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href="https://www.thinkib.net/leadership/page/32774/teaching-learning" >Teaching & Learning</a></li><li ><a href="https://www.thinkib.net/leadership/page/21021/high-quality-remote-online-learning" >High quality remote | online learning</a></li><li ><a href="https://www.thinkib.net/leadership/page/33071/ib-covid-19-microsite" >IB & COVID-19 Microsite</a></li><li ><a href="https://www.thinkib.net/leadership/page/33905/return-to-school" >Return to school</a></li><li ><a href="https://www.thinkib.net/leadership/page/37665/education-in-the-future" >Education in the future</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20881/mission-vision" >Mission & Vision</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21642/introduction" class="father">Introduction</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28233/schools-as-learning-organisations" >Schools as 'Learning Organisations'</a></li><li ><a href="https://www.thinkib.net/leadership/page/28352/schools-system-thinking" >Schools - System Thinking</a></li><li ><a href="https://www.thinkib.net/leadership/page/29160/school-culture" >School Culture</a></li><li ><a href="https://www.thinkib.net/leadership/page/39425/diversity-equity-inclusion" >Diversity, Equity & Inclusion</a></li><li ><a href="https://www.thinkib.net/leadership/page/46342/are-we-inclusive" >Are we inclusive?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20905/writing-vision-and-mission-statements" class="father">Writing Vision and Mission Statements</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28281/happy-new-year" >Happy New Year</a></li><li ><a href="https://www.thinkib.net/leadership/page/20944/what-is-the-purpose-of-your-school" >What is the purpose of your school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23892/how-to-write-a-mission-statement" >How to write a mission statement</a></li><li ><a href="https://www.thinkib.net/leadership/page/21025/is-your-school-mission-clear" >Is your school mission clear?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21005/my-vision-" >My Vision </a></li><li ><a href="https://www.thinkib.net/leadership/page/23893/how-to-write-a-vision-statement" >How to write a vision statement</a></li><li ><a href="https://www.thinkib.net/leadership/page/28280/does-your-vision-drive-your-school-forward" >Does your vision drive your school forward?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21070/getting-the-branding-right" >Getting the branding right</a></li><li ><a href="https://www.thinkib.net/leadership/page/21072/getting-the-culture-right-a-case-study" >Getting the culture right - A Case Study</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20914/aligning-mission-with-ib" >Aligning Mission with IB</a></li><li ><a href="https://www.thinkib.net/leadership/page/20918/strategic-leadership" class="father">Strategic Leadership</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/20917/strategic-planning-process" >Strategic Planning Process</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20929/change-management" class="father">Change Management</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/20978/culture-change" >Culture change</a></li><li ><a href="https://www.thinkib.net/leadership/page/20979/understanding-the-changing-world" >Understanding the changing world</a></li><li ><a href="https://www.thinkib.net/leadership/page/20980/lead-the-change" >Lead the change</a></li><li ><a href="https://www.thinkib.net/leadership/page/21173/are-you-a-change-leader" >Are you a change leader?</a></li><li ><a href="https://www.thinkib.net/leadership/page/20946/managing-change-across-different-cultures" >Managing change across different cultures</a></li><li ><a href="https://www.thinkib.net/leadership/page/20930/change-management-tools" >Change Management Tools</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/22585/opening-a-new-school" class="father">Opening a new school</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31368/checklist-opening-a-new-school" >Checklist: Opening a new school</a></li><li ><a href="https://www.thinkib.net/leadership/page/22901/what-is-international-education" >What is International Education?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22824/us-and-canada-educational-landscape" >US and Canada - Educational Landscape</a></li><li ><a href="https://www.thinkib.net/leadership/page/22834/getting-the-vision-right" >Getting the vision right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22942/getting-the-values-right" >Getting the values right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22898/getting-teacher-recruitment-right" >Getting teacher recruitment right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22845/getting-staffing-right" >Getting staffing right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22899/getting-professional-development-right" >Getting professional development right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22933/getting-the-learning-right" >Getting the learning right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22488/getting-the-curriculum-right" >Getting the curriculum right</a></li><li ><a href="https://www.thinkib.net/leadership/page/23425/information-systems" >Information Systems</a></li><li ><a href="https://www.thinkib.net/leadership/page/22584/getting-the-legal-framework-right" >Getting the legal framework right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22859/getting-the-finances-right" >Getting the finances right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22895/getting-marketing-right" >Getting marketing right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22879/getting-accreditation-inspection-right" >Getting accreditation / inspection right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22867/diary-of-an-international-head" >Diary of an international head</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20883/leadership" >Leadership</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21643/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/21023/what-is-leadership" class="father">What is leadership?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/34593/leadership-resources" >Leadership Resources</a></li><li ><a href="https://www.thinkib.net/leadership/page/23833/whats-my-big-idea" >What's my big idea?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23834/communicating-my-big-idea" >Communicating my big idea</a></li><li ><a href="https://www.thinkib.net/leadership/page/24717/passionate-leadership" >Passionate Leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/21154/leadership-traits-behaviours-and-skills" >Leadership traits, behaviours and skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/21360/leadership-styles" >Leadership styles</a></li><li ><a href="https://www.thinkib.net/leadership/page/26653/exploring-leadership-through-videos" >Exploring leadership through videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/21202/leadership-vs-management" >Leadership vs Management</a></li><li ><a href="https://www.thinkib.net/leadership/page/21152/what-makes-school-leadership-effective" >What makes school leadership effective?</a></li><li ><a href="https://www.thinkib.net/leadership/page/34832/leading-in-a-time-of-great-change" >Leading in a time of (great) change</a></li><li ><a href="https://www.thinkib.net/leadership/page/27122/middle-leadership" >Middle Leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/27125/data-driven-leadership" >Data-driven leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/21812/leadership-lessons" >Leadership Lessons</a></li><li ><a href="https://www.thinkib.net/leadership/page/23915/leadership-top-tips" >Leadership Top Tips</a></li><li ><a href="https://www.thinkib.net/leadership/page/21139/my-leadership" >My leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/22649/case-study" >Case Study</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21311/roles-of-a-middle-or-senior-school-leader" class="father">Roles of a middle or senior school leader</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/41646/the-art-of-middle-leadership" >The art of middle leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/43075/first-100-days-of-being-a-middle-leader" >First 100 days of being a middle leader</a></li><li ><a href="https://www.thinkib.net/leadership/page/21206/leaders-influence-others" >Leaders influence others</a></li><li ><a href="https://www.thinkib.net/leadership/page/21226/leaders-lead-high-performing-teams" >Leaders lead high-performing teams</a></li><li ><a href="https://www.thinkib.net/leadership/page/21241/leaders-motivate-people" >Leaders motivate people</a></li><li ><a href="https://www.thinkib.net/leadership/page/21207/leaders-communicate-effectively" >Leaders communicate effectively</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21151/culture-and-context" class="father">Culture and context</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21255/developing-a-shared-school-culture" >Developing a shared school culture</a></li><li ><a href="https://www.thinkib.net/leadership/page/21252/what-is-our-school-culture" >What is our school culture?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21253/whats-the-impact-of-national-cultures" >What's the impact of national cultures?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22320/impact-of-cultures-on-learning" >Impact of cultures on learning</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21153/ib-leadership-pathway" class="father">IB Leadership Pathway</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21379/ib-approach-to-leadership" >IB Approach to Leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/21377/ib-leadership-intelligences" >IB Leadership Intelligences</a></li><li ><a href="https://www.thinkib.net/leadership/page/21369/ib-leadership-workshops" >IB Leadership Workshops</a></li><li ><a href="https://www.thinkib.net/leadership/page/21663/discussion-scenarios" >Discussion Scenarios</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21330/recruitment-development" class="father">Recruitment & Development</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31281/writing-a-job-description-top-tips" >Writing a job description - top tips</a></li><li ><a href="https://www.thinkib.net/leadership/page/23558/appointing-heads-of-school" >Appointing Heads of School</a></li><li ><a href="https://www.thinkib.net/leadership/page/21331/appointing-teachers-and-subject-leaders" >Appointing teachers and subject leaders</a></li><li ><a href="https://www.thinkib.net/leadership/page/28716/applying-for-a-teaching-job" >Applying for a teaching job</a></li><li ><a href="https://www.thinkib.net/leadership/page/26344/preparing-for-a-job-interview" >Preparing for a job interview</a></li><li ><a href="https://www.thinkib.net/leadership/page/44854/induction-of-new-staff" >Induction of new staff</a></li><li ><a href="https://www.thinkib.net/leadership/page/21427/staff-development" >Staff Development</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/28926/appraisal-performance-management" class="father">Appraisal | Performance Management</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/22499/appraisal-of-school-leaders" >Appraisal of school leaders</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23547/governance" class="father">Governance</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23019/getting-governance-right" >Getting governance right</a></li><li ><a href="https://www.thinkib.net/leadership/page/21266/governors-roles" >Governors' roles</a></li><li ><a href="https://www.thinkib.net/leadership/page/23539/governors-meetings" >Governors' Meetings</a></li><li ><a href="https://www.thinkib.net/leadership/page/21265/governance-case-studies" >Governance - Case Studies</a></li><li ><a href="https://www.thinkib.net/leadership/page/23541/helpful-resources" >Helpful resources</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23533/graduation-speeches" >Graduation Speeches</a></li><li ><a href="https://www.thinkib.net/leadership/page/22600/leadership-case-studies" class="father">Leadership case studies</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/22598/leading-in-a-time-of-political-change" >Leading in a time of political change</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25420/leadership-thought-pieces" class="father">Leadership Thought Pieces</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25626/applying-to-be-a-head" >Applying to be a Head</a></li><li ><a href="https://www.thinkib.net/leadership/page/25419/emotionally-intelligent-leadership" >Emotionally intelligent leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/31268/leadership-network" >Leadership Network</a></li><li ><a href="https://www.thinkib.net/leadership/page/42725/new-year-excellent-think-pieces-to-start-the-year" >New Year - Excellent think pieces to start the year</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20882/teaching-and-learning" >Teaching and Learning</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/20937/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/25734/how-do-students-actually-learn" class="father">How do students actually learn?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/27322/creating-the-optimal-conditions-for-learning" >Creating the optimal conditions for learning</a></li><li ><a href="https://www.thinkib.net/leadership/page/36004/student-agency" >Student agency</a></li><li ><a href="https://www.thinkib.net/leadership/page/24556/how-do-we-think-all-about-the-brain" >How do we think? All about the brain</a></li><li ><a href="https://www.thinkib.net/leadership/page/39352/learning-and-thinking-differences" >Learning and thinking differences</a></li><li ><a href="https://www.thinkib.net/leadership/page/25510/how-do-we-engage-motivate-students" >How do we engage | motivate students?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25968/how-does-learning-happen-in-your-school" >How does 'learning' happen in your school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/30123/how-do-we-help-students-who-struggle" >How do we help students who struggle?</a></li><li ><a href="https://www.thinkib.net/leadership/page/26597/how-do-we-make-learning-memorable" >How do we make learning memorable?</a></li><li ><a href="https://www.thinkib.net/leadership/page/36026/student-work-book-scrutiny" >Student work - book scrutiny</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/26504/evidence-informed-teaching" class="father">Evidence informed teaching</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/26760/which-teaching-strategies-are-effective" >Which teaching strategies are effective?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21406/how-do-you-become-an-expert-teacher" >How do you become an expert teacher?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23084/what-does-it-mean-to-be-a-research-informed-school" >What does it mean to be a research-informed school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21877/characteristics-of-high-performing-schools" >Characteristics of high-performing schools</a></li><li ><a href="https://www.thinkib.net/leadership/page/26907/a-professional-development-programme-for-your-school" >A Professional Development Programme for your school</a></li><li ><a href="https://www.thinkib.net/leadership/page/24874/what-do-you-believe-about-teaching" >What do you believe about 'teaching'?</a></li><li ><a href="https://www.thinkib.net/leadership/page/29321/mindsets-matter" >Mindsets matter</a></li><li ><a href="https://www.thinkib.net/leadership/page/29169/homework-to-be-or-not-to-be" >Homework - to be or not to be?</a></li><li ><a href="https://www.thinkib.net/leadership/page/26700/useful-videos-on-pedagogy" >Useful videos on pedagogy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21414/my-philosophy-of-teaching" >My Philosophy of Teaching</a></li><li ><a href="https://www.thinkib.net/leadership/page/22536/a-note-on-constructivism" >A note on constructivism</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21573/our-21st-century-context-" class="father">Our '21st Century' Context </a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23436/learning-for-the-21st-century" >Learning for the 21st Century</a></li><li ><a href="https://www.thinkib.net/leadership/page/22689/whats-worth-teaching" >What's worth teaching?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25354/skills-for-their-future" >Skills for their future</a></li><li ><a href="https://www.thinkib.net/leadership/page/25083/teaching-for-the-21st-century" >Teaching for the 21st Century</a></li><li ><a href="https://www.thinkib.net/leadership/page/24610/all-about-pedagogy" >All about pedagogy</a></li><li ><a href="https://www.thinkib.net/leadership/page/34908/reggio-emilia-approach" >Reggio Emilia approach</a></li><li ><a href="https://www.thinkib.net/leadership/page/34909/pisa-assessments" >PISA assessments</a></li><li ><a href="https://www.thinkib.net/leadership/page/24892/what-are-we-doing-to-our-children" >What are we doing to our children?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/28226/what-is-well-being" class="father">WHAT is well-being?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31119/why-focus-on-well-being" >WHY focus on well-being?</a></li><li ><a href="https://www.thinkib.net/leadership/page/31121/how-can-we-teach-well-being" >HOW can we teach well-being?</a></li><li ><a href="https://www.thinkib.net/leadership/page/31120/well-being-and-human-flourishing" >Well-being and human flourishing</a></li><li ><a href="https://www.thinkib.net/leadership/page/34358/well-being-and-student-leadership" >Well-being and student leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/34712/how-to-help-students-and-staff-facing-trauma" >How to help students and staff facing trauma</a></li><li ><a href="https://www.thinkib.net/leadership/page/34714/-mental-health-well-being" > Mental Health & Well-Being</a></li><li ><a href="https://www.thinkib.net/leadership/page/35103/staff-well-being" >Staff Well-Being</a></li><li ><a href="https://www.thinkib.net/leadership/page/31107/ps-well-being-and-the-secrets-of-a-long-life" >PS: Well-being and the secrets of a long life</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/28920/revision-strategies" >Revision Strategies</a></li><li ><a href="https://www.thinkib.net/leadership/page/31323/parent-teacher-consultations" >Parent - Teacher Consultations</a></li><li ><a href="https://www.thinkib.net/leadership/page/21648/what-is-pedagogical-leadership" class="father">What is pedagogical leadership?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21285/the-role-of-subject-leader-and-coordinator" >The role of subject leader and coordinator</a></li><li ><a href="https://www.thinkib.net/leadership/page/31573/your-role-as-a-pedagogical-leader" >Your role as a pedagogical leader</a></li><li ><a href="https://www.thinkib.net/leadership/page/26714/pedagogical-leadership-workshop" >Pedagogical Leadership Workshop</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21461/professional-learning-development" class="father">Professional Learning (Development)</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25045/pd-make-it-personal" >PD - Make it personal</a></li><li ><a href="https://www.thinkib.net/leadership/page/26710/teacher-journal-clubs" >Teacher journal clubs</a></li><li ><a href="https://www.thinkib.net/leadership/page/24970/learning-walks-sharing-practice-pineapple-pd" >Learning walks | sharing practice - Pineapple PD</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21653/school-improvement" class="father">School Improvement</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/27217/school-improvement-tool" >School Improvement Tool</a></li><li ><a href="https://www.thinkib.net/leadership/page/21193/case-study-transforming-a-school-from-within" >Case study - transforming a school from within</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25367/thought-pieces" class="father">Thought Pieces</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25707/learning-is-" >Learning is ...</a></li><li ><a href="https://www.thinkib.net/leadership/page/35877/our-students-are-digital-natives" >Our Students Are Digital Natives</a></li><li ><a href="https://www.thinkib.net/leadership/page/28282/provocation-are-they-really-learning" >Provocation: Are they really learning?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25648/whats-the-best-way-to-revise" >What's the best way to revise?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25872/make-learning-real" >Make learning real</a></li><li ><a href="https://www.thinkib.net/leadership/page/25414/the-teenage-brain" >The Teenage Brain</a></li><li ><a href="https://www.thinkib.net/leadership/page/25652/knowledge-vs-skills" >Knowledge vs. skills?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25368/thinking-skills" >Thinking skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/25488/social-emotional-learning" >Social-Emotional Learning</a></li><li ><a href="https://www.thinkib.net/leadership/page/26009/how-do-we-build-confidence-in-our-students" >How do we build confidence in our students?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25705/take-care-explaining-concepts" >Take care explaining concepts</a></li><li ><a href="https://www.thinkib.net/leadership/page/25424/collaboration-teamwork" >Collaboration & Teamwork</a></li><li ><a href="https://www.thinkib.net/leadership/page/25369/learners-what-makes-an-expert-learner" >Learners: What makes an 'expert learner'?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25511/recalling-information-revision" >Recalling information - revision</a></li><li ><a href="https://www.thinkib.net/leadership/page/25519/making-learning-memorable" >Making learning memorable</a></li><li ><a href="https://www.thinkib.net/leadership/page/25653/our-century-who-are-our-students-thought-leaders" >Our century: who are our students' thought leaders?</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21808/ib-atls" >IB ATLs</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/22888/atl-working-with-staff" >ATL - Working with staff</a></li><li ><a href="https://www.thinkib.net/leadership/page/27371/establishing-an-atl-culture" >Establishing an ATL culture</a></li><li ><a href="https://www.thinkib.net/leadership/page/26572/atl-toolkit" >ATL Toolkit</a></li><li ><a href="https://www.thinkib.net/leadership/page/21002/ib-approaches-to-teaching" class="father">IB Approaches to Teaching</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21436/teaching-is-based-on-inquiry" >Teaching is based on inquiry</a></li><li ><a href="https://www.thinkib.net/leadership/page/21609/teaching-is-focused-on-conceptual-understanding" >Teaching is focused on conceptual understanding</a></li><li ><a href="https://www.thinkib.net/leadership/page/36730/teaching-is-developed-in-local-and-global-context" >Teaching is developed in local and global context</a></li><li ><a href="https://www.thinkib.net/leadership/page/21312/teaching-is-focused-on-effective-teamwork-and-collaboration" >Teaching is focused on effective teamwork and collaboration</a></li><li ><a href="https://www.thinkib.net/leadership/page/22877/teaching-is-differentiated" >Teaching is differentiated</a></li><li ><a href="https://www.thinkib.net/leadership/page/21952/teaching-is-informed-by-assessment" >Teaching is informed by assessment</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21320/ib-approaches-to-learning" class="father">IB Approaches to Learning</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31693/atl-skill-progression-how-to-plan-for-it" >ATL skill progression - how to plan for it?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25966/how-well-do-you-know-your-children-individually" >How well do you know your children - individually?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22804/which-skills-are-important" >Which skills are important?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22932/ib-atl-social-skills" >IB ATL: Social Skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/22809/ib-atl-communication-skills" >IB ATL: Communication Skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/22772/ib-atl-self-management" >IB ATL: Self-Management</a></li><li ><a href="https://www.thinkib.net/leadership/page/22829/ib-atl-research-skills" >IB ATL: Research Skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/22813/ib-atl-thinking-skills" >IB ATL: Thinking Skills</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20885/ib-world-school" >IB World School</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21644/introducing-the-ib-world" class="father">Introducing the IB World</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/34995/ib-voices" >IB Voices</a></li><li ><a href="https://www.thinkib.net/leadership/page/34894/in-conversation-with-the-ib-director-general" >In conversation with the IB Director General</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/24965/10-slides-series-introduction-to-ib-big-ideas" class="father">10 slides series - introduction to IB big ideas</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/24773/the-ib-in-10-slides" >The IB in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24832/ib-learner-profile-in-10-slides" >IB Learner Profile in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24968/international-mindedness-in-10-slides" >International Mindedness in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24966/approaches-to-teaching-in-10-slides" >Approaches to Teaching - in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24884/approaches-to-learning-in-10-slides" >Approaches to Learning in 10 slides</a></li><li ><a href="https://www.thinkib.net/leadership/page/24831/ib-leadership-in-10-slides" >IB Leadership in 10 slides</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/29449/top-video-series" class="father">Top video series</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/29298/top-international-mindedness-videos" >Top International Mindedness Videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/31233/top-leadership-videos" >Top Leadership Videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/29317/top-learner-profile-videos" >Top Learner Profile Videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/29314/top-teaching-and-learning-videos" >Top Teaching and Learning Videos</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/24337/what-is-our-global-context" class="father">What is our Global Context?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/24338/global-citizen-what-does-it-mean" >Global Citizen - what does it mean?</a></li><li ><a href="https://www.thinkib.net/leadership/page/24339/global-competencies" >Global Competencies</a></li><li ><a href="https://www.thinkib.net/leadership/page/37668/be-a-digital-global-citizen" >Be a digital global citizen</a></li><li ><a href="https://www.thinkib.net/leadership/page/24341/global-issues" >Global Issues</a></li><li ><a href="https://www.thinkib.net/leadership/page/24732/global-issues-resource-bank" >Global issues resource bank</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23655/an-ib-education" class="father">An IB Education</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23135/what-is-an-ib-education" >What is an IB Education?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23070/knowledge-how-do-we-make-learning-relevant" >Knowledge - how do we make learning relevant?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20936/ib-culture-key-policies" class="father">IB Culture - Key Policies</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21458/academic-integrity-honesty-policy" >Academic Integrity (Honesty) Policy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21454/admissions-policy" >Admissions Policy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21459/assessment-policy" >Assessment Policy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21455/inclusion-policy" >Inclusion Policy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21457/language-policy" >Language Policy</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21445/glossary-of-ib-terms" >Glossary of IB Terms</a></li><li ><a href="https://www.thinkib.net/leadership/page/29316/ib-continuum-schools" >IB Continuum Schools</a></li><li ><a href="https://www.thinkib.net/leadership/page/21521/how-do-you-promote-market-the-ib" class="father">How do you promote | market the IB?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25774/case-study-why-choose-ib-as-opposed-to-the-national-programme" >Case Study - Why choose IB as opposed to the national programme?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23557/what-are-the-challenges-in-being-an-ib-school" >What are the challenges in being an IB School?</a></li></ul></li><li class="selected" ><a href="https://www.thinkib.net/leadership/page/20884/ib-programmes-pyp-myp-dp-cp" >IB Programmes: PYP | MYP | DP | CP</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21645/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/34604/role-of-head-of-school-in-an-ib-school" >Role of Head of School in an IB School</a></li><li ><a href="https://www.thinkib.net/leadership/page/20886/ib-mission" class="father">IB Mission</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/42970/education-for-sustainability" >Education for sustainability</a></li><li ><a href="https://www.thinkib.net/leadership/page/37507/live-the-mission-be-the-change" >Live the mission - be the change</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20887/ib-learner-profile" class="father">IB Learner Profile</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23651/inquiry-into-the-learner-profile" >Inquiry into the Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/20981/our-learner-profile" >Our Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/20984/living-the-ib-learner-profile" >Living the IB Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/20990/staff-learner-profile" >Staff Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/21003/leader-profile" >Leader Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/23532/learner-profile-assemblies-town-halls" >Learner Profile Assemblies / Town Halls</a></li><li ><a href="https://www.thinkib.net/leadership/page/21007/ib-resources" >IB Resources</a></li></ul></li><li class="selected" ><a href="https://www.thinkib.net/leadership/page/20888/international-mindedness" class="father">International Mindedness</a><ul class="level-2"><li class="selected" ><a href="https://www.thinkib.net/leadership/page/21032/what-is-international-mindedness" >What is International-Mindedness?</a></li><li ><a href="https://www.thinkib.net/leadership/page/45653/what-do-we-mean-intercultural-understanding" >What do we mean 'intercultural understanding'?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21063/global-engagement" >Global Engagement</a></li><li ><a href="https://www.thinkib.net/leadership/page/21037/multilingualism" >Multilingualism</a></li><li ><a href="https://www.thinkib.net/leadership/page/29315/are-you-internationally-minded" >Are you internationally-minded?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21034/international-mindedness-and-the-world-of-work" >International-mindedness and the world of work</a></li><li ><a href="https://www.thinkib.net/leadership/page/21075/international-mindedness-in-my-school" >International Mindedness in my school</a></li><li ><a href="https://www.thinkib.net/leadership/page/21036/ib-resources" >IB Resources</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20945/service-learning" class="father">Service (Learning)</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/24711/toxic-service" >Toxic Service!</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25360/the-diploma-programme" class="father">The Diploma Programme</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21308/key-documents" >Key documents</a></li><li ><a href="https://www.thinkib.net/leadership/page/25158/the-core" >The Core</a></li><li ><a href="https://www.thinkib.net/leadership/page/25156/diploma-subjects" >Diploma Subjects</a></li><li ><a href="https://www.thinkib.net/leadership/page/25162/dp-assessment" >DP Assessment</a></li><li ><a href="https://www.thinkib.net/leadership/page/25165/dp-coordinators-handbook" >DP Coordinator's Handbook</a></li><li ><a href="https://www.thinkib.net/leadership/page/21672/timetabling" >Timetabling</a></li><li ><a href="https://www.thinkib.net/leadership/page/25427/unit-planning" >Unit Planning</a></li><li ><a href="https://www.thinkib.net/leadership/page/25366/teaching-tips" >Teaching Tips</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25267/ib-coordinators" >IB Coordinators</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/25229/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/46133/a-quick-guide-for-the-dp-coordinator" >A quick guide for the DP coordinator</a></li><li ><a href="https://www.thinkib.net/leadership/page/25151/ib-coordinator-job-description" class="father">IB Coordinator - Job Description</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/34354/coordinators-resource" >Coordinator's Resource</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/40603/new-important-ib-workshops" >NEW important IB workshops</a></li><li ><a href="https://www.thinkib.net/leadership/page/25261/the-big-picture" class="father">The Big Picture</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25140/ib-mission" >IB Mission</a></li><li ><a href="https://www.thinkib.net/leadership/page/25139/the-ib-philosophy" >The IB Philosophy</a></li><li ><a href="https://www.thinkib.net/leadership/page/25142/international-mindedness" >International Mindedness</a></li><li ><a href="https://www.thinkib.net/leadership/page/25141/ib-learner-profile" >IB Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/25143/key-ib-terms" >Key IB terms</a></li><li ><a href="https://www.thinkib.net/leadership/page/25149/general-regulations" >General Regulations</a></li><li ><a href="https://www.thinkib.net/leadership/page/28324/the-role-of-the-librarian" >The role of the librarian</a></li><li ><a href="https://www.thinkib.net/leadership/page/28639/the-role-of-the-counsellor" >The role of the counsellor</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25221/my-role-as-pedagogical-leader" class="father">My role as pedagogical leader</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25790/induction-of-ib-students" >Induction of IB students</a></li><li ><a href="https://www.thinkib.net/leadership/page/34344/curriculum-mapping" >Curriculum Mapping</a></li><li ><a href="https://www.thinkib.net/leadership/page/25829/approaches-to-learning-workshop" >Approaches to Learning Workshop</a></li><li ><a href="https://www.thinkib.net/leadership/page/25357/why-do-we-have-to-teach-atl" >Why do we have to teach ATL?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25359/what-are-the-atl" >What are the ATL?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25358/how-do-we-embed-atl-in-the-classroom" >How do we embed ATL in the classroom?</a></li><li ><a href="https://www.thinkib.net/leadership/page/28663/collaborative-planning" >Collaborative Planning</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25434/ib-workshops" class="father">IB Workshops</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/32148/free-ib-professional-development-webinars-nanos" >FREE IB Professional Development - Webinars & Nanos</a></li><li ><a href="https://www.thinkib.net/leadership/page/34948/free-online-workshops" >FREE online workshops</a></li><li ><a href="https://www.thinkib.net/leadership/page/26659/workshops-using-a-translator" >Workshops using a translator</a></li><li ><a href="https://www.thinkib.net/leadership/page/24592/ib-workshops-for-authorization-and-evaluation" >IB Workshops for Authorization and Evaluation</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/26647/magpie-corner" class="father">Magpie Corner</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/26649/learner-profile" >Learner Profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/27686/sculpture" >Sculpture</a></li><li ><a href="https://www.thinkib.net/leadership/page/31508/the-learning-environment" >The Learning Environment</a></li><li ><a href="https://www.thinkib.net/leadership/page/26651/global-issues" >Global Issues</a></li><li ><a href="https://www.thinkib.net/leadership/page/26648/the-library" >The Library</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25166/ib-authorization-evaluation" >IB Authorization & Evaluation</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/35086/becoming-an-ib-school" >Becoming an IB School</a></li><li ><a href="https://www.thinkib.net/leadership/page/25144/standards-and-practices" class="father">Standards and Practices</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28120/september-2020-standards-and-practices" >September 2020 Standards and Practices</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/34807/ib-world-school-manager-what-do-they-do" >IB World School Manager: What do they do?</a></li><li ><a href="https://www.thinkib.net/leadership/page/20969/what-is-ib-authorisation" class="father">What is IB Authorisation?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28522/getting-ready-for-ib-authorization" >Getting ready for IB authorization</a></li><li ><a href="https://www.thinkib.net/leadership/page/44798/role-of-the-ib-consultant" >Role of the IB consultant</a></li><li ><a href="https://www.thinkib.net/leadership/page/23592/tips-for-authorization" >Tips for authorization</a></li><li ><a href="https://www.thinkib.net/leadership/page/21310/verification-visit" >Verification Visit</a></li><li ><a href="https://www.thinkib.net/leadership/page/21448/writing-an-action-plan" >Writing an action plan</a></li><li ><a href="https://www.thinkib.net/leadership/page/31839/authorization-ib-workshops-2020" >Authorization - IB Workshops 2020</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20970/what-is-ib-evaluation" class="father">What is IB Evaluation?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/42105/your-ib-evaluation-guide-for-staff" >Your IB evaluation guide for staff</a></li><li ><a href="https://www.thinkib.net/leadership/page/32335/new-evaluation-from-september-2021" >New evaluation from September 2021</a></li><li ><a href="https://www.thinkib.net/leadership/page/32087/whats-new-about-ib-evaluation" >What's new about IB evaluation?</a></li><li ><a href="https://www.thinkib.net/leadership/page/36723/ib-evaluation-2020-key-terms" >IB Evaluation 2020 - Key Terms</a></li><li ><a href="https://www.thinkib.net/leadership/page/36737/writing-your-school-profile" >Writing your school profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/37570/2021-ib-evaluation-crib-sheet" >2021 IB Evaluation Crib Sheet</a></li><li ><a href="https://www.thinkib.net/leadership/page/40934/writing-your-school-profile" >Writing your school profile</a></li><li ><a href="https://www.thinkib.net/leadership/page/36724/how-do-we-plan-for-programme-evaluation" >How do we plan for programme evaluation?</a></li><li ><a href="https://www.thinkib.net/leadership/page/36814/how-do-we-carry-out-professional-inquiry" >How do we carry out professional inquiry?</a></li><li ><a href="https://www.thinkib.net/leadership/page/45599/how-professional-inquiry-supports-programme-development-planning" >How professional inquiry supports programme development planning</a></li><li ><a href="https://www.thinkib.net/leadership/page/31289/programme-development-plan-pdp" >Programme Development Plan (PDP)</a></li><li ><a href="https://www.thinkib.net/leadership/page/36722/who-will-evaluate-your-school" >Who will evaluate your school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/28651/evaluation-visit-the-interviews" >Evaluation Visit - The Interviews</a></li><li ><a href="https://www.thinkib.net/leadership/page/31861/ib-workshops-focused-on-evaluation" >IB workshops focused on evaluation</a></li><li ><a href="https://www.thinkib.net/leadership/page/41884/evaluation-resources-for-the-new-evaluation" >Evaluation - resources for the new evaluation</a></li><li ><a href="https://www.thinkib.net/leadership/page/28194/multi-programme-visit" >Multi-Programme Visit</a></li><li ><a href="https://www.thinkib.net/leadership/page/25795/synchronized-evaluation-visit" >Synchronized Evaluation Visit</a></li><li ><a href="https://www.thinkib.net/leadership/page/45234/writing-the-evaluation-report" >Writing the evaluation report</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/35040/virtual-verification-evaluation-visits" >Virtual Verification & Evaluation Visits</a></li></ul></li></ul></nav>
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class="side-nav"><div class="header"><span style="color: #fff;"><a href="https://www.thinkib.net/leadership/page/20884/ib-programmes-pyp-myp-dp-cp">IB Programmes: PYP | MYP | DP | CP</a></span><span id="sidetreecontrol"><a title="Collapse all" rel="collapse" href="#"><i class="fa fa-minus-circle"></i></a> <a title="Expand all" rel="expand" href="#"><i class="fa fa-plus-circle"></i></a></span></div><ul class="level-0 always-expanded"><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21645/introduction" title="Introduction">Introduction</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34604/role-of-head-of-school-in-an-ib-school" title="Role of Head of School in an IB School">Role of Head of School in an IB School</a></li><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a 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Assemblies / Town Halls">Learner Profile Assemblies / Town Halls</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23642/being-balanced-an-ib-attribute" title="Being Balanced - an IB attribute">Being Balanced - an IB attribute</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23645/caring-a-learner-profile-attribute" title="Caring ~ a learner profile attribute">Caring ~ a learner profile attribute</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24815/reflection-dare-to-care" title="Reflection - Dare to Care">Reflection - Dare to Care</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a 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href="https://www.thinkib.net/leadership/page/23646/being-knowledgeable-an-ib-attribute" title="Being Knowledgeable - an IB attribute">Being Knowledgeable - an IB attribute</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23644/open-minded" title="Open Minded">Open Minded</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24981/reflection-whats-fact" title="Reflection - What's fact?">Reflection - What's fact?</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23639/being-principled-an-ib-attribute" title="Being Principled - an IB attribute">Being Principled - an IB attribute</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24816/reflection-principled" title="Reflection - Principled">Reflection - Principled</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24985/reflection-what-does-it-mean-to-be-principled" title="Reflection - what does it mean to be principled?">Reflection - what does it mean to be principled?</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23641/reflective" title="Reflective">Reflective</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23640/risk-takers" title="Risk Takers">Risk Takers</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24983/reflection-being-courageous" title="Reflection - Being courageous">Reflection - Being courageous</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23643/being-thinkers-an-ib-attribute" title="Being Thinkers - an IB attribute">Being Thinkers - an IB attribute</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/31134/reflection-how-to-think-like-sherlock-holmes" title="Reflection - how to think like Sherlock Holmes">Reflection - how to think like Sherlock Holmes</a></li></ul></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21007/ib-resources" title="IB Resources">IB Resources</a></li></ul><li class="ancestor parent" style="padding-left: 0px"><i class="expander fa fa-caret-right fa-rotate-90"></i><a href="https://www.thinkib.net/leadership/page/20888/international-mindedness" title="International Mindedness">International Mindedness</a></li><ul class="level-1 expanded"><li class="current" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21032/what-is-international-mindedness" title="What is International-Mindedness?">What is International-Mindedness?</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/45653/what-do-we-mean-intercultural-understanding" title="What do we mean 'intercultural understanding'?">What do we mean 'intercultural understanding'?</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21048/a-course-on-intercultural-understanding-for-staff" title="A course on intercultural understanding for staff">A course on intercultural understanding for staff</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21062/people-with-their-differences-can-also-be-right" title="People with their differences can also be right">People with their differences can also be right</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21315/understanding-our-culture" title="Understanding our culture">Understanding our culture</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21041/how-do-we-develop-multiple-perspectives" title="How do we develop multiple perspectives?">How do we develop multiple perspectives?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21097/cultural-intelligence" title="Cultural Intelligence">Cultural Intelligence</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21063/global-engagement" title="Global Engagement">Global Engagement</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21037/multilingualism" title="Multilingualism">Multilingualism</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/29315/are-you-internationally-minded" title="Are you internationally-minded?">Are you internationally-minded?</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21034/international-mindedness-and-the-world-of-work" title="International-mindedness and the world of work">International-mindedness and the world of work</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21075/international-mindedness-in-my-school" title="International Mindedness in my school">International Mindedness in my school</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21036/ib-resources" title="IB Resources">IB Resources</a></li></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20945/service-learning" title="Service (Learning)">Service (Learning)</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24711/toxic-service" title="Toxic Service!">Toxic Service!</a></li></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25360/the-diploma-programme" title="The Diploma Programme">The Diploma Programme</a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21308/key-documents" title="Key documents">Key documents</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21477/operational-documents" title="Operational documents">Operational documents</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25158/the-core" title="The Core">The Core</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20889/introducing-the-core" title="Introducing the Core">Introducing the Core</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25159/theory-of-knowledge" title="Theory of Knowledge">Theory of Knowledge</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20890/what-is-theory-of-knowledge" title="What is Theory of Knowledge?">What is Theory of Knowledge?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24766/tok-in-10-slides" title="TOK in 10 slides">TOK in 10 slides</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21551/how-do-we-know-that" title="How do we know that?">How do we know that?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24648/8-tok-lessons" title="8 TOK Lessons">8 TOK Lessons</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/27946/how-do-you-embed-tok-in-the-school" title="How do you embed ToK in the school?">How do you embed ToK in the school?</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21557/tok-for-subject-teachers" title="TOK for subject teachers">TOK for subject teachers</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/26293/tok-coordinator-job-description" title="TOK Coordinator - Job Description">TOK Coordinator - Job Description</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20891/creativity-activity-service" title="Creativity, Activity, Service">Creativity, Activity, Service</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25489/creativity-activity-service-in-10-slides" title="Creativity, Activity, Service in 10 slides">Creativity, Activity, Service in 10 slides</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25160/how-to-market-cas-a-key-presentation" title="How to 'market' CAS - a key presentation">How to 'market' CAS - a key presentation</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25152/cas-coordinator-job-description" title="CAS Coordinator - Job Description">CAS Coordinator - Job Description</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25161/extended-essay" title="Extended Essay">Extended Essay</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25490/extended-essay-in-10-slides" title="Extended Essay in 10 slides">Extended Essay in 10 slides</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20972/introducing-the-extended-essay" title="Introducing the Extended Essay">Introducing the Extended Essay</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/27316/preparing-students-for-extended-essay-writing" title="Preparing students for extended essay writing">Preparing students for extended essay writing</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25382/ee-professional-development-activities" title="EE Professional Development Activities">EE Professional Development Activities</a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25156/diploma-subjects" title="Diploma Subjects">Diploma Subjects</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23042/case-study-dp-option-choices" title="Case Study - DP option choices">Case Study - DP option choices</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21576/what-are-the-aims-of-diploma-subjects" title="What are the aims of Diploma subjects?">What are the aims of Diploma subjects?</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25162/dp-assessment" title="DP Assessment">DP Assessment</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23792/guidance-on-grading" title="Guidance on grading">Guidance on grading</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25428/guidance-on-examinations" title="Guidance on examinations">Guidance on examinations</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25165/dp-coordinators-handbook" title="DP Coordinator's Handbook">DP Coordinator's Handbook</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21672/timetabling" title="Timetabling">Timetabling</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23062/case-study-dp-hours" title="Case Study - DP Hours">Case Study - DP Hours</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23063/case-study-meeting-deadlines" title="Case Study - Meeting deadlines">Case Study - Meeting deadlines</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/46159/mock-examinations" title="Mock examinations">Mock examinations</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25427/unit-planning" title="Unit Planning">Unit Planning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/28399/how-to-plan-an-ib-unit-of-work" title="How to plan an IB unit of work">How to plan an IB unit of work</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25366/teaching-tips" title="Teaching Tips">Teaching Tips</a></li></ul></ul></nav></div><!-- /#left-column-->
<div id="main-column" class="span9"><article id="main-article"><a id="exit-fs" title="Exit presentation mode" href="#" onclick="return false;"><i class="fa fa-arrows-alt"></i></a><ul class="page-actions no-print stacked nav nav-list visible-desktop"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i><span>Presentation mode</span></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i><span>Print this page</span></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i><span>Personal notes</span></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i><span>Share this page</span></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22What+is+International-Mindedness%3F%22+-+via+%40InThinker+%23leadership%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21032%2Fwhat-is-international-mindedness"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21032%2Fwhat-is-international-mindedness&t=What+is+International-Mindedness?"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21032%2Fwhat-is-international-mindedness"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21032%2Fwhat-is-international-mindedness"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=What is International-Mindedness?&body=Education has always been perceived as a national priority. 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It has been the means of defining, debating and maintaining a nation’s culture from one generation to the next and therefore its very sense of identity. Furthermore,...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21032%2Fwhat-is-international-mindedness"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="leadership/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><h1 class="section-title">What is International-Mindedness?</h1><ul class="breadcrumb"><li><a title="Home" href="https://www.thinkib.net/leadership"><i class="fa fa-home"></i></a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: IB Programmes: PYP | MYP | DP | CP" href="https://www.thinkib.net/leadership/page/20884/ib-programmes-pyp-myp-dp-cp">IB Programmes: PYP | MYP | DP | CP</a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: International Mindedness" href="https://www.thinkib.net/leadership/page/20888/international-mindedness">International Mindedness</a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>What is International-Mindedness?</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><h3>How internationally minded are you?</h3><p><img alt="" src="/media/ib/leadership/change-management/understanding-cultures.jpg" style="float: left; width: 300px; height: 200px;" />Education has always been perceived as a national priority. It has been the means of defining, debating and maintaining a nation’s culture from one generation to the next and therefore its very sense of identity. Furthermore, governments cannot ignore the broad relationship between education and economic prosperity. Decisions about who should teach, what they should teach and how they should teach it lie at the heart of cultural transmission. Whose view of the nation’s future needs should be promoted? Which selected elements of the nation’s culture should be nurtured?</p><p>There have always been people ready to think beyond national frontiers in order to imagine things from a different perspective. That does not require anyone to surrender their national identity and culture, but rather to take notice of the identity and culture of others. Indeed, it is only when we know and celebrate our own heritage and culture - warts and all - that we can start knowing and cherishing the heritage and culture of others.</p><hr class="hidden" /><h4>Why is it important to be internationally minded?</h4><div class="blueBg"><p>In this video IB student Teon Smith explores the question 'Why IB?' It can be used as a short introduction to the subject of international mindedness. As Teon explains: "it makes you think in ways you never thought before ... it helps you be more open to know that you can always be wrong... it helps you think in different ways ... you can never look at things in just one way.It helps me to expand my mind and my thinking ... to think outside the box."</p><p><iframe allowfullscreen="" frameborder="0" height="500" src="//www.youtube.com/embed/ZCKFCTSjnxg" width="780"></iframe></p></div><p>Today, in an age where there is an increasing emphasis on connectedness, this is a practical necessity for us all. We live in an age of increasing international mobility in business and dramatic global migration patterns.</p><div class="dottedBox"><p>“The enemies of international-mindedness are themselves a global phenomenon, and are making full use of globalization’s technologies. Such developments demonstrate how necessary international-mindedness is, in a world which is becoming ever more global without growing ever closer together.” Kumari, S., IB Director General 2014-2021, 14 July 2016. “Opening welcome”. Speech given at the 2016 IB Americas Conference. Toronto, Canada.</p></div><ul class="branded"><li>One of the seminal IB documents, <em>IB Diploma Programme: From principles into practice (2009)</em> speaks of <span style="font-family:comic sans ms,cursive;">“the need to fit academic studies into a human and <em>global context</em>….. Our students must develop the necessary skills, habits of mind and the moral and ethical values to be able to understand and manage the inter connectivity and complexity of the modern world.”</span></li><li>In an IB position paper Irene Davy promotes the IB as a curriculum for global citizenship:<span style="font-family:comic sans ms,cursive;"> “The world is changing, and there is evidence that we are entering a “post-international environment”: borders are weakening, multiple citizenships are more commonplace, migration has reached record levels, and we have encountered the “death of distance”. “We are increasingly living next to, working alongside, sharing our leisure with, and choosing our partners from people with different cultural backgrounds”. </span></li><li>A recent study of the skills required by businesses throughout the world has concluded that <span style="font-family:comic sans ms,cursive;">“The modern workplace is increasingly globalized and competitive. Communicating with customers, colleagues and partners across international borders is now an everyday occurrence for many workers around the world. Consequently, employers are under strong pressure to find employees who are not only technically proficient, but also culturally astute and able to thrive in a global work environment.”</span> <em>Culture at work: the value of intercultural skills in the workplace, British Council 2013.</em></li></ul><p style="text-align: center;"><span style="font-family:comic sans ms,cursive;">“Engaging with different perspectives and world views requires individuals to examine the origins and implications of others’ and their own assumptions. This, in turn, implies a profound respect for and interest in who the other is, their concept of reality and their perspectives. Recognising another’s position or belief is not necessarily to accept that position or belief. However, the ability to see through multiple lenses provides opportunities to deepen and question one’s own perspectives and to make more mature decisions. Where we are not successful with this, we are building our education systems on sand. The bottom line is that we can try to assert boundaries, but we cannot hold them against the reality of interdependence.” (Andreas Schleicher, Director for Education and Skills, OECD: <a href="https://www.oecd.org/publications/world-class-9789264300002-en.htm">World Class - How to build a 21st century school system</a> pages 32-33)</span></p><p>Becoming an IB World School often requires changes in the organizational culture including the acceptance of new values and beliefs, new behaviours, new structures and new practices in line with the IB philosophy and the IB Programme Standards and Practices. This section will explore the concept of international mindedness:</p><ul class="branded"><li>What does the IB mean by international-mindedness?</li><li>What characteristics are internationally minded individuals expected to possess?</li></ul> <hr class="hidden" /><h3>Defining International-Mindedness</h3><p style="text-align: center;"><span style="font-family:comic sans ms,cursive;">The world in which you were born is just one model of reality. Other cultures are not failed attempts at being you: they are unique manifestations of the human spirit.” ~<a href="https://www.goodreads.com/quotes/33654-the-world-in-which-you-were-born-is-just-one">Wade Davis</a> </span></p><p>The 21<sup>st</sup> century world is a globally interconnected one in which people are expected to be internationally minded, able to navigate and transcend national and cultural borders (IB Standard A4). Many words and ideas exist for describing the need for education that focuses on preparing students to be responsible members of the global community. Since 1968 the IB has used the umbrella term ‘international mindedness’ to describe the aim of such an education. There are many other terms in play in the field: global/international/ cosmopolitan/ multi/intercultural consciousness, awareness, perspective, dimension/ competence, citizenship, civics – each has its own connotations and utility.</p><p>The IB's definition of international-mindedness has evolved and matured. The 2009 definition largely equated it to global and intercultural understanding. Today the IB definition has incorporated two more dimensions, namely global engagement and multilingualism. These three dimensions are embedded in the IB Learner Profile. An internationally minded learner is one who is a competent communicator, open-minded and knowledgeable. The IB recognizes that their original definition of international mindedness arises out of 'western knowledge' and they are mindful of the influence of non-Western linguistic, humanistic, scientific, mathematical and artistic cultures.</p><div class="yellowBg"><h3>Activity 1: What do you think international-mindedness means?</h3><p><img alt="" src="/media/ib/leadership/ib/im-word-cloud.jpg" style="float: right; width: 200px; height: 130px;" />Before we consider the history of international-mindedness and what the IB means by this concept, reflect on what you as a school think international-mindedness is.</p><ul class="branded"><li>Individually: what ten words come to mind when you think of international-mindedness?</li><li>As a group collate them as a <a href="leadership/page/21039/word-clouds" title="Introduction to this site » Technologies for collaborative learning » Word clouds">Word clouds</a> .</li><li>Reflect: which words occur more than once? Which are the top three words?</li><li>Now visit the IB blog on international-mindedness through this <a href="http://blogs.ibo.org/blog/2014/12/01/ten-perspectives-on-international-mindedness/">LINK</a>. Read the variety of viewpoints and as you do so, consider what it means for you and your school.</li></ul></div><div class="yellowBg"><h3><strong>Activity 2: </strong><strong>Facets of International-mindedness </strong></h3><p><img alt="" src="/media/ib/leadership/basics/diamond-9.jpg" style="float: right; width: 200px; height: 150px;" />Consider the following facets of ‘international-mindedness’. Organize the statements into a <a href="leadership/page/20992/diamond-9" title="Introduction to this site » Leadership Toolkit » Diamond 9">Diamond 9</a> with the most important aspect being at the top.</p><ul><li>Being open to different outlooks and world views</li><li>Ability to understand different cultural contexts ands viewpoints</li><li>Being able to take yourself away from the center of what is right and acceptable.</li><li>Demonstrating respect for others</li><li>Not to narrow minded</li><li>Multilingual</li><li>Knowing where you stand in relation to cultural relativism – being able to substantiate your cultural position</li><li>Ability to work in diverse teams</li><li>A declining sense of egocentricity</li><li>Ability to adjust communication</li><li>Adapts to different cultures</li><li>The oneness of humanity</li><li>Aware of own culture</li><li>A critical examination of oneself and one’s traditions</li><li>Concern and ability to think what it might be like to be in the shoes of a different person.</li><li>Being globally engaged – a commitment to address humanity’s greatest 21<sup>st</sup> century challenges</li><li>Examine the ideas of others that challenge their own beliefs</li><li>Go beyond mere tolerance and acceptance</li><li>Enjoy the complexity of ambiguity</li><li>Nonetheless reach rational conclusions</li></ul><h4>Reflect</h4><ul class="branded"><li>On what criteria did you decide which statements to include in the 9 and which to leave out?</li><li>How did you order your statements?</li><li>What conclusions did you reach in your discussion?</li></ul></div><div class="yellowBg"><h3>Activity 3: International-Mindedness and the Learner Profile</h3><p>The IB describes attributes of international mindedness in the IB learner profile.</p><ul class="branded"><li>Watch the following video and reflect how the attributes of the IB Learner Profile are central to being internationally-minded:</li></ul><p style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/BpLvBCc8MKc" width="640"></iframe></p><ul class="branded"><li>Read the descriptors of the IB learner profile and pick out all the words that are associated with international mindedness. You can access the descriptors on our <a href="leadership/page/20887/ib-learner-profile" title="IB Diploma » IB Learner Profile">IB Learner Profile</a> page.</li><li>How do these attributes describe the person who is able to help create a better and more peaceful world?</li></ul></div><div class="yellowBg"><h3>Activity 4: International Mindedness Quotes</h3><ul class="branded"><li>Read the following quotes.</li><li>Circle a single word that really stands out for you.</li><li><u>Underline</u> a phrase that is particularly important or powerful.</li><li>Highlight a sentence that has deepened your thinking.</li><li>Explain your choice.</li></ul><p>"I see <em>international </em>as a disposition and focus that seeks to help us become better at 'existing, occurring or carrying on' as positively and as harmlessly as possible with those who are different from and, at the same time, equal to, ourselves....If engaging positively, productively, and enjoyably with an <em>other</em> is at the heart of what it means to be international, then all schools that seek to help students grow in this way can be called international. <em>International </em>stops being a locational adjective; it becomes a dispositional one." Skelton, M. <em>What Should Students Learn in International Schools, </em>in<em> International Schools: current issues and future prospects,</em> Hayden, M & Thompson, J. (2016).</p><p style="text-align: center;"><img alt="" src="/media/ib/leadership/ib/im-quilt-of-quotes(1).jpg" style="width: 680px; height: 483px;" /></p><p>“International mindedness is about much more than knowledge of the world or speaking multiple languages, though both of these are of great value. It is a term that describes how people think about the world and how they see, react and respond to it. It is deeper and more profound than knowledge; it is about attitudes and values, mindedness or consciousness. It seems an enormous responsibility for teachers to have to develop international mindedness in their students, to maybe have to change the way that some students see the world, but that is what the IB is calling for in its programmes, and that is what schools buy into when they become IB World Schools. Through its programmes, the IB is aspirational and idealistic in a way that few other educational programmes or national curricula are today.” Fabian, J. <em>Pedagogy for international education</em> in<em> International Schools: current issues and future prospects,</em> Hayden, M & Thompson, J. (2016).</p></div><div class="blueBg"><h4>What is your destination | what will success look like?</h4><p>How do we know when we have embedded international-mindedness within the culture of our school? <a href="https://journals.sagepub.com/doi/full/10.1177/1475240918764722">Research</a> carried out on international-mindedness in IB schools found that schools which were most successful in implementing 'international-mindedness' were those which had worked out most clearly what that meant within their own contexts.</p></div><h3>Dig deeper</h3><div class="blueBg"><h3>The IB and Intenational Mindedness</h3><h3>Activity A:</h3><p>Click<a href="http://blogs.ibo.org/blog/2014/12/01/ten-perspectives-on-international-mindedness/"> here</a> to read a blog in which ten IB community members share their perspective on the concept of international mindedness and why it is central to the IB educational philosophy.</p><p>The following link provides another viewpoint of what it means to be internationally-minded:</p><ul class="branded"><li>Click<a href="http://blogs.ibo.org/blog/2015/06/25/international-mindedness-is-about-each-of-us/"> here</a> to access a Principal's blog discussion from Hong Kong.</li></ul><p>Professor Kathy Short's article <em>Exploring a Curriculum that is International</em> is a useful think piece to do a <a href="leadership/page/21133/jigsaw-a-document-or-book" title="Introduction to this site » Leadership Toolkit » Jigsaw a document or book">Jigsaw a document or book</a> activity with. The document can be divided up according to its subtitles: Teaching for intercultural understanding, Personal Cultural Identities, Cross-Cultural Studies, Integration or International Perspectives, Inquiries on Global Issues and Critically reading the Word and the World. The article can be accessed by accessing the following URL:https://www.coe.arizona.edu/sites/coe/files/a_curriculum_that_is_international.pdf</p><h3>Activity B: IB Thought Pieces</h3><p>Assign the following readings to different members of the group. Each is to provide a brief summary of what the article says international-mindedness is. Do this by using the following <a href="leadership/page/20909/think-piece" title="Introduction to this site » Leadership Toolkit » Think Piece">Think Piece</a> protocol:</p><ul class="branded"><li>Allow individuals appropriate time (5-10 minutes) to read the think piece in silence. A facilitator is the time keeper.</li><li>Each individual has the opportunity to say what resonated with them. Other participants listen. This is not the opportunity for discussion but to listen to each other.</li><li>As a group have a discussion around the key concepts included in the term international mindedness. Is there agreement? Could you pick out key words that are central to the concept?</li><li>As a group summarize the key points that have been raised ready to feed back to the facilitator or whole group.</li></ul><h4><img alt="" height="146" src="/media/ib/leadership/basics/thinkpiece.png" style="float: right;" width="146" /></h4><h4>The articles are:</h4><p><em>Promoting International Mindedness in Our Schools</em>, Davy, I., IB, 2005.</p><p><em>Research summary: Conceptualizing and assessing international-mindedness (IM): An exploratory study</em>,Paloma Castro, Ulla Lundgren and Jane Woodin, 2013, IB. </p><p>Pages 12-25 of <em>21st century international mindedness: An exploratory study of its conceptualisation and assessment,</em> Singh,M.,Qi, J, 2013, IB.</p><p>They can be accessed via MyIB.</p><p>Bunting, N.,How international is your school? JIB Docs (2) Teamary 15, 2017 (see below): “International mindedness should always be purposeful and meaningful, and should never just be a token gesture.”</p><div class="dottedBox"><p>What defines a school as ‘international’ has, in my opinion, got nothing to do with whether the school has a multitude of nationalities of students on roll. An international outlook is a mind-set that can be established in any school, and is not only in international schools. A national school, in any country, in any part of the world, can establish international mindedness and an openness to other cultures, whether they have a multicultural school community, or not.</p><p>As an international school leader, and as a parent, I thoroughly enjoy working in culturally diverse schools that celebrate multiculturalism. I love the opportunities for my children from studying together, collaboratively, in (international IB) schools where every child in the class comes from a different culture. What a fabulous opportunity that gives children to become more open minded and to learn more about the world.</p><p>I currently work in a school that has more than 80 nationalities of students and around 30 nationalities of staff. We are a very international school in outlook, and we celebrate a whole range of festivals and key events from different parts of the world, as well as holding an enormous annual international day event that brings together all the wonderful traditions of our culturally rich parent body. We are very involved in Model United Nations (MUN) and this offers a great opportunity for our students to integrate with other cultures and schools all around the world and to learn about world events. We thrive on the diversity of our student body. No student entering the school feels alone, for the likelihood is we will have some of their compatriots in our school, and, if we don’t, they will be welcomed, and included, by our students wanting to learn more about where they are from.</p><p>However, I have also been a school leader in schools where there is not the same international diversity, and I strongly believe the key factors that define internationalism in a school are to do with attitudes and school culture – a school can embrace internationalism with a student body of entirely host nation students. Obviously a diverse range of nationalities on staff can do much to influence and shape attitudes, and staff sharing experiences from their different backgrounds. However, even without diverse cultures on staff, a school can define internationalism through school ethos. In the age of Skype Classrooms, there I no reason for a school to feel isolated from the world anymore, and many schools are pairing up with other schools from different parts of the world for understanding and celebrating differences.</p><p>Celebrating the host nation national day is an important event that has been marked in all of the countries I have worked. This is an important event for everyone at the school – international students and staff need to be aware of the culture they are working in and cannot live in a bubble. Clearly, it is not always possible to celebrate every national day, but international days, when done well and not just as a superficial event for ‘food and flag waving’ give wonderful opportunities for learning and developing further intercultural understanding, as well through integrating aspects into the unit of inquiry in the PYP, for example.</p><p>International mindedness should always be purposeful and meaningful, and should never just be a token gesture. If staff are struggling to understand how to integrate IM into their teaching, there are plenty of excellent workshops from the IB looking at the holistic nature of learning, in line with the IB mission, for considering other people’s viewpoints. Seeing other people’s perspectives is crucial, and one of the most important and highly rewarding aspect of working in international school settings.</p></div></div><h3></h3></section></article><section id="media-extras"><div class="page-actions no-print navbar inline hidden-desktop"><div class="navbar-inner"><ul class="nav"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22What+is+International-Mindedness%3F%22+-+via+%40InThinker+%23leadership%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21032%2Fwhat-is-international-mindedness"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21032%2Fwhat-is-international-mindedness&t=What+is+International-Mindedness?"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21032%2Fwhat-is-international-mindedness"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21032%2Fwhat-is-international-mindedness"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=What is International-Mindedness?&body=Education has always been perceived as a national priority. 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