A “big picture” of beliefs and practices

A “big picture” of beliefs and practices

A sense of the continuum of language development

A “big picture” of beliefs and practices

A sense of the continuum of language development

We can see the constants in our beliefs and practices more clearly

A “big picture” of beliefs and practices

A sense of the continuum of language development

We can see the constants in our beliefs and practices more clearly We can see the differences in our approaches more clearly

A “big picture” of beliefs and practices

A sense of the continuum of language development

We can see the constants in our beliefs and practices more clearly We can see the differences in our approaches more clearly

We have become more aware of our own presentation styles and skills

A “big picture” of beliefs and practices

A sense of the continuum of language development

We can see the constants in our beliefs and practices more clearly We can see the differences in our approaches more clearly

We have had challenging and revealing conversations

We have become more aware of our own presentation styles and skills

A “big picture” of beliefs and practices

A sense of the continuum of language development

We can see the constants in our beliefs and practices more clearly We can see the differences in our approaches more clearly

We are more aware of who our team members are

We have had challenging and revealing conversations

We have become more aware of our own presentation styles and skills

A “big picture” of beliefs and practices

A sense of the continuum of language development

We can see the constants in our beliefs and practices more clearly We can see the differences in our approaches more clearly

We have reflected on what we truly believe about teaching and learning

We are more aware of who our team members are

We have had challenging and revealing conversations

We have become more aware of our own presentation styles and skills

We are starting to have an idea of what our vision is for language teaching and learning at NIST.

The PYP vision for language teaching and learning.

We are starting to have an idea of what our shared vision is for language teaching and learning at NIST.

The PYP vision for language teaching and learning.

We are starting to have an idea of what our shared vision is for language teaching and learning at NIST.

The PYP vision for language teaching and learning.

My role as a pedagogical leader

“Stop telling people what to do, let them be creative by themselves.” Tony Abbey

From “Art of Looking Sideways” by Alan Fletcher

“Be a guide on the side not a sage on the stage.” Anonymous

vision frameworks instructions clarification requirements accountability criteria focus documentation expectations constraints

“Sage on the stage”

“Guide on the side”

change inquiry research trust time direction space courage confidence risks experimentation sharing modeling demonstration collaboration creativity support talents interests challenges culture feedback help learning approaches connections networks

“professional inquiries” “role as leader is to help those inquiries happen” “helping to do research” “considering and honouring possibilities”

New Space
Fresh ideas Innovations

Inspiration
Opportunities Challenges

“Leaders [gather] and create powerful inspirational stories that give others permission, or courage to act.” Bruce Hammonds

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