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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 class="selected" ><a href="https://www.thinkib.net/leadership/page/20881/mission-vision" >Mission & Vision</a><ul class="level-1"><li class="selected" ><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 class="selected" ><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 - 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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<style>#userbox > a {margin-bottom: 4px;}</style><script>function managebacPopup(){return window.open("https://accounts.faria.org/oauth/authorize?response_type=code&client_id=RJ2txYSqkbXku1EsLPXiEzKf8kpmgkeKarpSf2eW1GM&redirect_uri=https://www.thinkib.net/mb/callback&scope=openid+email&state=6de4db75fa15068a&display=popup","ManageBac Login","width=1000,height=750"),$("#modal-login").modal("hide"),setLoginLocation("global"),!1}function managebacChinaPopup(){return window.open("https://accounts.managebac.cn/oauth/authorize?response_type=code&client_id=28KPAhfeYrEQHe88mpP5G62feOQ7r2kJkplc3mmJZfg&redirect_uri=https://www.thinkib.net/mb/callback&scope=openid+email&state=6de4db75fa15068a&display=popup","ManageBac Login","width=1000,height=750"),$("#modal-login").modal("hide"),setLoginLocation("china"),!1}function managebacRefresh(){location.reload()}function setLoginLocation(e){var o="https://www.thinkib.net/mb/callback".replace("callback","");$.get(o+e+"-login")}</script><nav id="sidemenu" class="side-nav"><div class="header"><span style="color: #fff;"><a href="https://www.thinkib.net/leadership/page/20881/mission-vision">Mission & Vision</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="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/21642/introduction" title="Introduction">Introduction</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/28233/schools-as-learning-organisations" title="Schools as 'Learning Organisations'">Schools as 'Learning Organisations'</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/34547/leaders-as-designers" title="Leaders as designers">Leaders as designers</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/28352/schools-system-thinking" title="Schools - System Thinking">Schools - System Thinking</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/29160/school-culture" title="School Culture">School Culture</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/39425/diversity-equity-inclusion" title="Diversity, Equity & Inclusion">Diversity, Equity & Inclusion</a></li><li class="current" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/46342/are-we-inclusive" title="Are we inclusive?">Are we inclusive?</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/20905/writing-vision-and-mission-statements" title="Writing Vision and Mission Statements">Writing Vision and Mission Statements</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/28281/happy-new-year" title="Happy New Year">Happy New Year</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20944/what-is-the-purpose-of-your-school" title="What is the purpose of your school?">What is the purpose of your 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/23892/how-to-write-a-mission-statement" title="How to write a mission statement">How to write a mission statement</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21025/is-your-school-mission-clear" title="Is your school mission clear?">Is your school mission clear?</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21005/my-vision-" title="My Vision ">My Vision </a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23893/how-to-write-a-vision-statement" title="How to write a vision statement">How to write a vision statement</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/28280/does-your-vision-drive-your-school-forward" title="Does your vision drive your school forward?">Does your vision drive your school forward?</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21070/getting-the-branding-right" title="Getting the branding right">Getting the branding right</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21072/getting-the-culture-right-a-case-study" title="Getting the culture right - A Case Study">Getting the culture right - A Case Study</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/20914/aligning-mission-with-ib" title="Aligning Mission with IB">Aligning Mission with IB</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/20918/strategic-leadership" title="Strategic Leadership">Strategic Leadership</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/20917/strategic-planning-process" title="Strategic Planning Process">Strategic Planning Process</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/20921/strategic-tools" title="Strategic Tools">Strategic Tools</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20955/strategy-implementation" title="Strategy implementation">Strategy implementation</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21178/strategic-plans-examples" title="Strategic plans - Examples">Strategic plans - Examples</a></li></ul></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20929/change-management" title="Change Management">Change Management</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/20978/culture-change" title="Culture change">Culture change</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20979/understanding-the-changing-world" title="Understanding the changing world">Understanding the changing world</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20980/lead-the-change" title="Lead the change">Lead the change</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21173/are-you-a-change-leader" title="Are you a change leader?">Are you a change leader?</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/20946/managing-change-across-different-cultures" title="Managing change across different cultures">Managing change across different cultures</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/20956/change-management-case-study" title="Change Management - Case Study">Change Management - Case Study</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/20930/change-management-tools" title="Change Management Tools">Change Management Tools</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/21837/change-implementing-the-ib" title="Change - implementing the IB">Change - implementing the IB</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21664/discussion-scenario" title="Discussion Scenario">Discussion Scenario</a></li></ul></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22585/opening-a-new-school" title="Opening a new school">Opening a new school</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/31368/checklist-opening-a-new-school" title="Checklist: Opening a new school">Checklist: Opening a new 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/22901/what-is-international-education" title="What is International Education?">What is International Education?</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22824/us-and-canada-educational-landscape" title="US and Canada - Educational Landscape">US and Canada - Educational Landscape</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/22834/getting-the-vision-right" title="Getting the vision right">Getting the vision right</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/22943/international-partnerships" title="International Partnerships">International Partnerships</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22936/opening-a-united-world-college" title="Opening a United World College">Opening a United World College</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/22942/getting-the-values-right" title="Getting the values right">Getting the values right</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/22757/case-study-getting-the-values-right" title="Case Study - Getting the values right">Case Study - Getting the values right</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/22898/getting-teacher-recruitment-right" title="Getting teacher recruitment right">Getting teacher recruitment right</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22845/getting-staffing-right" title="Getting staffing right">Getting staffing right</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22899/getting-professional-development-right" title="Getting professional development right">Getting professional development right</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22933/getting-the-learning-right" title="Getting the learning right">Getting the learning right</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/22488/getting-the-curriculum-right" title="Getting the curriculum right">Getting the curriculum right</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/22891/designing-your-own-curriculum" title="Designing your own curriculum">Designing your own curriculum</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22890/international-early-years-primary-middle-curriculum" title="International Early Years - Primary - Middle Curriculum">International Early Years - Primary - Middle Curriculum</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22892/cambridge" title="Cambridge">Cambridge</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22828/education-outside-the-classroom" title="Education outside the classroom">Education outside the classroom</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/23425/information-systems" title="Information Systems">Information Systems</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22584/getting-the-legal-framework-right" title="Getting the legal framework right">Getting the legal framework right</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/22859/getting-the-finances-right" title="Getting the finances right">Getting the finances right</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/22889/finance-case-study" title="Finance - Case Study">Finance - Case Study</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/22895/getting-marketing-right" title="Getting marketing right">Getting marketing right</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22879/getting-accreditation-inspection-right" title="Getting accreditation / inspection right">Getting accreditation / inspection right</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22867/diary-of-an-international-head" title="Diary of an international head">Diary of an international head</a></li></ul></ul></nav></div><!-- /#left-column-->
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Access and participation for every learner is an integral part of any education system. It means...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F46342%2Fare-we-inclusive"><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">Are we inclusive?</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: Mission & Vision" href="https://www.thinkib.net/leadership/page/20881/mission-vision">Mission & Vision</a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: Introduction" href="https://www.thinkib.net/leadership/page/21642/introduction">Introduction</a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>Are we inclusive?</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><h4><img alt="" src="https://teacher-sites-storage.inthinking.net/ib/leadership/basics/picture1-1.jpg" style="float: right; width: 300px; height: 367px;" />How learner centred are we?</h4><p><strong>Read </strong>the following summary:</p><p>Inclusive education is about meeting the needs of ALL students in the classroom at the same time. Access and participation for every learner is an integral part of any education system. It means that we should plan for everyone having access to learning in a way that works for them. As every student learns differently, we must create flexible, barrier-free learning environments if all students are to become successful, lifelong learners. So how do we design learning to meet the diverse and variable needs of all students in our classroom?</p><p>Inclusive education has grown from being about ways to include students with special educational needs and disabilities to a holistic approach that is about all learners and a recognition that all learners are different and need to be treated equally. In an inclusive education environment, all children, regardless of ability or disability, learn together in the same age-appropriate classroom.</p><p>Inclusion is a wellness Issue: for every child and young person, feeling as though they belong, feeling confident and being engaged fully in their class and school activities is vital to their success at school. For example, inclusion is about, for example, an adopted child who may have a negative trigger in studying genetics in biology, or a student who prefers arts and crafts to playing sport and is picked on for such preferences. Inclusion is about meeting the needs of ALL students.</p><div class="panel panel-turquoise panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Reflect</p></div></div><div class="panel-body"><div><p>Read the introduction 'What does it mean to be inclusive'.</p><p>Which phrase or sentence challenges you and your practice? Why?</p></div></div><div class="panel-footer"><div></div></div></div><hr class="hidden" /><div class="panel panel-turquoise panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>What does it mean to be inclusive?</p></div></div><div class="panel-body"><div><div class="dottedBox"><p>"Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. Inclusion is an organizational paradigm that involves change. It is a continual process of increasing learning and participation for all students. It addresses learning support requirements and questions the broader objectives of education, the nature of pedagogy, curriculum and assessment. It is an educational approach to which all schools should aspire. Inclusion is facilitated in a culture of collaboration, mutual respect, support and problem-solving involving the whole school community." (Learning diversity and inclusion in IB programmes Removing barriers to learning, 2016)</p></div><p><img alt="" src="https://teacher-sites-storage.inthinking.net/ib/leadership/basics/diversity.jpeg" style="float: right; width: 400px; height: 224px;" />The IB supports the following principles of an inclusive education. You will see that they challenge how we view the learner, their diversity, our role as teachers and the purpose of assessment:</p><ul class="branded"><li>The starting point of all learning is that all students have strengths. We should focus on their abilities and not disabilities.</li><li>It is important to listen to their input and insights into their learning.</li><li>Teachers have responsibility for educating all students (irrespective of their specific needs).</li><li>Learning environments need to be affirmative and responsive environments: they should promote a sense of belonging, safety, self-worth and whole growth for every student </li><li>Learning diversity within and between students is regarded as a rich resource for building inclusive communities.</li><li>Principles of differentiation apply: e.g., teachers should connect with students’ prior knowledge.</li><li>Assessment should provide opportunities for students to demonstrate their learning and their successes should be celebrated.</li></ul><p>[Learning diversity and inclusion in IB programmes, IB, 2016 (page 5)]</p><div class="panel panel-turquoise panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Reflect</p></div></div><div class="panel-body"><div><ul class="branded"><li>With colleagues read through the statements on inclusion by the IB. Use one of the <a href="http://www.pz.harvard.edu/thinking-routines">Harvard Thionking Routines</a> to explore these statements, such as <a href="leadership/page/30694/connect-extend-challenge" title="Start here » Toolkit of collaborative activities » Connect | Extend | Challenge">Connect | Extend | Challenge</a> </li><li>Which statement presents the greatest challenge to your current practice? Explore why?</li><li>Define 'inclusive' and 'equitable'.</li></ul></div></div><div class="panel-footer"><div></div></div></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-has-colored-body panel-has-border panel-turquoise"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>We are all different</p></div></div><div class="panel-body"><div><div class="panel panel-blue panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>How do you introduce yourself?</p></div></div><div class="panel-body"><div><p>Each one of us has our own unique identity.</p><ul class="branded"><li>Imagine introducing yourself to a person you are meeting for the first time. What is important for them to know about you, which makes you 'you'? How would you introduce yourself?</li><li>Imagine you are introducing yourself to someone who is going to teach you: it could be a teacher, a sports coach or tutor. What do you want them to know about how you learn best? How would you introduce yourself?</li></ul></div></div><div class="panel-footer"><div></div></div></div><p><strong>Variability Matters</strong><span style="font-size:11.0pt;
font-family:"Arial",sans-serif;color:windowtext"></span></p><p><span style="font-size:11.0pt;
font-family:"Arial",sans-serif;color:windowtext">When you were introducing yourself you will have realised that no two people are identical. No two people learn in the same way. There is no average brain. “Variability is the dominant feature of the nervous system. Like fingerprints, no two brains are alike”. (UDL and the Learning Brain, CAST, 2018)</span></p><div class="dottedBox"><p>"Learner variability is a term that embraces all students and does not exclude on the grounds of strengths, challenges, age, social status, economic status, language, gender, race, ethnicity or sexuality. Taking into account changing histories, circumstances and contexts, learner variability represents the shifting combination of strengths and challenges that learners experience. Within this understanding it is recognized that there is no average brain and thus no average student. Learner variability upholds that categorizing students according to diagnostic labels (ADHD, dyslexia, and so on) does not provide sound indicators of a student’s potential or appropriate teaching strategies." (Learning diversity and inclusion in IB programmes Removing barriers to learning, 2016)</p></div><div class="panel panel-has-colored-body panel-has-border panel-turquoise"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Reflect</p></div></div><div class="panel-body"><div><p>In the following video, Shelley Moore uses a great analogy of bowling to describe why planning for diversity and learner variability is good for everyone. In this analogy the ball is the lesson, the pins are the students.</p><div class="dottedBox"><p><em>“You have 10 pins and 2 balls and a lane. How is bowling like teaching? The ball is the lesson, the pins are the kids. We aim for the middle and do the best we can. The pins that are left standing we often get another chance of getting back to them but at the end of the day those two pins that are there staring at you are t5he kids who need most support. In professional bowling they throw the ball down the lane at a curve. It must enter at a curve because you will knock down more pins and create a biggest domino effect. In order to do that you have to change your aim – you need to aim for the pins that are the hardest to hit. We are taught to teach the head pins; we are not taught to teach the kids that are the furthest and hardest to get to. The thing that is critical here is that so often the support we design for the kids on the outside of the ring is often the supports that all the kids need.”</em></p></div><p><iframe allowfullscreen="" frameborder="0" height="550" src="//www.youtube.com/embed/RYtUlU8MjlY" width="780"></iframe></p><ul class="branded"><li>How is bowling like teaching? Why do professional bowlers throw the ball down the lane at a curve? How does this relate to our teaching?</li><li>How does she explain the value of diversity for all students?</li></ul></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-turquoise panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Reflect</p></div></div><div class="panel-body"><div><p>In this video Tedd Rose explores the myth of the average learner.</p><p><iframe allowfullscreen="" frameborder="0" height="550" src="//www.youtube.com/embed/8WClnVjCEVM" width="780"></iframe></p><p>How might his film provoke discussion or action in my context?</p><p>Consider some of the statements he makes in this talk:</p><ul class="branded"><li>Learning is way more variable than a lot of people assume. That variability is essential when designing learning environments.</li><li>Most people live in a world with a myth of the average learner. Neuroscience tells us that when it comes to the brain variability is the rule not the exception. That variability is harder to see sometime than foot size (i.e., the fact that we have different foot sizes).</li><li>We need to design environments that meets the needs of this variability of the learner.</li></ul></div></div><div class="panel-footer"><div></div></div></div><p>Consider how this resonates with <a href="https://www.edutopia.org/multiple-intelligences-research" target="_blank">the Theory of Multiple Intelligences</a> espoused by Harvard Professor Howard Gardner, whose work documented “the extent to which students possess different kinds of minds and therefore learn, remember, perform and understand in different ways.” The focus is on each child’s abilities, and not their disabilities. Inclusive education asks us to tackle our own stereotypes, and to challenge and reverse any stigmas around disabilities. An inclusive teacher has an empathetic attitude towards the student, and works hard to ‘see’ each student.</p></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-turquoise panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Where do I belong?</p></div></div><div class="panel-body"><div><p>We all perform best when we feel we belong. So, how do we create a sense of belonging in our classrooms for all our students?</p><p>As teachers, being inclusive means, we need to be proactive in ensuring that students in all their diversity (e.g., different socio-economic-cultural backgrounds, gender, abilities and disabilities etc) feel welcomed, respected, and fully able to participate in their learning. It is not only about creating a diverse environment but also about ensuring a culture exists where individuals can be their full selves.</p><p><iframe allowfullscreen="" frameborder="0" height="550" src="//www.youtube.com/embed/cvb49-Csq1o" width="780"></iframe></p><p>The transcript of a <a href="https://youtu.be/cvb49-Csq1o">film from Apple</a> is: Open a door, and it opens all the others. Open a mind and see what happens next. No great thing, no beautiful invention, was created in a vacuum. It happens when we leave our comfort zone and come together. Embrace faiths, cultures, disabilities, differences. Embrace races, ages, ideologies, personalities, creating a tool or devise nobody saw coming. Humanity is plural not singular. The best way the world works is everybody in, nobody out. So, who we are made of is everyone. The truth is we don’t see things the same. The power is we don’t see things the same.</p><p>We all need to feel a sense of belonging. So how do we create inclusive learning environments?</p><div class="panel panel-blue panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Reflect</p></div></div><div class="panel-body"><div><ul class="branded"><li>How do we design our learning environment in such a way that it creates a sense of belonging for all students? Consider physical characteristics (acoustics, lighting, air flow) as well as emotional characteristics (how do we welcome students, encourage them to feel safe {behavior policies}, and connected {to their peers and teachers}).</li><li>How can lack of feeling you belomng affect your well-being? Discuss in relation to students you know.</li></ul></div></div><div class="panel-footer"><div></div></div></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-turquoise panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Break down the box - tackling our images and stereotypes</p></div></div><div class="panel-body"><div><h4>Always check the labels</h4><p>Does it make a difference if your teacher believes you are a high performer or a low performer | not a good student or a good student?</p><p>In 1963 experimental psychologist Robert Rosenthal from Harvard carried out an experiment on rats as part of his study on 'expectancy effects' - which became known as the self-fulfilling prophecy. He was actually carrying out the experiment on the handlers of the rats and not on the rats themselves. He wanted to find out if the expectations of the handlers themselves would affect how rats behaved. This experiment was then transferred to students in schools: seeing how the expectations teachers had of children would affect the children's academic performance.</p><p>Rosenthal titled his research paper "<a href="https://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-and-learning-at-duquesne/pygmalion">Pygmalion in the Classroom", </a>named after the Greek legend of a sculptor who falls in love with one of his creations until his obsession brings the statue to life. Rosenthal's experiment demonstrated that children were transformed by the teachers' positive | negative expectations.</p><p><strong>Reflect:</strong></p><ul class="branded"><li>We all label students - whether we mean to or not - it is an inevitable social process: what labels do we give?</li><li>Once a label has been applied to a student it can be remarkably resistant to change: which labels do we need to change?</li><li>How do we change? What climate do you establish in the classroom - what expectations do you have? When the <strong>climate</strong> is pleasant for students it is much easier for them to enjoy and engage with the work? What is the <strong>quality of the feedback </strong>we provide - students expected to achieve more are often given more frequent and valuable feedback - so are we doing this for all students? <strong>What work do we expect</strong> students to do - if we expect students to be able to achieve we always provide challenging work - ensuring that appropriate support is given to those who may at first struggle? <strong>What output do we expect</strong> from students? Do we always encourage high levels of responsiveness from each student? Teachers often encourage greater responsiveness from those students they expect more from - they give them longer to think about a question before moving on to another student and demand longer and more complex responses to homework assignments.</li><li>Labels, as Rosenthal demonstrated, can have important real-world effects.</li></ul><p><iframe allowfullscreen="" frameborder="0" height="550" src="//www.youtube.com/embed/hTghEXKNj7g" width="780"></iframe></p><div class="panel panel-has-colored-body panel-has-border panel-turquoise"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Reflect</p></div></div><div class="panel-body"><div><div class="panel-body"><div><p>Think of a student who is struggling in your class:</p><ul class="branded"><li>What do we believe they are capable | not capable of?</li><li>Do we speak of their 'ability' or of their current and potential future performance?</li><li>How do we differentiate to meet their needs? Do we create easier tasks or set the same task as high performers but provide more support for them?</li><li>To what extent do we value 'getting it right' as opposed to 'taking risks and having a go'?</li><li>What implications does this have for messages we give to parents | students?</li></ul><p><img alt="" src="https://www.thinkib.net/media/ib/leadership/basics/hpl.jpg" style="width: 800px; height: 391px;" /></p></div></div></div></div><div class="panel-footer"><div></div></div></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-turquoise panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>What barriers stand in the way of their learning?</p></div></div><div class="panel-body"><div><hr class="hidden" /></div><div><div><p><strong>What are barriers? </strong></p><p>A barrier is an obstacle that stops a student engaging in learning. It is a place where students get stuck in their learning. As teachers we need to identify, minimise and remove barriers to learning and well-being hidden in our teaching.</p><ul class="branded"><li>Look back over your own learning: can you identify any barriers you experienced? When and why did you experience these barriers?</li><li>Reflect on this statement by the IB and identify any potential barriers to learning:<span style="font-family:comic sans ms,cursive;"> </span></li></ul><div class="blueBg"><p><span style="font-family:comic sans ms,cursive;">“It is the responsibility of the school and the leadership team to put in place processes to remove barriers to learning for every member of the school community. Barriers to learning may be found in the way schools are organized and resourced, their cultures and policies, the approaches to teaching and learning, the physical aspects of buildings and the ways in which individuals within the school community interact with each other.” (The IB guide to inclusive education: a resource for whole school development, 2019)</span></p></div><p><strong>Identify the barriers</strong></p><p>Barriers are often created when we offer single approaches to learning and assessment that don't allow flexibility. Reflect on how each of the following may form a barrier to learning and consider ways in which you intentionally identify potential barriers within learning experiences?</p><p>The IB have produced a helpful table of primary and secondary barriers in their document <em>Access and inclusion policy</em> (pages 7-9) that can be found on the PRC.</p></div><div><ul><li><strong><img alt="" src="https://teacher-sites-storage.inthinking.net/ib/leadership/basics/barriers.jpg" style="float: right; width: 300px; height: 225px;" />Goals </strong>- are the learning goals engaging, relevant, related to what student's value?</li><li><strong>Classroom environment</strong>: is it welcoming? is it gender sensitive? is it culturally sensitive?</li><li><strong>Attitudinal barriers</strong></li><li><strong>Prior knowledge</strong> of students: their absence of prior knowledge / understanding</li><li><strong>Vocabulary: </strong>mastery of key vocabulary / concepts: do you know what their starting points are, where their gaps are?</li><li><strong>Learning styles</strong> of students: what are their individual learner preferences, abilities and interests?</li><li><strong>Cognitive processing</strong>: language processing, executive processing, long-term retrieval, working memory etc.</li><li><strong>Stereotypes</strong>: what stereotypes do we have as teacher / they as learners? gender stereotypes, ethnic stereotypes?</li><li><strong>Bias: </strong>our own as teachers, and those of students</li><li><strong>Pedagogy</strong>: are we teaching the way our students learn or the way we learn?</li><li><strong>Assessment</strong>: what variety of assessment tasks do we offer? Is it focused on enabling students to demonstrate their learning?</li><li><strong>Culture</strong>: are we valuing the culture, language and identity of our students and ensuring that the material we teach is culturally relevant?</li><li><strong>Social / emotional challenges</strong> - reasons for engaging in the learning; low self-esteem, lack of confidence, low expectations of self; gender identity related; emotional disturbances.</li></ul><p>Once we have identified potential barriers to our students learning, how can you / we proactively plan to minimise them?</p></div><p>Reference: <a href="https://www.understood.org/en/articles/how-to-break-down-barriers-to-learning-with-udl">How to break down barriers to learning with UDL</a></p><p>See also: The UK Government have produced <a href="https://accessibility.blog.gov.uk/2016/09/02/dos-and-donts-on-designing-for-accessibility/?utm_content=buffer78127&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer">a set of six posters</a> with general guidelines for designing accessible web content. These posters are also useful considerations for general classroom planning and content design. They focus on autistic spectrum, screen readers, low vision, dyslexia, deaf or hard of hearing and physical or motor disabilities.</p></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-turquoise panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>How can we ensure our pedagogy is inclusive and equitable?</p></div></div><div class="panel-body"><div><div class="dottedBox"><p>"Access arrangements must be considered in instructional planning as part of universal design for learning (UDL). To learn about UDL and how it can be used in the IB classroom, please refer to the publication <em>Using Universal Design for Learning (UDL) in the IB classroom (IB, 2016)</em>." (<em>Access and inclusion policy</em>, that can be found on the PRC)</p></div></div><div></div><div>“Universal Design for Learning (UDL) takes a people-first approach to planning learning. It asks us to think about who we will teach and what those learners bring with them before we think about what we will teach. UDL is focused on ensuring all learners get a chance to learn in ways that work for them. It is about removing barriers and opening doors to learning. It is driven not only by the findings from neuroscience and educational research but by a vision for equity.” (<a href="https://inclusive.tki.org.nz/guides/universal-design-for-learning/">Guide to Universal Design for Learning</a>, New Zealand Ministry of Education)</div><div></div><div><iframe allowfullscreen="" frameborder="0" height="550" src="//www.youtube.com/embed/bDvKnY0g6e4" width="780"></iframe></div><div></div><div><p>The three main principles of UDL were formed based on these three brain networks. They are:</p><ul><li>Engagement = the ‘why’ of learning: give students choices to fuel their interests and autonomy</li><li>Representation = the ‘what’ of learning: present curriculum content in multiple media</li><li>Action and Expression = the ‘how’ of learning: give students options for expressing what they know</li></ul><p>The following video explores each of these principles.</p></div><div></div><div><iframe allowfullscreen="" frameborder="0" height="550" src="//www.youtube.com/embed/9Ed6dXChbFs" width="780"></iframe></div><div><div class="panel panel-turquoise panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Reflect</p></div></div><div class="panel-body"><div><ul class="branded"><li>Which of these three principles (a) do you feel you are strong at, and (b) do you feel you need to develop further?</li><li>CAST have produced helpful tips on implementing each of these principles. Check one or all of the following out and share strategies with your team:</li></ul><p style="margin-left: 80px;"><a href="https://www.cast.org/binaries/content/assets/common/publications/downloads/cast-10-engagement-2016.pdf">Top 10 UDL tips for designing an engaging learning environment</a></p><p style="margin-left: 80px;"><a href="https://www.cast.org/binaries/content/assets/common/publications/downloads/cast-udltipsfordevelopinglearninggoals-20200920-a11y.pdf">UDL tips for developing learning goals</a></p><p style="margin-left: 80px;"><a href="https://www.cast.org/binaries/content/assets/common/publications/downloads/cast-udltipsfordesigninglearningexperiences-20200920-a11y.pdf">UDL tips for designing learning experiences</a> </p></div></div><div class="panel-footer"><div></div></div></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-turquoise panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>So how do we create an inclusive school culture?</p></div></div><div class="panel-body"><div><div class="dottedBox"><p style="text-align: center;"><span style="font-family:comic sans ms,cursive;">“Culture is an important aspect of a school because it shapes the social and intellectual environment in which students learn. A positive school culture can foster a sense of community, promote inclusivity and diversity, and create a safe and supportive learning environment. It can also provide a common set of values and expectations that guide students' behavior and help them to achieve academic success. In addition, culture plays a role in shaping students' identities and helping them to understand their place in the world. This can help to promote self-esteem and a sense of belonging, which are important for students' overall well-being.” (<a href="https://www.linkedin.com/posts/dwayne-primeau-348280131_culture-com-community-activity-7007993154591227904-LF5I/?utm_source=share&utm_medium=member_android">Dwayne Primeau</a>, Principal at Osaka YMCA International)</span></p></div><p><strong>Here are some top tips</strong></p><ul class="branded"><li><p style="margin:0cm"><strong>Examine your beliefs</strong>: What is your ‘image of the child’? Do you believe all children are inherently intelligent, curious, and creative? Do you recognise their passions and capabilities? Do you trust them to learn for themselves and others? What do you believe about learning? How does learning take place? As a school and individually do you have an agreed and informed belief system about what learning is and how it takes place in a students' mind? Do you know individually and as a school which teaching practices are most effective in bringing about learning? How have you arrived at this understanding? Have you carefully examined the extent to which your practice aligns with your beliefs?</p></li><li><strong><img alt="" src="https://teacher-sites-storage.inthinking.net/ib/leadership/basics/top-tips.jpg" style="float: right; width: 300px; height: 309px;" />Be clear about your message</strong>: What messages are you giving out? School leaders are the ‘storytellers. Consider your key mantras / messages. Do your mantras draw attention to individual students, their diversity and variability? How do you show that you respect and value the diversity and variability every student brings?<p style="margin:0cm">Do you see every learner as an individual? How well are individual students' known - their learning styles, their barriers to learning specific things, their interests, and passions? Are you tempted to refer to the class as ‘they’ or do you always consider everyone's personal story?</p></li><li><strong>Recalibrate power: </strong>Who decides what is learnt - the teachers or the students? Who decides how students learn - the teacher or the students? Who makes most of the decisions about learning - the teacher or the student? Do you believe the learners can really lead the learning? Is initiative valued over compliance?</li><li><strong>Establish the learning culture: </strong>What is the language of your classroom? How do you talk about 'the work' of learning? Do you speak about tasks which have to be completed (and assessed) or do you all speak the language of learning? Is how we learn as much a part of the conversation as what we learn? Are students aware of who they are as learners? Are learning dispositions noticed and named? Do you and your students believe that reflection and metacognition are integral parts of learning?</li><li><strong>Set high expectations for all</strong>: How do you demonstrate that you have high expectations for all your students? How do the teaching practices and assessment processes in your school enable students to meet those expectations?</li><li><strong>Consider your school ecosystem</strong>: What understandings of diversity are operating in your school? How does this relate to diversity of learners? What are you doing strategically that values and addresses diversity? To what extent do your school’s assumptions and expectations about students open or shut down opportunities for students to learn?</li><li><strong>Watch your language:</strong> “Language is one of the most powerful tools we have as humans. It binds us. It instructs us. When used well, it creates a common understanding. And it’s essential for creating an environment where everyone feels welcome and included.” (<a href="https://buffer.com/resources/inclusive-language-tech/?platform=hootsuite">Courtney Seiter</a>) To what extent do you value and respect the diversity of students by ensuring inclusive language is used in all written and spoken communication? Check for deficit identifiers that lower expectations, affirm stereotypes or are discriminatory. For example, do you use the term 'dyslexic student' or 'Student with dyslexia'? Also use gender-inclusive language respects and acknowledges the gender identities of all people and removes assumption. Use ‘everyone’ / ‘all’.</li></ul><div class="panel panel-has-colored-body panel-has-border panel-turquoise"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Guidelines for an inclusive school</p></div></div><div class="panel-body"><div><p>The following information sheet has been prepared by the New Zealand Government. It provides a helpful overview of key indicators of an inclusive school culture.</p><p><iframe frameborder="0" height="550" scrolling="no" src="/media/ib/leadership/basics/whataninclusiveschoollookslikesep2014.pdf" width="780"></iframe></p></div></div><div class="panel-footer"><div></div></div></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-has-colored-body panel-has-border panel-turquoise"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Inclusion policy</p></div></div><div class="panel-body"><div><p>An IB school should foster a dynamic school culture centred on holistic, inclusive learning communities. IB Standards and Practices relating to the Diploma Programme refer to five IB mandated policies. They are: <span style="color:#B22222;"><strong>Admissions Policy, Language Policy, Inclusion Policy, Assessment Policy and Academic Integrity Policy</strong></span>. These policies are important to both the authorization and five year evaluation processes since they are central to the implementation of the Diploma Programme.</p><p><strong>Reflect:</strong> How do our policies become living and breathing things that reflect the culture and context of our particular school and not just copies of other schools' policies which are locked away in a handbook never to be referred to? Look up how the organization 'Character Lab' do this. They are not a school but have developed a <a href="https://characterlab.org/wp-content/uploads/sites/10/2019/03/culturebook_digital.10.16.18.pdf">'Culture Book' </a>in which they identify their key values and then give practical examples of 'what this looks like' and 'what this sounds like'. For example:</p><div class="dottedBox"><div class="dottedBox"><p><strong>Value</strong>: Excessive Generosity</p><p><strong>This means</strong>: We give without asking | We assume the best in others</p><p><em><strong>What this looks like: </strong></em>Cleaning up messes - big, small and metaphorical | Receiving generously too.</p><p><em><strong>What this sounds like:</strong></em> "Of course, I'd be happy to help you with this project!" | "Hey - I know you have back-to-back meetings today, so let me grab you some lunch.</p></div></div><p><strong>Consider</strong>: How do I lead the implementation of these policies? What evidence do I look for that they are being implemented with fidelity? How do we make it clear what the policy looks like and feels like in practice in our school? What practical examples can we give of our expectations?</p><p>Look up examples using this LINK: <a href="leadership/page/21455/inclusion-policy" title="IB World School » IB Culture - Key Policies » Inclusion Policy">Inclusion Policy</a> </p></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-turquoise panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Resources</p></div></div><div class="panel-body"><div><div class="panel panel-indigo panel-has-colored-body panel-has-border"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>IB resources</p></div></div><div class="panel-body"><div><p>The PRC (Programme Resource Centre) on 'MyIB' contains some very helpful documents.</p><ul class="branded"><li>Learning diversity and inclusion in IB programmes Removing barriers to learning (2016): very helpful section on pages 5-6 considering barriers to learning from multiple perspectives - a whole school approach.</li><li>Meeting student learning diversity in the classroom Removing barriers to learning (2019) </li><li>Access and inclusion policy (2022): very helpful list of barriers to learning on pages 6-9 and a decision tree tool to plan assess arrangements on page 12).</li><li>Using Universal Design for Learning (UDL) in the IB classroom (2016)</li><li><p>The IB guide to inclusive education: a resource for whole school development (2015) for a full set of reflective questions to guide schools when developing learning plans.</p></li></ul></div></div><div class="panel-footer"><div></div></div></div><ul class="branded"><li><a href="https://inclusive.tki.org.nz/guides/universal-design-for-learning/">Guide to Universal Design for Learning</a>, New Zealand Ministry of Education: this is an excellent introduction to the subject.</li><li><a href="https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/">Leading schools that include all learners</a>: Strategies to ensure all students are supported to engage, participate, and achieve in ways that honour and value diversity. New Zealand Ministry of Education:</li><li><a href="https://inclusiveschools.org/" target="_blank">Inclusive Schools Network</a>–ISN is a digital resource for families, schools and communities looking to design and implement effective inclusive schools. They offer a wide variety of resources including assessment tools, collaboration strategies, technology advice and much more.</li><li><a href="https://www.ncld.org/" target="_blank">National Center for Learning Disability</a> – NCLD advocates for people with disabilities offering programs and resources for parents, young adults, professionals, and educators. They also publish reports and studies on a range of topics related to disability and offer scholarship information for students with learning and attention issues.</li><li><a href="https://tash.org/" target="_blank">TASH</a> – TASH works to advance inclusive communities through advocacy, research, professional development, policy and information and resources for parents, families, and self-advocates. They offer several different publications including a blog, annual reports, a podcast and more.</li></ul></div></div><div class="panel-footer"><div></div></div></div></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=%22Are+we+inclusive%3F%22+-+via+%40InThinker+%23leadership%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F46342%2Fare-we-inclusive"><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%2F46342%2Fare-we-inclusive&t=Are+we+inclusive?"><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%2F46342%2Fare-we-inclusive"><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%2F46342%2Fare-we-inclusive"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Are we inclusive?&body=Read the following summary:Inclusive education is about meeting the needs of ALL students in the classroom at the same time. 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