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Cafe</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20935/resources" class="father">Resources</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21014/toolkits-for-collaboration" >Toolkits for collaboration</a></li><li ><a href="https://www.thinkib.net/leadership/page/21574/websites-on-leading-teaching-and-learning" >Websites on leading, teaching and learning</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/22580/library" >Library</a></li><li class="selected" ><a href="https://www.thinkib.net/leadership/page/34899/learning-through-covid-19" class="father">Learning through COVID-19</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/33396/leading-in-a-time-of-crisis" >Leading in a time of crisis</a></li><li ><a href="https://www.thinkib.net/leadership/page/33416/well-being-looking-after-students-teachers-and-parents" >Well-being: looking after students, teachers and parents</a></li><li ><a 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 class="selected" ><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 ><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 ><a href="https://www.thinkib.net/leadership/page/20888/international-mindedness" class="father">International Mindedness</a><ul class="level-2"><li ><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 - 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school?">What does professional learning look like in your school?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21731/developing-our-professional-learning-culture" title="Developing our professional learning culture">Developing our professional learning 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/21727/developing-collaboration" title="Developing collaboration">Developing collaboration</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21787/professional-inquiry-research-engaged-schools" title="Professional Inquiry: research engaged schools">Professional Inquiry: research engaged schools</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21778/the-ib-network-community" title="The IB Network (community)">The IB Network (community)</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32420/ib-educator-network" title="IB Educator Network">IB Educator Network</a></li></ul></ul><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/27118/your-toolkit" title="Your toolkit">Your toolkit</a></li><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20906/toolkit-of-collaborative-activities" title="Toolkit of collaborative activities">Toolkit of collaborative activities</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/20919/a-paragraph-sentence-phrase-word" title="A paragraph, sentence, phrase, word">A paragraph, sentence, phrase, word</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23654/activator-" title="Activator ">Activator </a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21006/appreciative-inquiry" title="Appreciative Inquiry">Appreciative Inquiry</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21137/artifact-storytelling" title="Artifact - Storytelling">Artifact - Storytelling</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/30813/body-biography" title="Body Biography">Body Biography</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20916/brainstorming" title="Brainstorming">Brainstorming</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21135/branding" title="Branding">Branding</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21019/case-study" title="Case Study">Case Study</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21321/compass-points" title="Compass points">Compass points</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/30694/connect-extend-challenge" title="Connect | Extend | Challenge">Connect | Extend | Challenge</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21136/cover-story" title="Cover Story">Cover Story</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20992/diamond-9" title="Diamond 9">Diamond 9</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/28775/e-books" title="E-books">E-books</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20991/elevator-pitch" title="Elevator Pitch">Elevator Pitch</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21138/essential-agreement" title="Essential Agreement">Essential Agreement</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22570/feedback" title="Feedback">Feedback</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21438/gallery-walk" title="Gallery Walk">Gallery Walk</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21826/genius-hour" title="Genius Hour">Genius Hour</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/26089/graffiti-boards" title="Graffiti boards">Graffiti boards</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21026/headlines" title="Headlines">Headlines</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20908/heart-of-the-matter" title="Heart of the Matter">Heart of the Matter</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25640/infographics" title="Infographics">Infographics</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21133/jigsaw-a-document-or-book" title="Jigsaw a document or book">Jigsaw a document or book</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21132/jigsawing" title="Jigsawing">Jigsawing</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/30650/k-w-l-chart" title="K-W-L Chart">K-W-L Chart</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32631/ladder-of-feedback" title="Ladder of Feedback">Ladder of Feedback</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21413/learning-journal" title="Learning Journal">Learning Journal</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/29265/listly" title="Listly">Listly</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/35892/mantras" title="Mantras">Mantras</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20932/market-place" title="Market Place">Market Place</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/30767/meme" title="Meme">Meme</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25520/newspaper-article" title="Newspaper article">Newspaper article</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/26729/odd-one-out" title="Odd One Out?">Odd One Out?</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21439/parking-lot-issues" title="Parking Lot - Issues">Parking Lot - Issues</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22869/pechakucha-20x20-" title="PechaKucha 20x20 ">PechaKucha 20x20 </a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21435/photo-cards" title="Photo cards">Photo cards</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20975/photo-montage" title="Photo Montage">Photo Montage</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21407/place-mat" title="Place Mat">Place Mat</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21352/plus-minus-interesting" title="Plus, minus, interesting">Plus, minus, interesting</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21353/postcard" title="Postcard">Postcard</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/28531/purple-cow" title="Purple cow">Purple cow</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20994/quotation-notation-reflection" title="Quotation | Notation | Reflection">Quotation | Notation | Reflection</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21907/scavenger-hunt" title="Scavenger hunt">Scavenger hunt</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20915/see-hear-feel" title="See, Hear, Feel">See, Hear, Feel</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21064/see-think-wonder" title="See, Think, Wonder">See, Think, Wonder</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21434/six-word-memoir" title="Six word memoir">Six word memoir</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25186/talking-points" title="Talking Points">Talking Points</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20909/think-piece" title="Think Piece">Think Piece</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/26086/think-win-win" title="Think Win-Win">Think Win-Win</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21914/tweet-it" title="Tweet it">Tweet it</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21652/videos" title="Videos">Videos</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20993/visual-metaphor" title="Visual Metaphor">Visual Metaphor</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21517/world-cafe" title="World Cafe">World Cafe</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/20935/resources" title="Resources">Resources</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/21014/toolkits-for-collaboration" title="Toolkits for collaboration">Toolkits for collaboration</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21574/websites-on-leading-teaching-and-learning" title="Websites on leading, teaching and learning">Websites on leading, teaching and learning</a></li></ul><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22580/library" title="Library">Library</a></li><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/34899/learning-through-covid-19" title="Learning through COVID-19">Learning through COVID-19</a></li><ul class="level-1 expanded"><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33396/leading-in-a-time-of-crisis" title="Leading in a time of crisis">Leading in a time of crisis</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/32842/head-of-school-whats-your-contingency-plan" title="Head of School - What's your contingency plan?">Head of School - What's your contingency plan?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34007/what-kind-of-leader-am-i-being" title="What kind of leader am I being?">What kind of leader am I being?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33259/how-do-i-lead-people-remotely" title="How do I lead people remotely?">How do I lead people remotely?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32938/how-to-run-staff-meetings-online" title="How to run staff meetings online">How to run staff meetings online</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33562/what-do-you-do-about-school-fees" title="What do you do about school fees?">What do you do about school fees?</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/33416/well-being-looking-after-students-teachers-and-parents" title="Well-being: looking after students, teachers and parents">Well-being: looking after students, teachers and parents</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/32774/teaching-learning" title="Teaching & Learning">Teaching & Learning</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/32755/teaching-learning-online" title="Teaching & Learning Online">Teaching & Learning Online</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33233/lessons-we-have-learnt-about-teaching-and-learning-online" title="Lessons we have learnt about teaching and learning online">Lessons we have learnt about teaching and learning online</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33819/online-lesson-planning" title="Online lesson planning">Online lesson planning</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33419/assessing-online" title="Assessing online">Assessing online</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/33913/great-distance-learning-guides" title="Great distance learning guides">Great distance learning guides</a></li><ul class="level-3 "><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32924/distance-learning-guide-for-teachers" title="Distance Learning Guide for Teachers">Distance Learning Guide for Teachers</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33048/advice-on-working-from-home" title="Advice on working from home">Advice on working from home</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32914/distance-learning-guide-for-students-parents" title="Distance Learning Guide for Students & Parents">Distance Learning Guide for Students & Parents</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33113/debatesrunning-debates-online" title="Debates:running debates online">Debates:running debates online</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33047/parents-guide-to-google-classroom" title="Parents Guide to Google Classroom">Parents Guide to Google Classroom</a></li></ul></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32874/distance-learning-solutions-systems-platforms-self-directed-cont" title="Distance Learning Solutions: systems, platforms, self-directed content">Distance Learning Solutions: systems, platforms, self-directed content</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32946/a-virtual-possibility" title="A virtual possibility">A virtual possibility</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33109/covid-19-university-update-letter-to-parents" title="COVID-19: University Update Letter to Parents">COVID-19: University Update Letter to Parents</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32771/online-subject-courses-for-ib-students" title="Online subject courses for IB students">Online subject courses for IB students</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/21021/high-quality-remote-online-learning" title="High quality remote | online learning">High quality remote | online learning</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/34555/ed-tech-subject-sites" title="Ed Tech Subject Sites">Ed Tech Subject Sites</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34898/online-learning-principles" title="Online learning principles">Online learning principles</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34861/what-does-good-online-learning-look-like" title="What does good online learning look like?">What does good online learning look like?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21078/blogs" title="Blogs">Blogs</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22537/infographics" title="Infographics">Infographics</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21080/mindmapping" title="Mindmapping">Mindmapping</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21022/padlet" title="Padlet">Padlet</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21039/word-clouds" title="Word clouds">Word clouds</a></li></ul><li class="current" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33071/ib-covid-19-microsite" title="IB & COVID-19 Microsite">IB & COVID-19 Microsite</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/33905/return-to-school" title="Return to school">Return to school</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/33811/covid-19-safeguarding" title="COVID-19: Safeguarding">COVID-19: Safeguarding</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/39445/post-covid-how-can-we-re-think-education" title="Post-COVID how can we re-think education?">Post-COVID how can we re-think education?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34076/what-will-we-do-first-day-back" title="What will we do first day back?">What will we do first day back?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34893/back-to-school-student-and-staff-well-being" title="Back to school: student and staff well-being">Back to school: student and staff well-being</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22602/hybrid-learning-at-school-and-online" title="Hybrid Learning: at school and online">Hybrid Learning: at school and online</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33544/is-covid-19-a-game-changer-for-education" title="Is Covid-19 a game-changer for education?">Is Covid-19 a game-changer for education?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33693/will-things-be-different-when-we-go-back-to-school" title="Will things be different when we go back to school?">Will things be different when we go back to school?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34892/school-leaders-be-mindful" title="School Leaders - Be Mindful">School Leaders - Be Mindful</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/37665/education-in-the-future" title="Education in the future">Education in the future</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=%22IB+%26+COVID-19+Microsite%22+-+via+%40InThinker+%23leadership%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F33071%2Fib-covid-19-microsite"><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%2F33071%2Fib-covid-19-microsite&t=IB+&+COVID-19+Microsite"><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%2F33071%2Fib-covid-19-microsite"><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%2F33071%2Fib-covid-19-microsite"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=IB & COVID-19 Microsite&body=The IB have put together a new COVID-19 microsite to provide guidance and resources to help students, schools, teachers and IB families. 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I have co-authored the leadership resources for the IB (see support materials below). %0Ahttps%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F33071%2Fib-covid-19-microsite"><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">IB & COVID-19 Microsite</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: Start here" href="https://www.thinkib.net/leadership/page/20880/start-here">Start here</a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: Learning through COVID-19" href="https://www.thinkib.net/leadership/page/34899/learning-through-covid-19">Learning through COVID-19</a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>IB & COVID-19 Microsite</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><h4>What resources is the IB providing?</h4><p><img alt="" src="/media/ib/leadership/covid19-special-notes.png" style="width: 950px; height: 217px;" /></p><p>The IB have put together a new <a href="https://www.ibo.org/covid-19-support/">COVID-19 microsite</a> to provide guidance and resources to help students, schools, teachers and IB families. I have co-authored the <a href="https://www.ibo.org/covid-19-support/support-materials/covid-19-related-leadership-resources/">leadership resources</a> for the IB (see support materials below).</p><p>The microsite contains the following four sections:</p><ul class="branded"><li><a href="https://www.ibo.org/covid-19-support/news/">COVID-19 news</a>: COVID-19 updates | World Conferences | Assessment and awarding model for DP May 2020 session | Engaging with universities</li><li><a href="https://www.ibo.org/covid-19-support/support-materials/videos/">Support materials</a>: videos | podcasts | webinars (on distance learning) | leadership resources</li><li><a href="https://www.ibo.org/covid-19-support/programme-resources/">Programme resources</a>: remote learning resources | exam information</li><li><a href="https://www.ibo.org/covid-19-support/community-stories/">Community stories</a>: COVID-19 related <a href="https://www.ibo.org/covid-19-support/support-materials/podcasts/">podcasts</a> on subjects such as well-being and home learning | <a href="https://blogs.ibo.org/?s=covid&submit=Search">Blog posts</a> on subjects such as: Ensuring equitable learning during COVID-19 | Experiencing grief | Stress Management | Stories to guide conversations about COVID-19</li></ul><p>You will find a large section of COVID-19 related pages on this website. Just go to <a href="leadership/page/32774/distance-learning-covid-19">COVID-19</a>. Recent pages provide up-to-date help on <a href="leadership/page/33905/return-to-school">Return to School</a> | <a href="leadership/page/22602/blended-learning">Blended Learning</a> | <a href="leadership/page/34712/how-to-help-students-and-staff-facing-trauma">How to help students and staff facing trauma</a>.</p><hr class="hidden" /><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>IB COVID-19 Leadership resources</p></div></div><div class="panel-body"><div><p><a href="https://www.linkedin.com/in/darlene-fisher-a7275aa/?originalSubdomain=au">Darlene Fisher</a> and I have just co-authored two series of leadership think-pieces / nicro-workshops for the IB.</p><p>These online resources offer thought-provoking perspectives and pose important questions for education leaders to reflect on the skills needed to lead their schools through a crisis. The resources can help education leaders discover new ways to manage and maintain relationships, foster agency, support professional learning communities, sustain teaching and learning, as well as guide reflection. </p><h4>Series 1: Leading in a time of pandemic</h4><ul class="branded"><li><span style="color:#B22222;"><strong><img alt="" src="/media/ib/leadership/insurance-coverage-covid-19-claims.jpg" style="float: right; width: 400px; height: 256px;" />How do I lead in a time of crisis? </strong></span>The COVID-19 pandemic has brought about a dramatic interruption in the way we lead. This resource offers insights on what questions are most helpful to be asking right now to help you lead through crisis. <a href="https://pds.ibo.org/leadership/how-do-i-lead-in-a-time-of-crisis/#/" target="_blank" title="how to lead in a time of crisis">View resource here</a></li><li><span style="color:#B22222;"><strong>How do I sustain our community and our relationships?</strong></span><strong> </strong>Leaders are now being asked to work in circumstances most have never experienced before. This discussion prompt offers tips for surviving school closures, managing distance learning, and moving into the 'new normal'. <a href="https://pds.ibo.org/leadership/how-do-i-sustain-our-community-and-our-relationships/#/" target="_blank" title="How to sustain our community and our relationships">View resource here</a></li><li><span style="color:#B22222;"><strong>How is COVID-19 changing the balance of power?</strong></span><strong> </strong>Leadership in a crisis has to balance taking quick decisions and leaving room for agency. This online resource further explores the concept of agency and how leaders can help create a safe environment for others to engage with their own agency in times of crisis. <a href="https://pds.ibo.org/leadership/how-is-covid-19-changing-the-balance-of-power/#/" target="_blank" title="How COVID-19 changes the balance of power">View resource here</a></li><li><span style="color:#B22222;"><strong>How is teaching and learning changing a little and a lot?</strong></span><strong> </strong>As students and teachers learn to do things differently as a result of the pandemic, this is an opportunity to reimagine what teaching and learning could look like in the future. <a href="https://pds.ibo.org/leadership/how-is-teaching-and-learning-changing-a-little-and-a-lot/#/" target="_blank" title="How teaching and learning changes a little and a lot">View resource here </a></li><li><strong><span style="color:#B22222;">What are we learning as a teaching profession?</span> </strong>New networks have been created overnight as professionals reach out to each other to share ideas on how to continue to work effectively despite the COVID-19 crisis. As teachers learn to do things differently, this is an opportunity to reimagine what professional learning could look like in the future. <a href="https://pds.ibo.org/leadership/what-are-we-learning-as-a-teaching-profession/#/" target="_blank" title="What are we learning as a teaching profession">View resource here </a></li><li><span style="color:#B22222;"><strong>What are we learning as leaders?</strong></span><strong> </strong>Developing a capacity for leadership is a dynamic and evolutionary process that has learning at the centre. IB leaders need to draw upon a range of intellectual capabilities when learning about the context of their school, confronting problems, and exploring new opportunities. Explore the IB leadership intelligences. <a href="https://pds.ibo.org/leadership/what-are-we-learning-as-leaders/#/" target="_blank" title="What are we learning as leaders">View resource here</a></li></ul></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div><h4><img alt="" src="/media/ib/leadership/insurance-coverage-covid-19-claims.jpg" style="float: right; width: 400px; height: 256px;" />Series 2: Returning</h4><p>Our second series of leadership resources offers leaders perspectives and guiding questions to support their preparation for a 'return to school considering the needs of the entire learning community'?</p><p>Explore these resources on your own and with your team, with reflections around the following topics: returning with an appreciation of well-being, leadership strategies and priorities, designing learning, and reflecting on and remembering the collective experience, while preparing for an unpredictable future.</p><ul class="branded"><li><span style="color:#B22222;"><strong>How can we use our experience to re-design education? </strong></span><br />Returning to the classroom will for most be a joy but the approach to teaching and learning will have developed into a new normal. Teachers and students will return with new skills and expectations. Embracing the new normal and incorporating the tools that work well in our remote learning will serve us well as we move between the physical and virtual world. <a href="https://pds.ibo.org/leadership/how-can-we-use-our-experience-to-re-design-education/#/" target="_blank">View resource here</a></li><li><strong><span style="color:#B22222;">How do we create future looking strategies in a world that is so uncertain?</span></strong><br />Being a strategic thinker at its most basic simply means thinking a few steps ahead - but those who make a habit of looking not only further ahead but even around the corner (Rosaolind Torres 2013) are the ones who are now proving to be the most successful. How school leaders can engage more with strategic thinking in a time when crisis management seems to be the core of every day work, is the challenge. Schools should be prepared to juggle between providing remote learning at home and providing face to face teaching on the school campus.<a href="https://pds.ibo.org/leadership/how-do-we-create-future-looking-strategies-in-a-world-that-is-so-uncertain/#/" target="_blank">View resource here</a></li><li><span style="color:#B22222;"><strong>What are we learning? Where are we right now?</strong></span><br />Metacognition is one of the hallmarks of IB philosophy of leadership. Allowing for collective reflection of the impact on individuals and the community, can help us identify how we faced unimaginable challenges and empower us to consider the impossible, possible.<a href="https://pds.ibo.org/leadership/what-are-we-learning-where-are-we-right-now/#/" target="_blank">View resource here</a></li><li><span style="color:#B22222;"><strong>What do we need to consider as we prepare to return to school?</strong></span><br />COVID-19 (coronavirus) lockdown measures have closed schools for over 90% of the world’s student population as a strategy to help prevent the spread of the virus. For varying reasons, in May 2020 a number of countries have started to reopen them. However, school systems must also plan for local or national viral resurgence. Preparing means being ready for multiple waves of closures and reopening, which will entail blending remote and in-person learning. <a href="https://pds.ibo.org/leadership/what-do-we-need-to-consider-as-we-prepare-to-return-to-school/#/" target="_blank">View resource here</a></li><li><span style="color:#B22222;"><strong>What should our priorities be as we go back to school?</strong></span><br />How do we best support staff and student well-being? What adaptations of teaching and learning are needed to embrace new technologies and the vast array of exceptional tools available now and how do we decide what to take into the new future? Consideration of the reconstruction of the school day becomes a priority with potential emphasis on themes and concepts and less on heavily constructed content driven curricula. With experienced flexibility of how, when and where learning is taking place, how does that change our priorities for the future? <a href="https://pds.ibo.org/leadership/what-should-our-priorities-be-as-we-go-back-to-school/#/" target="_blank">View resource here</a></li><li><span style="color:#B22222;"><strong>What story will we design together to help build understanding of the present an hope in the future? </strong></span><br />Great stories get you delving into who you are, too. Schools have been good at telling compelling stories, often enshrined in their mission (what they do) and vision (where they are going) statements. Great teachers have always known how to use a story to teach an important idea or to drive home a point. <a href="https://pds.ibo.org/leadership/what-story-will-we-design-together-to-help-build-understanding-of-the-present-and-hope-in-the-future/#/" target="_blank">View resource here</a></li></ul></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Dated: Initial announcements on DP May 2020 exams</p></div></div><div class="panel-body"><div><h4 class="generic-article__summary--li content--li"><span style="color:#4B0082;"><strong>IB May exams cancelled</strong></span></h4><p>"The IB will be taking the following actions for the 2020 May Examination session:</p><ul><li>The May 2020 examinations as scheduled between 30 April and 22 May for Diploma Programme and Career-related Programme candidates will no longer be held.<br /> </li><li>Depending on what they registered for, the student will be awarded a Diploma or a Course Certificate which reflects their standard of work. This is based on student's coursework and the established assessment expertise, rigor and quality control already built into the programmes.</li></ul><p><strong>How will the results be calculated?</strong></p><p>We will be using vast historical assessment data to ensure that we follow a rigorous process of due diligence in what is a truly unprecedent situation. We will be undertaking significant data analysis from previous exam sessions, individual school data, subject data as well as comparative data of schools who have already completed uploading requirements and those who have not.</p><p>We will require schools to submit the coursework for all candidates. We will externally mark work that is usually marked by teachers, instead of taking samples and applying moderation.</p><p><strong>How will a student be awarded an IB Diploma or Certificate?</strong></p><p>Using the information above the IB will be able to provide official documentation of the students diploma or certification. We will require schools to submit the coursework for all candidates. We will externally mark work that is usually marked by teachers, instead of taking samples and applying moderation.</p><p><strong>When will results be released?</strong></p><p>The IB intends to release results to universities/institutions and schools as planned on 5 July 2020.<br />All student coursework and associated predicted grades will need to be uploaded by 20 April, if not sooner, in order to guarantee delivery of results by 5 July.</p><p><strong>Some students perform better in exam conditions than coursework, can we be sure they are not being disadvantaged?</strong></p><p>We will use a calculation that is based on the relationship between coursework marks, predicted grades and subject grades to estimate the subject grades candidates would have received if the exams had gone ahead. If the relationship between these elements shows that in previous sessions candidates globally tended to achieve higher outcomes on their exams than their coursework, the calculation used this session will reflect that.</p><p>The IB provides further guidance (outlined on their website and signposted in my letter below) for non-examination assessments.</p></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div><p>In <a href="https://blogs.ibo.org/blog/2020/03/24/the-may-2020-ib-examinations/">THIS </a>blog IB Director General Siva Kumari explains why they canceled the May examinations and decided not to hold them online.</p></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><div><p>Letter for Parents</p></div></div><div class="panel-body"><div><p>IB Diploma students and their parents are understandably anxious about their forthcoming IB examinations.</p><p>At a time when the situation changes on a daily basis it is important to keep all stakeholders - not least students and parents - informed.</p><p>This page presents you - IB Diploma Coordinator | Head of School - with a draft letter to parents which you will need to amend to meet your circumstances. I am grateful to Emma Mitchell, Director of the International Baccalaureate at Whitgift School, UK, for sharing the letter she sent to parents.</p><p>This page will be updated each time the IB updates their message.</p><p>Dear Parents & Guardians,</p><h4>IB Updates</h4><p>I appreciate that this is a period of intense stress and uncertainty for families and that many of you would like to find out more about the impact of the coronavirus on the IB Diploma Programme.<br /><br />In this letter I will summarise the information we have available so far and make suggestions for the coming weeks. If you have any questions about your IB programme please be in contact with your IB Programme Coordinator at school. The IB are channelling all information and updates through them.<br /><br />The IB Organisation is providing live updates on which we are basing our preparations and present activities: These updates can be found <a href="https://www.ibo.org/news/news-about-the-ib/covid-19-coronavirus-updates/">HERE</a>.<em>(I have copied the URL at the end of this letter).</em></p><div class="dottedBox"><h5>In summary</h5><ul class="branded"><li>May examinations will not be held.</li><li>Extensions have been made to coursework and internal assessment deadlines</li><li>Arrangements are in place for certain assessments to be taken remotely through video conferencing (e.g. language orals, TOK, Extended Essay viva voce, global politics HL internal assessment</li></ul></div><p>The IB understands that students will have to complete work remotely, some of which will be offered for examination. At the heart of the IB's academic philosophy is the policy around academic honesty. Their update gives clear advice to schools on the importance of ensuring academic honesty:</p><p style="margin: 6pt 0cm; text-align: center;"><span style="font-family:comic sans ms,cursive;">"Academic integrity is a fundamental principle of an IB education and should be embedded throughout the learner journey and school ethos. Teachers should follow normal procedures to authenticate work to the best of their knowledge and reiterate the importance of academic integrity with their students. The IB expects teachers to use best endeavor, but also recognizes the difficulties faced as the result of remote working. The IB will undertake additional checks for plagiarism and collusion.</span><span style="font-family:comic sans ms,cursive;">"</span></p><p><br /><strong>Exams</strong><span style="font-family:comic sans ms,cursive;"></span></p><p>The May 2020 examinations as scheduled between 30 April and 22 May for Diploma Programme and Career-related Programme candidates will no longer be held. Depending on what they registered for, the student will be awarded a Diploma or a Course Certificate which reflects their standard of work. This is based on student's coursework and the established assessment expertise, rigor and quality control already built into the programmes.</p><p>We now know that qualifications will be awarded using a combination of coursework and predicted grades, in the absence of exams. Most coursework will now be remarked by the IB. Predicted grades will be submitted by teachers. The weighting procedure used to convert these into the awarded grade will vary between subjects based on historical correlations. Coursework. The IB has requested that we upload all coursework for all candidates at our earliest convenience.</p><p><strong>Predicted grades</strong></p><p>Each year (regardless of the Covid-19 outbreak), every IB teacher in the world is required to submit a predicted grade for each of their students. These help the IB to set grade boundaries and to assess the accuracy of their own coursework moderation processes. They also give the IB a dataset to use to consider the school's knowledge of their students.</p><p>We will predict grades that represent the results we believe our students would have achieved in the May exams. It will be impossible for any of us to judge whether these are accurate with the benefit of hindsight, but we know that even the best exams have imperfections.</p><p>The IB has a well-established procedure for remarks and moderation following Results Day. We expect this will run as normal where there are significant disparities between predicted and awarded grades. The IB is likely to accept all requests for retakes in November.</p><p><strong>CAS</strong><br /><br />Creativity, Activity and Service requirements remain unchanged in light of the coronavirus. However, the IB understands that students may not be able to continue with CAS when school is closed and social gatherings are prohibited. The CAS programme is not about the amount of hours a student has completed but about their achievement against learning outcomes. Many of these learning outcomes will have been completed by now. Your daughter | son should continue to record his progress on Managebac where he will receive feedback from the CAS Coordinator. Fulfilment of CAS is required to be awarded the Diploma. <span style="font-family:comic sans ms,cursive;">"Candidates who are unable to complete the CAS requirements by 3 July 2020 are allowed one further year in which to complete it. 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