·       It is reassuring to know that our students are practiced and responsible peer reviewers.

·       It makes our collaborative planning and reflection process so much easier that we use a common unit planner template.

·       It was so beneficial to our planning practices that some of us could take part in workshops supporting unit planning with ATL in mind.

·       The first reports on ATL skills have been positively received by parents. 

·       The classroom is not quiet, one can hear the voices of students arguing, engaging in conversation, contemplating possible solutions. The teacher’s voice is just one of many. 

·       If I enter a classroom during the lesson I can find the teacher constantly circulating among the groups of students supporting, challenging, encouraging. 

·       It is great to see that every teacher is an ATL teacher and each student understand the importance of ATL skills. Implement ATLs in class become a culture of school.

·       It is wonderful to see that teachers teach focus on conceptual understanding and tend to be transmission oriented.

·       It is wonderful to see that when see the grades of ATL skills on the report cards, our parents and students take it as serious as their subjects’ grades on it.

·       It is wonderful to see that most of our students can meet the deadlines of assignments under the training of self-management, research, thinking, social and communication skills.

·       It is great to see that our DP teachers are able to collaborate on high-quality curriculum planning and unit planning, and interdisciplinary classrooms can be more planned and colorful.

Teachers guide students through the learning process and use more of a flipped classroom model for lectures and direct instruction. Learning activities allow students to think critically and creatively and transfer their learning skills between classes. There is a strong connection between our student outcomes/goals and ATL skills and they are communicated in all classrooms and visible schoolwide. 

Teachers don’t just collaborate during the set Instructional Analysis time, but work with their colleagues on an almost daily basis. Lesson planning, formative assessments and data dialogues are a common practice allowing teachers to reflect on instruction and learning and make in the moment adjustments. Teachers share best practices, create interdisciplinary projects, and work with colleagues in common courses and vertically.

Students practice their self-management skills and the school supports their social-emotional learning. Personal goals are created and regularly reflected on. Students have learned how to manage their time effectively, live a healthy lifestyle, and balance their academic/social/extra-curricular activities.