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September 21, 2012. © International Baccalaureate Organization 2007 Page 2 Welcome and Introductions Asheesh Misra, President of IB Mid-Atlantic.

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Presentation on theme: "September 21, 2012. © International Baccalaureate Organization 2007 Page 2 Welcome and Introductions Asheesh Misra, President of IB Mid-Atlantic."— Presentation transcript:

1 September 21, 2012

2 © International Baccalaureate Organization 2007 Page 2 Welcome and Introductions Asheesh Misra, President of IB Mid-Atlantic

3 © International Baccalaureate Organization 2007 Updates  IBMA Membership  IBMA Academy 2012 Report  IBMA Academy /7-8/8  Upcoming Coordinator Meetings  November 9 th Administration Meeting  Government University Liaison Committee  IBMA Orientation Page 3 Shout Out for IBMA at the IB Regional Conference!

4 © International Baccalaureate Organization 2007 Mission and Vision of the IBMA Our Mission:  The mission of IBMA is to create a dynamic collaborative environment that inspires all members to serve and advocate for IB World Schools in the Mid- Atlantic Region. Our Vision: ORGANIZATION – PARTICIPATION – COMMUNICATION RECOGNITION – Organization: To develop management systems that lead to high efficiency and effectiveness  Participation: To aspire to full participation of all stakeholders  Recognition: To have high relevance for all stakeholders  Communication: To provide valuable programming for all stakeholders

5 Rebooting Your IB Programme: Best Practices for Implementing Standard C: Curriculum

6 © International Baccalaureate Organization 2007 Where Do Good Ideas Come From? Page 6

7 © International Baccalaureate Organization 2007 What is an IB education? Page 7

8 © International Baccalaureate Organization 2007 Polleverywhere.com Which symbol best represents the relationship between effective communication and collaboration? Decode the Puzzle A. B. C. D. E.

9 © International Baccalaureate Organization 2007 Polleverywhere.com A.Two Peas in a Pod B.Men to Women C.Apples to Oranges

10 © International Baccalaureate Organization 2007 Best Practices for Implementing Standard C: Curriculum Concept Statement: A systematic approach to teaching and learning impacts student achievement. Inquiry Questions: In what ways can teachers collaborate to impact student achievement? To what extent is student initiated action promoted in your school? In what was are we engaging students as thinkers? What if all teachers taught language? To what extent does engaging students with technology impact student achievement? What does high impact feedback look like? Page 10

11 © International Baccalaureate Organization 2007 Standard C: Curriculum Standard C1: Collaborative planning Collaborative planning and reflection supports the implementation of the IB programme(s). 1. Collaborative planning and reflection addresses the requirements of the programme(s). 2. Collaborative planning and reflection takes place regularly and systematically. 3. Collaborative planning and reflection addresses vertical and horizontal articulation. 4. Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences. 5. Collaborative planning and reflection is based on agreed expectations for student learning. 6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles. 7. Collaborative planning and reflection is informed by assessment of student work and learning. 8. Collaborative planning and reflection recognizes that all teachers are responsible for language development of students. 9. Collaborative planning and reflection addresses the IB learner profile attributes. Page 11

12 © International Baccalaureate Organization 2007 Standard C2: Written curriculum The school’s written curriculum reflects IB philosophy. 1. The written curriculum is comprehensive and aligns with the requirements of the programme(s). 2. The written curriculum is available to the school community. 3. The written curriculum builds on students’ previous learning experiences. 4. The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time. 5. The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others. 6. The written curriculum incorporates relevant experiences for students. 7. The written curriculum promotes students’ awareness of individual, local, national and world issues. 8. The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives. 9. The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s). 10. The written curriculum integrates the policies developed by the school to support the programme(s). 11. The written curriculum fosters development of the IB learner profile attributes. Page 12

13 © International Baccalaureate Organization 2007 Standard C3: Teaching and learning Teaching and learning reflects IB philosophy. 1. Teaching and learning aligns with the requirements of the programme(s). 2. Teaching and learning engages students as inquirers and thinkers. 3. Teaching and learning builds on what students know and can do. 4. Teaching and learning promotes the understanding and practice of academic honesty. 5. Teaching and learning supports students to become actively responsible for their own learning. 6. Teaching and learning addresses human commonality, diversity and multiple perspectives. 7. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue. 8. Teaching and learning demonstrates that all teachers are responsible for language development of students. 9. Teaching and learning uses a range and variety of strategies. 10. Teaching and learning differentiates instruction to meet students’ learning needs and styles. 11. Teaching and learning incorporates a range of resources, including information technologies. 12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and the needs of others. 13. Teaching and learning engages students in reflecting on how, what and why they are learning. 14. Teaching and learning fosters a stimulating learning environment based on understanding and respect. Page 13

14 © International Baccalaureate Organization 2007 Standard C4: Assessment Assessment at the school reflects IB assessment philosophy. 1. Assessment at the school aligns with the requirements of the programme(s). 2. The school communicates its assessment philosophy, policy and procedures to the school community. 3. The school uses a range of strategies and tools to assess student learning. 4. The school provides students with feedback to inform and improve their learning. 5. The school has systems for recording student progress aligned with the assessment philosophy of the programme(s). 6. The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s). 7. The school analyses assessment data to inform teaching and learning. 8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work. 9. The school has systems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay, depending on the programme(s) offered. Page 14

15 © International Baccalaureate Organization 2007 Standard Conversation  Organize participants into five groups.  Ask one person to be the anchor of each group.  That person will remain at the table and facilitate the conversation. That person will also take notes and be responsible for summarizing the conversation at the end.  We will type up the ideas for all groups and post the IBMA website.  Participants will move five times (won’t get to one group) and discuss the question at hand for seven minutes.  At the start of each switch have the anchor summarize the conversation from the group before it – this will help keep the conversation evolving, deepening, and expanding with new ideas. Page 15

16 © International Baccalaureate Organization 2007 Stations Page 16 StandardsStation Number Guiding QuestionFacilitator Standard C1: Collaborative Planning 1In what ways can teachers collaborate to impact student achievement? Kerri Lancaster Standard C2:5-7 Written Curriculum: Action 2To what extent is student initiated action promoted in your school? Julie Cassel Standard C3: Engages students as inquirers and thinkers 3In what was are we engaging students as thinkers? Libby Rogovoy Standard C3. 8Teaching and Learning Language 4What if all teachers taught language?Carlota Shewchuk Standard C4.4 Feedback and Assessment 5What does high impact feedback look like? Laura Lane

17 © International Baccalaureate Organization 2007 Polleverywhere.com Which symbol best represents the relationship between effective communication and collaboration? Decode the Puzzle A. B. C. D. E.

18 © International Baccalaureate Organization 2007 Significant Concept Page 18 Broad and Balanced Conceptual Connected

19 © International Baccalaureate Organization 2007 Upcoming Meetings Page 19 DPMYPPYP Film October 19 th Edison HS, Alexandria, VA Inquiry September 28 th George Washington MS Alexandria, VA Teaching Math through Inquiry November 8 th College Gardens Elementary Visual Arts October 25 Meade HS Ft. Meade, MD Collaboration in Single Subjects Feb. 7 th AAPS Spanish A Language and Literature November 2 nd Annandale HS Kaleidoscope Becoming Internationally Minded April 11 th Rosa Parks ES Language B November 14 th Old Mill HS PYP Coordinators Retreat May 30 th Washington DC

20 © International Baccalaureate Organization 2007 QR Code Page 20


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