
One area of focus for me would be in pedagogical capability (learning). As an instructional leader, I believe in continuous improvement. If I can build a solid professional development plan which is sustainable and follows a clear model of learning, implementing, observing, and providing feedback cyclically then that would be one indicator of success. Another would be in the actually observation of improved collaboration within PLCs which result in richer learning experiences for our students.

Another area of focus for me  as a leader is relational capability. It is important to me that every member of the team is aligned in regards to the overall vision for our students and stakeholders. Without the right people involved change will not happen and it makes it very difficult to deliver a quality educational experience for our families. I think this is something that has to be fostered throughout the year and must take many different forms. For example, vision setting prior to hiring season is important. This makes sure that all leaders involved in the hiring process are clear about the qualities that we are looking for in a qualified candidate. This vision must also be shared with anyone we decide to bring onboard. Throughout the year, creating opportunities for teams to connect in small group settings and as a whole is an intended focus of mine as well. Success in this category would look like teams consistently collaborating professionally, respecting and interacting with each other as human beings as well. This includes the involvement of community members as well. Therefore, for schools to thrive leaders have to think about activities they can plan that will encourage and foster participation with families and members of the community as well.
- Marissa

# data[].attributes.body
3 things I learned:
- Collaboration underpins each of the roles of the teacher
-
2 things I found interesting, 1 question I have

Link to Nano PD

Link to Nano PD

index

d2sogmhdubry8r

3 - 2- 1

3 - 2- 1

3 Things I learned
- The importance of collaborative planning on a continuous basis.
- The importance of teachers constantly reviewing and revising their own practices.
- The importance of teachers reflecting and investing in their own professional development.

2 Things I found interesting
- Using the roles of the PYP teacher to guide the development of interview questions
- How leaders evaluate even the most minute experiences on a candidate’s resume

1 Question I have
- What does a completed action plan look like?

- Marissa

1) The IB Teacher Pr

1) The IB Teacher Professional is working with other teachers, students, and the outside community.
2) Students are given time to collaborate with one another
3) The teacher is a learner, a facilitator, and a leader.

I found it interesting how seemlessly the teacher moved between her different roles.

I liked how the principal was involving teachers in the hiring process.

My question is for less afluent schools, where parents are sometimes working two jobs, and don't have the privilege of coming to the school or even reading long emails, how do we get the community involvement that is required. - Carrie

3 Things Learned: the teachers need to wear a number of professional "hats" at the same time; reflection is an important piece for students and teachers; the capabilities can be used to help guide and challenge teachers.

3 Things Learned: the teachers need to wear a number of professional "hats" at the same time; reflection is an important piece for students and teachers; the capabilities can be used to help guide and challenge teachers.

2 Things Interesting: how the teacher capabilities can be used to hire teachers who are the right fit (this reminds me of how we seek mission aligned families for our school community) and all teachers are on the continuum and all have so much to offer at the same time. Most important is their desire to learn more!
1 Question I Hav

# data[].attributes.body
- Collaboration underpins each of the roles of the teacher
- The teacher can wear three 'hats' that can be made explicit to help them develop each of the leader/ facilitator/ learner capabilities
- Classroom setup, organisation and time management are important to teacher and student agency and to parental involvement

2 things I found interesting:
- The use of the capabilities to create hiring criteria
- The capabilities allow the teacher to map areas of strengths and areas to develop could be empowering

1 question I have:
- How can we link this to PD at our school?
Ruth

# data[].attributes.headline
First, I would like to develop relational capability. The idea that relationships are essential to all good leaders resonated with me this week. I would like to take risks in my own classroom and work hard to demonstrate good practice as a PYP teacher in my team. From there I would like to help my team come up with shared vision and goals to develop the units of inquiry and understanding of how PYP classrooms function. 

# data[].attributes.subject
First, I would like to develop relational capability. The idea that relationships are essential to all good leaders resonated with me this week. I would like to take risks in my own classroom and work hard to demonstrate good practice as a PYP teacher in my team. From there I would like to help my team come up with shared vision and goals to develop the units of inquiry and understanding of how PYP classrooms function. 

# data[].attributes.body
The second capability I would like to develop is strategic capability, to see the bigger picture, and based on good relationships align people to work towards shared goals, with shared values and vision at the core of any action taken to develop the school and improve students' outcomes and learning experiences.
Ruth

# data[].attributes.body
3 things I learned

– collaboration among teachers and among students is essential

– teacher as facilitator, leader, learner

– “PYP: From principles into practice” is the go-to document if I require growth as a facilitator, leader, learner

2 things I found interesting

– even though he was a new teacher, Husain’s second strength was as a leader because of his commitment to take an active role in self-study

– it is helpful to have an action plan to direct my growth as an IB teacher professional

1 question I have

– should we consider having our teachers reflect on their strengths/capabilities as facilitators, leaders, and learners as part of their professional growth plans?

John

# data[].attributes.body
1. Select two or three leadership capabilities that you wish to focus on after this workshop

– cultural, entrepreneurial, reflective

2. On the Padlet consider what success in these areas might look like and what approaches you could use to continue developing these (action)

– cultural: ensure that our Division’s focus on inclusion/diversity permeates our learning

– entrepreneurial: foster innovation and resilience among all stakeholders

– reflective: renew our commitment to reflective practices among students by modelling it as teachers/leaders

3. Consider what evidence would demonstrate growth as a PYP leader (impact)

– cultural: classroom libraries and displayed evidence of student learning would showcase more diversity

– entrepreneurial: staff members and students would make risk-taking and mistake-based learning an essential part of their growth

– reflective: professional growth plans (staff members), portfolios (students)

John

# data[].attributes.body
I would like to focus on cultural, reflective, and relational leadership. Success in all of these would lead to a positive school culture and climate. Cultural would be successful if all people felt heard and included and represented in school decision making and students felt seen and heard in the classroom. Relational would be successful in the connections I would form between staff, parents, and students. There would be a sense of trust and collaboration. Reflective success would be me stepping back and seeing where I could improve and where the school could improve and taking into account and celebrating successes - Carrie