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

– 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

Link to Nano PD

Link to Nano PD

index

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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

– 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

– 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