Kevin Bartlett, Director of international School Brussels, Co-Author of the PYP

Unless leadership is improving learning, there is no leadership.

Synectic
In one minute, write down all the hobbies and pastimes enjoyed by the people at your table.

Synectic
Select one of those hobbies to complete this synectic:
Leadership is like .. because..

STUDENT & TEACHER EMPOWERMENT

Trends in education Developing a positive relationship with time Putting learning at the center of decision-making Helping students and teachers make connections by seeing the big picture How authentic, personal inquiry can address written curriculum objectives

Thanks!

General factors that inspire the philosophy of

What are the main issues that come out of this? How relevant do you think they are to Australia? To Mt. Scopus? How do you think your school community would respond/react if you showed it?

What might Robinsons Agricultural Analogy look like in practice? Where do think Mt. Scopus lies in his equation?

Factors from my experience that inspire the philosophy of

Know your students, know your curriculum Powell & Powell I would also add accept your curriculum, play a positive part in changing it or move schools!

The pace of life in Bangkok and NIST

Competitive teaching who can work the hardest? Who is more stressed? Who goes home latest?

A three-year old is not half a six-year old!

Sir Ken Robinson

We believe we are preparing kids for the Real World but they are in it now. This is their time.

As a teacher, it is not hard to stay relevant. The kids bring relevance into your classroom every day. Just be open to it welcome it into the room and help them use it to learn.

Alan Fletcher

Exit Card
Some burning issues of relevance in the school that you could conduct an inquiry into this afternoon.

Give them time

Think twice! Have a mantra I am about to take time away from people. Do I really need to? If so, how can I minimize that time and how can I make the most of that time?

The Dalai Lama states that it is just not OK to take pride in being able to deal with increased stress. Instead, we should simply look for ways to reduce the stress. What do you think our students learn from us about how to manage time?

What are some ways that you, in your position, could give teachers some time? What do you think they might do with it? What effect do you think it would have?

Garmston & Wellman

Create time

Form groups based on similar roles (as much as possible) so that you can discuss things frankly

What are some possible ways that time could be created? How could you try and make that happen?

The whole school

Your section of the school

You and your team/department

Your own daily practices

Unless leadership is improving learning, there is no leadership. Kevin Bartlett

Tokenism

Know your students, know your curriculum Powell & Powell I would also add accept your curriculum, play a positive part in changing it or move schools!

A Mindset

If you dont know where youre going, all roads lead there. Roman Proverb

Conceptual rubric to guide learning

Conceptual sentences to explain student understanding

Key Concepts

One word that describes what this unit is about

One word that describes what this unit is about

Yesterday, I asked your teams to boil down some their units of inquiry to one word that can describe what that unit is all about.

That word should be highly conceptual, but doesnt need to be one of the PYP Concepts. It should not be a word that lends itself directly to thematic learning.

TUNING-IN

It is enough to open minds, do not overload them. Put there just a spark. If there is some good inflammable stuff, it will catch fire. Anatole France

Self

Is the central concept of the unit present in the students lives? Where? How?

Self

Can the student take their understanding of the central concept beyond how it applies to their own life (a journey outwards)?

Is the central concept of the unit present outside the students lives? Is it still worth learning about?

Self

How can the students bring the central concept closer to home as they progress through the unit?

Self

Round-Robin Reflection
Give each person a number from 1 to 3 or 1 to 4. Number 1 starts by completing these sentences: I contributed by This helped us because Person 2 summarizes what person 1 said, then completes the sentences themselves. Then person 3 summarizes, and so on. Person 1 summarizes what person 4 said. No interruptions and no cross-talk.

As people are sharing their work, cross-check it against your written curriculum. What areas of the curriculum are they operating within? What could their next steps be? How could you move them forwards?

The Art of Looking

We all need help with looking, particularly in these times.

In School Workshops at Mt. Scopus Memorial College, Melbourne

This is to certify that, on the 25th July, 2012,

attended

Simplifying, connecting and creating possibilities