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Did we ever make a private Facebook group? I miss everyone!

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jrangen@aldineisd.org

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Kalay McNamee
kalay_mcnamee@beaverton.k12.or.us

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I used to think that it was necessary to "make up" processes and some documents to help my staff understand and implement the PYP as we saw it. Now I see there's a community of support in our "Secret Society" of coordinators to help manage becoming a better PYP school in this real world. I am so grateful to have attended this workshop, and look forward to staying in touch with all y'all. And special thanks to Ashley, who was/is a great workshop leader!

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I used to think that the action plan was the same as a PBIS document, and now I know that the action plan is in regards to our IB PYP programme, and it directly addresses issues that came up in our evaluation. I also know where to go to find answers to questions!

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I used to think I had to have everything in place for authorization, but now I know that this will be an ongoing process.

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I was playing catch-up in this transition from long-time mentor being the IB coordinator to me, but I realize we are all on a spectrum and can give ourselves grace to grow and learn with our colleagues!
Wonderful wonderful!!

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I used to think I was alone, but now I have comrades.

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I used to think this was going to be a lot.
Now I know it IS a lot!!

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I used to think I was ill-prepared and alone in feeling that way. Now I know it's part of the process and I have a wonderful network of awesome people to share with and learn from. Thank you!

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I use to think that our campus need to dive into the enhanced PYP for our spring 2020 eval, but now I know that since we've started self-study with the previous documents we can complete eval without all of the enhancements in place.

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I used to think... Exhibition would be really hard to get started.

Now I know..... It's totally doable!

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I used to think .... I did not have resources to strengthen our POI but now I know that I have a wealth of knowledge and resources thanks to this great network. It was a pleasure getting to meet and work with you all! - Shannon

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IB PYP 101 Power Point Presentation August 2018 

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rebecca.garcia@manorisd.net

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adross@aldineisd.org

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Copy of IB PYP Coordinator Job Description

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Shannon Quinn - feel free to email if you have questions. shannon.quinn@apsva.us

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​I work at Tokyo International School (TIS) an IB World School. TIS is a rare breed: it is one of only three, PYP authorized schools in the world which are also officially recognized by Columbia University Teachers College (NY) as a 'Reading and Writing Project School' (TCRWP). The others are Frankfurt International School, Germany and Victoria Educational Organisation, Hong Kong (Neville 2015). For a current list of all 'Project Schools' outside of America scroll to the base of this post.

Many international schools use a reading/writing workshop approach. Several of these use the Columbia University Teachers College materials. Some even send teachers to the college's Summer Institute. But to be recognized by Columbia University as an official 'Project School' means going one step further. It requires truly buying into the approach. It means all of the above and also building a relationship with the Teachers College. It involves being assigned official, Columbia Teachers College literacy developers to work on an annual basis with your school. We have just had two developers in our school for a full week facilitating very costly, but exceedingly rich professional development.

The TCRWP is a reading and writing, teaching & learning methodology and written curriculum. It demands a specific lesson structure and it provides a series of detailed, written units and a large resource bank of teacher rubrics, continua and student check-lists. The units and assessment materials come in grade level packs and are organized as text types. The units are presented in detail right down to a script to follow should a teacher choose to do so. A workshop lesson is divided up into four main parts. There's a mini lesson followed by independent and guided tasks which involves some conferring or coaching on the part of the teacher, there's a mid lesson teaching point and a final sharing session at the end.

​That's a good question. As an IB Consultant, a PYP Workshop Leader and a IB Visiting Team Member this question has been praying on my mind. My professional integrity is at stake and more to the point so is the student learning at my school. I really need to be able to get a handle on this stuff so, I've been doing some thinking.

One of the most common criticisms of TCRWP is that it is not transdiciplinary. But the notion that the TCRWP units have to be taught in isolation is a myth. Students apply the skills and strategies of a reading and writing workshop across the curriculum. The text types complement certain subjects and certain transdisciplinary themes. For example explanations and procedures correlate to science investigations for example in How The World Works.

There is also scope to make rich, conceptual links between concepts in language and other subjects irrespective if you are using TCRWP or not. Take AUDIENCE in Reading, Writing, Music and Art, PATTERN in Poetry, Art Gymnastics and Mathematics or STRUCTURE in Music, Reading and Writing. Languages share the same concepts of course, so our native Japanese classes learn the same text types ( which are concepts) as the homeroom often simultaneously.
​

The TCRWP reading and writing units are carefully sequenced to maximize learning. Student learning is a crucial point here. PYP schools are not being transdisciplinary just for the sake of being transdisciplinary. IB asks us to make connections across the curriculum because (when done well) it improves student learning. Logically though we ought to first evaluate student learning before we jump in and spend time on being more transdisciplinary - perhaps the juice may not be worth the squeeze!

There there's a general obsession in the PYP with the programme of inquiry being the sole place for integration. This is cultivating disjointed learning in some PYP schools. Creating invitations for Sport Day or writing an enticing menu for the school canteen is just as authentic, motivating and purposeful as writing about a unit of inquiry might be. Both contexts transfer skills and strategies and promote learning. I wish more people would think outside of the POI box! The IB ( IB 2014) demand language right across the curriculum and application to the real world ( IB 2009).

Incidentally, our school has done a pretty good job at ensuring our reading and writing units align to our programme of inquiry. Our TCRWP staff developers are behind this - they support us on this path.

With that said, we probably rank logical scope and sequence above being transdisciplinary. Both practices are encouraged by IB. Our school chooses to follow much of the published scope and sequence of the TCRWP units: it dovetails our curriculum. Most importantly it improves student learning: developing confident, independent readers and writers. And we have the data to prove it!

Would IB support our decision? Of course, IB is interested in the best decisions for student learning!

Here's the second most common skepticism coming from IB-ers: TCRWP isn't fitting with inquiry. Let's first agree on what we mean by the term inquiry. I like the definition advocated by Art Costa: 'inquiry is the methodology of constructivism'. The IB ( MTPYPH 2009 p29) provides us a definition and very useful indicators. I'll critique each section of a workshop through this IB inquiry lens.

This is a ten minute section of instruction usually with students seated on the carpet. The TCRWP expects the following components: a CONNECTION, TEACHING POINT, INSTRUCTION, ACTIVE ENGAGEMENT and LINK.

This is the bulk of a reading & writing workshop. Careful class management facilitates a great deal of independence and choice during this time. For example in a writing workshop each child may be at a different stage in the writing process. During this time children are building a repertoire of strategies and working on their own personal targets. The teacher's role is a facilitator and coach discussing and setting personal targets. The teacher may conference with individuals or small groups. The way a teacher coaches and confers (e.g. questioning techniques, visible thinking strategies) determines the depth of inquiry.

My understanding of this section is somewhat limited - I am still a beginner. So with that backdrop: the TCRWP 'share' is mainly a celebration when students share aspects of their reading and writing with the class. To promote inquiry I would prefer further emphasis on reflection about both what and how we have learned.

Another key aspect of TCRWP which is perhaps not apparent at first is that the the Teachers College explains that 'workshop' is only part of balanced literacy (e.g. word study, shared reading & read aloud). Of course your word study can be inquiry based (take programs such as Words Their Way or Structured Word Inquiry. Also for example the way you read aloud to your students: modeling your thinking and making your thinking visible is part and partial of inquiry methodology: "I'm wondering whether that glint in Danny's father's eye means he's hiding something or excited about something" .

The IB (2009) states:

"Inquiry, as the leading pedagogical approach of the PYP, is recognized as allowing students to be actively involved in their own learning and to take responsibility for that learning. Inquiry allows each student's understanding of the world to develop in a manner and at a rate that is unique to that student." (IB MTPYPH p29)

​Well for certain a reading and writing workshop is exactly that!

In the 'classic' TCRWP workshop approach individual student/teacher reading and writing conferences are paramount. Individual assessment and individual target setting is the primary role of the conference. This is all moving students along their personal continuum.

Where TCRWP fails in my mind is in its assessment OF learning. Teacher rubrics and (more to the point) student self-assessment checklists, state the USA grade level which the child is currently working at. Benchmarking against grade level norms is appropriate data for a teacher, school and parent to be able to access and muse over, but I see no benefit in informing a Grade 1 child that he's still working at Kindergarten level. Such information has no place in primary school and is contrary to research on a growth mindset.

The good news is that with the simplicity of a black marker pen you can 'erase' the grade level from the TCRWP assessment tools; effectively producing a developmental, learning continuum. Our TCRWP staff developers have absolutely no issue with us doing this so... problem solved! The workshop approach thus is entirely fitting with PYP assessment practices.

The final issue many IB informed critics have with the TCRWP approach is unit planning. The TCRWP reading and writing units of study come in detailed, scripted packs. Some of these packs are contextualized using USA-centric case studies such as the American Civil War. They are hardly relevant to our Japanese context!

My second response is that the TCRWP units of study can be transferred onto PYP planners in exactly the same way I blogged about in the past. Tokyo International School has this projected on our PYP action plan for the future: we have other priorities right now.

Is the Columbia Teachers College Reading and Writing Project compatible with an IB education? ABSOLUTELY: IB is all about drawing upon best practices to enhance student learning! The key is thinking critically and finding common ground. If you are a teacher who feels the same I would love to hear from you; we are always looking for kindred spirits at TIS! I also would love to hear other, different opinions as I constantly evolve my thinking and learn from others.

One last plea, if you feel this is a debate worth sharing I would be really grateful if you could tweet or share this on social media. I'd love to keep the discussion going. Please leave a comment and do let me know if any of my facts are wrong - I'm new to TCRWP so I may well have made a blunder!
﻿

Thank you,
Tokyo International School
Twitter
Christopher Frost
Primary School Principal
@FrostChrissy

1. American School of Barcelona

2. American School of Paris

3. Chinese International School - Hong Kong

4. Colegio Nueva Granada - Bogota

5. Concordia International School - Shanghai

6. Frankfurt International School

7. International School Nido de Aguilas - Chile

8. Shanghai American School

9. Taipei American School

10. Tokyo International School

11. United World College-Singapore

12. Victoria Educational Organisation, Hong Kong

Source Kathy Neville
Reading Writing Project Network, Columbia Teachers College, NY
12th November 2015

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PYP & Readers Writers Workshop: Are They Compatible?

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​I work at Tokyo International School (TIS) an IB World School. TIS is a rare breed: it is one of only three, PYP authorized schools in the world which are also officially recognized by Columbia University Teachers College (NY) as a 'Reading and Writing Project School' (TCRWP).

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How microaggressions are like mosquito bites • Same Difference

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Knowing about our family histories enables us to discover our cultural origins and develop historical awareness.

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This article share how one school addresses how much time is ideal for a PYP Coordinator.
How much time is ideal for a PYP Coordinator? This seems to be a question that many PYP schools are asking, and not just the schools at the beginning of their development. One would hope that there is a clear-cut answer. Here is the IB Answers response:
The PYP coordinator must be a school-based person that is either a teacher or an administrator. Each school must acknowledge that the coordinator will need non-contact time to meet with teachers for planning, to strengthen the implementation of the programme, to carry out administration and to share information with the head of school/principal and parents. This should be clearly designated as non-teaching time in advance. The IB does not recommend or require a set time allowance for a PYP coordinator to carry out the responsibilities of the position as the time allocation will reflect each school's particular needs. Schools need to familiarize themselves with the role of the PYP coordinator as outlined in the PYP Coordinators handbook and make a sound decision regarding release time for the PYP coordinator.
Most of that is quite straight forward, but does it fully answer our question?

Every PYP school is different and has diverse needs and a distinctive dynamic, so every school coordinator's job will look different. The most important part for me is the link to the classroom. In order to effectively do my job as a coordinator, I need to know what is happening in the classrooms; I need to feel that connection.

One of my tasks as a coordinator is to help my staff develop their understanding of the PYP. In order to do that, I need to see their understanding in action, I need to be in the classrooms on a regular basis and get a feel for how the teachers and students are experiencing the programme. The obvious answer to me is to teach part-time and combine that with coordinating. Because of various factors, usually student population size or school structure, I have been a part-coordinator in every school I have worked. I have tried many different variations but none of them were ideal, there was always some aspect that I could not seem to get right. This year it was that I never seemed to have the time to really support my staff in their development and understanding of the IB. So, after reflection and with the support of my Head of School, we have came up with a brilliant construct. We created a team teaching system where the two classroom teachers, and myself, as the English language acquisition (ELA) teacher, plan all language lessons collaboratively. We plan two lessons a week where all three of us are working with all of the children in the grade at the same time, usually starting as a whole group then breaking into satellite groups and coming together for a sharing/feedback/reflection session. We also assess the children's progress together to plan the next lessons. This will place me, as ELA teacher and PYP Coordinator, in each grade twice a week. What a luxury! I cannot wait.

In the end, the IB Answers response is correct: you will need to prioritize the needs of your school and then decide what structure you need in place in order to best meet those needs. You will need to think creatively and trial some constructs to find what works and how much time is really needed. When you find your solution, let me know!

-
Eryn has more than 20 years of experience as a PYP educator, both as a PYP teacher and coordinator in different schools in the Netherlands. She is also a former IB employee at the Global Centre in The Hague and visited schools all through Europe and the Middle East to help, guide and evaluate them through the implementation of the PYP curriculum. In 2014, Eryn had the opportunity to help set up a brand new school in Delft. She started working at International School Utrecht at the start of the last school year.

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This article share how one school addresses how much time is ideal for a PYP Coordinator. How much time is ideal for a PYP Coordinator? This seems to be a question that many PYP schools are asking, and not just the schools at the beginning of their development.

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Lynn Erickson - Concept Based Curriculum

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Lynn Erickson - Concept Based Curriculum

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Lynn Erickson - Concept Based Curriculum - Full Version-compressed

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Thanks for the Feedback:  The Science and Art of Receiving Feedback Well by Douglas Stone

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Thanks for the Feedback:  The Science and Art of Receiving Feedback Well by Douglas Stone

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N- I need more information on our upcoming evaluation visit this year.
E- I am excited about all the connections we have made in our "secret society" and look forward to continuing to share ideas.
W- I am worried about how to get the entire staff on the same page.
S- I like the idea of a mini exhibition in the lower grades.

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Nadia                                   Need- I need more information on the authorization visit to successful get our school through it.

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Nadia                                   Need- I need more information on the authorization visit to successful get our school through it.

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Excited- I am excited to take back new ideas and share with the staff. I found this workshop to be exciting and purposeful and learned many new ways to approach issues.
Worries- I am worried about all the new enhancements and what might the visitors ask my staff. I want to make sure that all necessary documentation is available. I am worried that I might have missed something.
Strategies- I am taking back the new strategies that you shared with us in regards to the new enhancement. I will be sharing the same activity with the staff.

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N: Authorization. How best to prepare teachers? What to expect logistically? Common pitfalls?

S: Mini Exhibition. Also a reflection on all units: review grade level POIs from lenses of inquiry: Where and what kind of inquiry is present in each unit?

E: I’m excited about the network of lovely colleauges I’ve met.

W: Worries, so many. Authorization: what will it be like and will we “make it?” New principal: Maintaining the integrity of the POI while accommodating her test score driven philosophy. PLT: carving out time. Enhanced PYP: how to master all of it and deliver it to the masses.

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NEED:  Would like to have some time with others in same boat-- ie not a released coordinator.  How are they hoping to make it work?
Can I connect with someone from IB here to hear ideas?
EXCITED ABOUT:  Love all of this information!
WORRIES:  How can we continue to keep the dialogue going with this group after tomorrow?
STRATEGY: Love the activity ideas. I'm looking forward to bringing those back to my school for PD and deeper dives into the enhancements.
Thanks!

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Need to know:  More about the non-negotiable tasks of a coordinator. Excited about:  Working with my staff to have a better understand of their responsibility of language learning in our school.
Worries:  I worry about doing the work poorly, forgetting something, or not meeting the staffs' PD needs with our "bridge plan" for this resource poor school year.
Strategy:  Using the jigsaw strategy to do some of reading and processing work.

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IN--I need to know how to facilitate a culture of international mindedness in my school, as it was one of the recommendations on our report.
E--I'm excited about meeting with my new principal and the previous coordinators to share what I have learned today and to figure out how to improve our culture.
W--I'm worried about buy-in from my new admin and how I'm going to have time to fulfill the role I'm charged with, especially if they don't understand or are not invested in IB.
S--I intend to focus on building our culture of international mindedness by focusing on (and teaching staff) the concept of reaching out (learning about and understanding the cultures of other people) AND reaching in (learning about and understanding ourselves and our own culture ) and finding all the connections and commonalities therein.

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I NEED TO KNOW more about how schools/coordinators are organizing their documentation. and especially how they are collecting and organizing evidence of learning apart from tests and projects. We've just adopted the ManageBac PYP Next, and I'd like to know who uses ManageBac and if so, how--also if folks chose Toddle, or are using Seesaw, how and why. I'd also like to know how folks are conducting their Student Portfolios, and how they communicate effectively with parents.
I AM EXCITED ABOUT the connections with my fellow Coordinators, to continue to help each other and problem solve going forward in a supportive team. This is so precious!
I AM WORRIED about the amount of Enhanced PYP learning I need to explore with my staff and the limited/over-committed times we can meet, consider/read and discuss this important work, in BATTLE with all the other priorities the teachers and my principal have that are not IB-focused. This sounds pathetic, but IB is more important to me than to anyone else at the school, and I have to keep up the focus and fight.
THE STRATEGY I am taking back--multiple ideas, but I do want to focus on Agency, Action and Assessment, as our primary consideration. I also want to formulate a PYP team, even though my principal is not super supportive of that as a school team. And I want to put the Secret Society into my speed-dial/rapid response to keep the connections going!!
Thank you, Ashley, for your guidance and your ability to let us get at the issues that are most important to us.

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N-I need to know how to successfully get through an eval.
E-I'm excited about diving into knew info with the staff especially the new planner
W-I'm worried that it's a lot of information and I hope we can get everyone motivated to want to learn more
S-I'm taking back the strategy that we used to look into the standards and practices

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Need to Know-
*What makes an "effective coordinator?"
*Best way to organize an action plan and monitor it.
*IB docs that are required of me to keep updated.

Excited-
*The connections I've made.
*Getting my hands on all the books we talked about today.
*Kicking the year off.

Worries-
*Finding balance & appropriately defining my role within the district.
*Keeping up with the "paper work" like unit reflections (we are REALLY bad at this right now)

Strategies-
*Studying inquiry with our staff
*Familiarizing myself with our action plan
*Study the Standards and Practices

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Need to Know?
Need to prioritize specific enhancement elements to share and integrate into the beginning of the year.

Excited About?
So excited about the chance to create an outcomes survey for the elements of the enhanced PYP.

What Worries?
I worry about my nurturing tendencies taking away from my colleagues professional learning and growth.

Strategies?
I'm excited to break up the elements of The Learning and Teaching, The Learner, and The Learning Community into a mini self-study, to make a focused plan of action out one year, then, 3 years and five years from now. Implementing backward design with our site for the purpose of sustained, authentic, transferable growth.

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N - What do you NEED TO KNOW? More about evaluation and pedagogical leadership teams. December 2020 next eval. Creating an action plan for the first time. Need to think through a 3 year plan for each campus. Plan out meaningful PD at the BOY, MOY and EOY.

E - What are you EXCITED about? So many new ideas to share about the enhancements after today's activities of breaking apart some of those enhancements from the New Principles and Practices. Loved the analogy of the parts of the car in assessment and inquiry. I have to read Inquiry Mindset, Power of Inquiry and Multipliers. Maybe even facilitate a book study on my campuses. Offer up sign up at PD.

W - What WORRIES do you have in
elation to what we’ve explored? How to truly build a culture of inquiry with all stakeholders.

S - What STRATEGY are you
taking back to your school to use? NEWS, Card challenge, Read, divide based on interest  and jigsaw new Principles and Practices. Also want to watch Netflix Brene Brown.

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N - I need to know how to encourage teachers to embrace inquiry teaching when the kids' questions do not necessarily address standards.

E - I'm excited to continue developing teachers and community to continue to grow the program and prep for the evaluation visit next fall.

W - I am worried about the areas where I may be 'diminishing' my staff.

S - Modeling more social-constructivist activities during PLC and faculty meetings.  Also, having teams gauge if they are communicators, cooperators, coordinators, or collaborators.

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E-I'm excited to continue to learn from this exceptional group of coordinators!
W-I'm still a bit worried about what still needs to be revised or updated within the IB enhancements.
S-Giving Teachers the opportunity to all have feedback and then categorizing activity.

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N - Still not sure what I exactly need to know????  Probably all the things!
E - Excited about getting a better grasp on all these coordinator things
W - I'm mainly worried that I am not going to know everything that needs to be done - I feel like there is so much to learn and I don't want to let my school down if I miss something.
S - Jigsaw of the PYP: From Principles to Practice with staff as we learn new Enhancements

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N - I need to know how to present my ideas in a positive way without being an accidental diminisher!
E - I am excited about my new learning regarding my new role as a coordinator, and new learning about the enhancements.
W - I have worries about running into conflict with my administrator and "sharing" certain IB duties.
S - I am going to take the strategy of jigsawing reading of the enhancements and giving freedom of choice to the staff of how they want to present it. I will also use the Pro's/Con's strategy, as well as comparing Policy vs. Misconception.

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N-need to know (see worried) what to focus on first with so much new knowledge I'm taking back to begin developing our curriculum and assessments.
E-excited to bring back all the new resources and information to begin the school year.
W-worried about being able to prioritize everything I need to begin to put into place.  Where should my focus be on Day One, Month One, Year One.
S-strategy I'm bringing back is Inquiry Model for staff PD I'm developing for IB.

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N: I would love for people to share examples of items they use successfully (planner templates, CLT formats, assessment formats, reflection formats, what portfolios look like and what they contain, etc.)
E: Rolling out EPYP to new staff
W: Worried about balance of overwhelming staff vs making them knowledgeable enough to implement with success
S: Thanks to Megan - I am going to totally use to ensure success for planner creation! Also - trying to limit my use of the phrase " buy-in" thanks to Linda!

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N: getting ready for evaluation visit, preparing agendas for collaborative planning time, digital vs. physical portfolios, want to talk more with coordinators that have early years programs, assessment in the early years, customizing the planner. would love to share more documents to further understand other schools' programs. and still looking for someone who is using Toddle as opposed to ManageBac!!

E: to reflect/learn more about different leadership styles and strategies,

W: developing an age-appropriate assessment practice in our early years program. bringing this back to my teachers in a way that isn't totally overwhelming

S: so, so many! still pondering all of this :)

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N: I need to know how to do all of this! lol  I need to keep learning and collaborating with other coordinators.

E: I'm excited about jumping in and starting the journey.

W: Worries about how to do it all.  Worries about making an appropriate timeline in order to prepare for self-study and evaluation.

S: The jigsaw about the new enhancements and having people explore and share.

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N - What do you NEED TO KNOW? What is your single biggest challenge as a PYPC? Your opinion helps administrators and you will likely be leading or running a school or division one day

E - What are you EXCITED about? I'm excited about this incredible new learning community and hope to continue having many more digital conversations with you

W - What WORRIES do you have in
relation to what we’ve explored? Too many to list, but one thing I've learned: you should never worry alone.

S - What STRATEGY are you
taking back to your school to use? All.Of.The.Things. Seriously, I'll use what I've learned here to help cultivate the tone and culture we're seeking at our new school. The first most important lesson: champion each other, champion the learning, champion the space. Everybody wins!

# data[].attributes.body
N- I need to know more about evaluation. I will be going through my first one as a coordinator and have very little background into what needs to be done and when.
E- I am excited about all of the connections, resources, and ideas that I have acquired that I can use with the staff as we start the year. W- I am still concerned about getting my entire staff to be on board and participate fully.
S-

# data[].attributes.body
N - What do you NEED TO KNOW?

E - What are you EXCITED about?

W - What WORRIES do you have in
relation to what we’ve explored?

S - What STRATEGY are you
taking back to your school to use?

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Multipliers Books from The Wiseman Group

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Is it possible that, despite good intentions, you've been accidentally diminishing the people on your team?

Take 5 minutes to find out now.

This quiz is related to the book Multipliers, where you'll find research and vivid examples focused on the ways in which Multipliers and Diminishers operate within business institutions.

If you'd like to take the quiz for the book The Multiplier Effect instead, where the focus is on education organizations, click here.

Please enter your email below to get your quiz results.

Privacy policy: We'll use your email address to send you information about Multipliers or other Wiseman Group events 4 or so times a year. We'll never give your information to anyone else.

In our research, we were surprised to discover how few Diminishers understood the restrictive impact they were having on others. Most had moved into management having been praised for their personal, and often intellectual, merit. They had assumed their role as boss was to have the answers. Others, once had the mind of a Multiplier, but after working among Diminishers for so long, they had gone native. Accidental or not, the impact on the team is same - they might be getting only ½ of the true brainpower of their team.

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Are you an Accidental Diminisher? | Multipliers Books | Leadership Training Books

# data[].attributes.attachment_link.description
This quiz is related to the book Multipliers, where you'll find research and vivid examples focused on the ways in which Multipliers and Diminishers operate within business institutions. If you'd like to take the quiz for the book The Multiplier Effect instead, where the focus is on education organizations, click here.

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elliotta@cfbisd.edu
Carrollton, Texas
682-240-9915

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Loved that some of the struggles I am going through are normal and many are dealing with the same issues. I was able to connect what I know and implement with what we are sharing. Also with the new enhancement and planners.
Extend-
Today I was pleased that I picked up new ideas for professional development with staff.  Our group has shared many practices that they use and I will some of these amazing activities.  I have also a new perspective on the role of the coordinator and sharing the load with the administration.
Challenge-  What love to discuss  how other schools hold collaborative meetings and their POI's. I also have a few questions about the exhibition.
Overall, a very productive day! Truly appreciate everyone's feedback and all your help Ashley.

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cabjohns@greenville.k12.sc.us
Greenville, SC
Sara Collins Elementary School
864-423-2333

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Connect: My struggles are not totally unique, we're all in this together.
Extend: new sites and articles for implementing workshop
Challenge: inclusion policy? Enhancements during evaluation?

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Connect - I am able to connect what has been presented today to what I already know.

Extend - I have a better understanding of some policies and misconceptions.

Challenge - the biggest challenge would be to wrap my head around all that is expected and how to implement it correctly.

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CONNECTED:
I realize I understand a lot and also have parts of the Coordinator responsibilities that I need to focus on more fully. It is incredibly helpful to have this roomful of experts and colleagues--I am so grateful to be here! And thank you to everyone who posts their own great ideas and docs to share.
EXTENDED: I've got ideas on early PD, bringing for example the Lifelong Learners standards to my teachers to dive into the "agency" aspect of our work.  The insights and help around Manage Bac etc is specifically helpful
CHALLENGING:
I'll think on that and bring questions for tomorrow.

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CONNECT : The role of the coordinator is a complex and ever-evolving role! I have seen firsthand in my school the flexibility required by the coordinator to manage the constantly changing responsibilities.
EXTEND : It was great to dive deeper into the enhanced PYP and learn about more of the details involved in the evaluation visit.
CHALLENGING : I would love to share about our different school's POIs and learn more about various leadership styles and best practices in planning/running collaborative planning meetings.

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Connected:
Loving the connections made to the enhancements and our new planners
Extend:
Policies and misconceptions pushed my thinking helping to make these enhancements more clear
Challenges:
Looking for reflection on priority tasks for the upcoming school year

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Coordinators wear a lot of hats.
I realize that I need to make sure that we are knowledgeable about the enhanced pyp because we may be questioned about it already.
I'm still confused about some of the required paperwork that I need to keep track off.

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C: what I'm hearing matches with what I heard at our recent 5 yr evaluation E: The thoughtful ideas and suggestions shared by our new "Secret Society" have been immeasurably helpful. Thank you!  CH: The disparity in the enforcement of rules/policies by the IB can be challenging and I'm hopeful the enhancements will mitigate some of the "gray" areas.

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Kelly Davis
Today has been very helpful to be to not feel alone anymore. I am still trying to get my head around clearly defining the role of a coordinator.

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CONNECTED: I got some great ideas to help with developing parent communication.  I knew that this was part of my job, but I feel it needs to be further developed at my school.

EXTENDED:  My thinking has been extended by the diamond form exercise.  Priorities depend entirely on the type of school, culture and how long a school has been part of the IB PYP programme.

CHALLENGING: I am still challenged with whether I want to approach studying the documents by comparing new to old, or if it would be better to just familiarize myself with the new and move forward and "lose" the old, so to speak.

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I already knew that the early years needed a minimum of 4 units.
The assessment piece has pushed my thinking in a new directions.  It seems subjective in some areas.
When will the self study questions match the new program standards and practices?

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Connect: Reinforced what I knew
Extend: Responsibilities and tasks I was not aware of, but need to include for the next school year.
Challenge: With the volume of reading that needs to be done to properly understand and complete the work in the role of the coordinator.

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CONNECT - It was helpful to know that I am fulfilling the role of a coordinator without having had formal training.

EXTEND - The conversations around policy vs. misconceptions helped to extend and push my thinking to consider other points-of-view.

CHALLENGE - How to navigate the self-study.

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Great information that helped to move me to a deeper level of understanding of the role of the coordinator.  New ideas included the enhancements and the range of coordinators roles.
Still challenged by trying to consider how I can make this work meaningful during this bridge year.  How to keep my teachers going and motivated....
Thank you for your support today!

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Connected- I've been able to connect new ideas and information from today with my earlier training with our staff in June.  We began developing our POIs, so I appreciated all the advice about leading the collaboration process.
Extended-  Since I'm so new, EVERYTHING extended my thinking!
Challenging- Just trying to take in so much new information at once. I am so much more confident in my role now having met all of you and having networking opportunities.

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Connected - I have been able to connect this knowledge to the work  I have done as a teacher in an IB school.  Thinking about how my IB Coordinator did this work is really helpful.
Extend - Loved hearing the great connection between IB and Lucy Calkins.  I have felt there is such a strong connection but I am thrilled to hear this from other coordinators and hopefully bring this back to my school.
Challenge - So tough to wrap my head around everything.  I feel like I am drowning in all of this language that I don't have a strong grasp on.

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Connect:
The misconceptions and policies' activity was really helpful. Analyzing and comparing the new standards and practices helped me to be able to see what and how I need to guide my staff. The collaborative nature of the session has been amazing.
Extend:
I need to meet with my curriculum directors to discuss and move forward with the unit planners to be more authentic, transdisciplinary and to be taught with fidelity.
Challenge: Now that I have some friends - the Secret Society of PYP Peeps - I hope to share, be vulnerable and gather their expertise and press forward to meet the challenges I face in my district.

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Connect: Connects to what I already knew about the role of the coordinator.
Extend: New ideas about specifics to the role and the importance of being up to date with IB documents and policies.
Challenge: How do you get it all done??

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Connected: Best practices and strategies I already have in place to ensure the success of our POI
Extended: I gained ideas for how to share practices with new staff.
Challenge: Best practices to help in planner creation/reboot.

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hortencia.juarez@hcisd.org
Harlingen, Texas
956-241-6305
956-427-3936