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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 ><a href="https://www.thinkib.net/leadership/page/20881/mission-vision" >Mission & Vision</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21642/introduction" class="father">Introduction</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28233/schools-as-learning-organisations" >Schools as 'Learning Organisations'</a></li><li ><a href="https://www.thinkib.net/leadership/page/28352/schools-system-thinking" >Schools - System Thinking</a></li><li ><a href="https://www.thinkib.net/leadership/page/29160/school-culture" >School Culture</a></li><li ><a href="https://www.thinkib.net/leadership/page/39425/diversity-equity-inclusion" >Diversity, Equity & Inclusion</a></li><li ><a href="https://www.thinkib.net/leadership/page/46342/are-we-inclusive" >Are we inclusive?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20905/writing-vision-and-mission-statements" class="father">Writing Vision and Mission Statements</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/28281/happy-new-year" >Happy New Year</a></li><li ><a href="https://www.thinkib.net/leadership/page/20944/what-is-the-purpose-of-your-school" >What is the purpose of your school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23892/how-to-write-a-mission-statement" >How to write a mission statement</a></li><li ><a href="https://www.thinkib.net/leadership/page/21025/is-your-school-mission-clear" >Is your school mission clear?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21005/my-vision-" >My Vision </a></li><li ><a href="https://www.thinkib.net/leadership/page/23893/how-to-write-a-vision-statement" >How to write a vision statement</a></li><li ><a href="https://www.thinkib.net/leadership/page/28280/does-your-vision-drive-your-school-forward" >Does your vision drive your school forward?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21070/getting-the-branding-right" >Getting the branding right</a></li><li ><a href="https://www.thinkib.net/leadership/page/21072/getting-the-culture-right-a-case-study" >Getting the culture right - A Case Study</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20914/aligning-mission-with-ib" >Aligning Mission with IB</a></li><li ><a href="https://www.thinkib.net/leadership/page/20918/strategic-leadership" class="father">Strategic Leadership</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/20917/strategic-planning-process" >Strategic Planning Process</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20929/change-management" class="father">Change Management</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/20978/culture-change" >Culture change</a></li><li ><a href="https://www.thinkib.net/leadership/page/20979/understanding-the-changing-world" >Understanding the changing world</a></li><li ><a href="https://www.thinkib.net/leadership/page/20980/lead-the-change" >Lead the change</a></li><li ><a href="https://www.thinkib.net/leadership/page/21173/are-you-a-change-leader" >Are you a change leader?</a></li><li ><a href="https://www.thinkib.net/leadership/page/20946/managing-change-across-different-cultures" >Managing change across different cultures</a></li><li ><a href="https://www.thinkib.net/leadership/page/20930/change-management-tools" >Change Management Tools</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/22585/opening-a-new-school" class="father">Opening a new school</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31368/checklist-opening-a-new-school" >Checklist: Opening a new school</a></li><li ><a href="https://www.thinkib.net/leadership/page/22901/what-is-international-education" >What is International Education?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22824/us-and-canada-educational-landscape" >US and Canada - Educational Landscape</a></li><li ><a href="https://www.thinkib.net/leadership/page/22834/getting-the-vision-right" >Getting the vision right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22942/getting-the-values-right" >Getting the values right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22898/getting-teacher-recruitment-right" >Getting teacher recruitment right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22845/getting-staffing-right" >Getting staffing right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22899/getting-professional-development-right" >Getting professional development right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22933/getting-the-learning-right" >Getting the learning right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22488/getting-the-curriculum-right" >Getting the curriculum right</a></li><li ><a href="https://www.thinkib.net/leadership/page/23425/information-systems" >Information Systems</a></li><li ><a href="https://www.thinkib.net/leadership/page/22584/getting-the-legal-framework-right" >Getting the legal framework right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22859/getting-the-finances-right" >Getting the finances right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22895/getting-marketing-right" >Getting marketing right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22879/getting-accreditation-inspection-right" >Getting accreditation / inspection right</a></li><li ><a href="https://www.thinkib.net/leadership/page/22867/diary-of-an-international-head" >Diary of an international head</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20883/leadership" >Leadership</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/21643/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/21023/what-is-leadership" class="father">What is leadership?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/34593/leadership-resources" >Leadership Resources</a></li><li ><a href="https://www.thinkib.net/leadership/page/23833/whats-my-big-idea" >What's my big idea?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23834/communicating-my-big-idea" >Communicating my big idea</a></li><li ><a href="https://www.thinkib.net/leadership/page/24717/passionate-leadership" >Passionate Leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/21154/leadership-traits-behaviours-and-skills" >Leadership traits, behaviours and skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/21360/leadership-styles" >Leadership styles</a></li><li ><a href="https://www.thinkib.net/leadership/page/26653/exploring-leadership-through-videos" >Exploring leadership through videos</a></li><li ><a href="https://www.thinkib.net/leadership/page/21202/leadership-vs-management" >Leadership vs Management</a></li><li ><a href="https://www.thinkib.net/leadership/page/21152/what-makes-school-leadership-effective" >What makes school leadership effective?</a></li><li ><a href="https://www.thinkib.net/leadership/page/34832/leading-in-a-time-of-great-change" >Leading in a time of (great) change</a></li><li ><a href="https://www.thinkib.net/leadership/page/27122/middle-leadership" >Middle Leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/27125/data-driven-leadership" >Data-driven leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/21812/leadership-lessons" >Leadership Lessons</a></li><li ><a href="https://www.thinkib.net/leadership/page/23915/leadership-top-tips" >Leadership Top Tips</a></li><li ><a href="https://www.thinkib.net/leadership/page/21139/my-leadership" >My leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/22649/case-study" >Case Study</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21311/roles-of-a-middle-or-senior-school-leader" class="father">Roles of a middle or senior school leader</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/41646/the-art-of-middle-leadership" >The art of middle leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/43075/first-100-days-of-being-a-middle-leader" >First 100 days of being a middle leader</a></li><li ><a href="https://www.thinkib.net/leadership/page/21206/leaders-influence-others" >Leaders influence others</a></li><li ><a href="https://www.thinkib.net/leadership/page/21226/leaders-lead-high-performing-teams" >Leaders lead high-performing teams</a></li><li ><a href="https://www.thinkib.net/leadership/page/21241/leaders-motivate-people" >Leaders motivate people</a></li><li ><a href="https://www.thinkib.net/leadership/page/21207/leaders-communicate-effectively" >Leaders communicate effectively</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21151/culture-and-context" class="father">Culture and context</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21255/developing-a-shared-school-culture" >Developing a shared school culture</a></li><li ><a href="https://www.thinkib.net/leadership/page/21252/what-is-our-school-culture" >What is our school culture?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21253/whats-the-impact-of-national-cultures" >What's the impact of national cultures?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22320/impact-of-cultures-on-learning" >Impact of cultures on learning</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21153/ib-leadership-pathway" class="father">IB Leadership Pathway</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21379/ib-approach-to-leadership" >IB Approach to Leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/21377/ib-leadership-intelligences" >IB Leadership Intelligences</a></li><li ><a href="https://www.thinkib.net/leadership/page/21369/ib-leadership-workshops" >IB Leadership Workshops</a></li><li ><a href="https://www.thinkib.net/leadership/page/21663/discussion-scenarios" >Discussion Scenarios</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21330/recruitment-development" class="father">Recruitment & Development</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31281/writing-a-job-description-top-tips" >Writing a job description - top tips</a></li><li ><a href="https://www.thinkib.net/leadership/page/23558/appointing-heads-of-school" >Appointing Heads of School</a></li><li ><a href="https://www.thinkib.net/leadership/page/21331/appointing-teachers-and-subject-leaders" >Appointing teachers and subject leaders</a></li><li ><a href="https://www.thinkib.net/leadership/page/28716/applying-for-a-teaching-job" >Applying for a teaching job</a></li><li ><a href="https://www.thinkib.net/leadership/page/26344/preparing-for-a-job-interview" >Preparing for a job interview</a></li><li ><a href="https://www.thinkib.net/leadership/page/44854/induction-of-new-staff" >Induction of new staff</a></li><li ><a href="https://www.thinkib.net/leadership/page/21427/staff-development" >Staff Development</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/28926/appraisal-performance-management" class="father">Appraisal | Performance Management</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/22499/appraisal-of-school-leaders" >Appraisal of school leaders</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23547/governance" class="father">Governance</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23019/getting-governance-right" >Getting governance right</a></li><li ><a href="https://www.thinkib.net/leadership/page/21266/governors-roles" >Governors' roles</a></li><li ><a href="https://www.thinkib.net/leadership/page/23539/governors-meetings" >Governors' Meetings</a></li><li ><a href="https://www.thinkib.net/leadership/page/21265/governance-case-studies" >Governance - Case Studies</a></li><li ><a href="https://www.thinkib.net/leadership/page/23541/helpful-resources" >Helpful resources</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/23533/graduation-speeches" >Graduation Speeches</a></li><li ><a href="https://www.thinkib.net/leadership/page/22600/leadership-case-studies" class="father">Leadership case studies</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/22598/leading-in-a-time-of-political-change" >Leading in a time of political change</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25420/leadership-thought-pieces" class="father">Leadership Thought Pieces</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25626/applying-to-be-a-head" >Applying to be a Head</a></li><li ><a href="https://www.thinkib.net/leadership/page/25419/emotionally-intelligent-leadership" >Emotionally intelligent leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/31268/leadership-network" >Leadership Network</a></li><li ><a href="https://www.thinkib.net/leadership/page/42725/new-year-excellent-think-pieces-to-start-the-year" >New Year - Excellent think pieces to start the year</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/20882/teaching-and-learning" >Teaching and Learning</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/20937/introduction" >Introduction</a></li><li ><a href="https://www.thinkib.net/leadership/page/25734/how-do-students-actually-learn" class="father">How do students actually learn?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/27322/creating-the-optimal-conditions-for-learning" >Creating the optimal conditions for learning</a></li><li ><a href="https://www.thinkib.net/leadership/page/36004/student-agency" >Student agency</a></li><li ><a href="https://www.thinkib.net/leadership/page/24556/how-do-we-think-all-about-the-brain" >How do we think? All about the brain</a></li><li ><a href="https://www.thinkib.net/leadership/page/39352/learning-and-thinking-differences" >Learning and thinking differences</a></li><li ><a href="https://www.thinkib.net/leadership/page/25510/how-do-we-engage-motivate-students" >How do we engage | motivate students?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25968/how-does-learning-happen-in-your-school" >How does 'learning' happen in your school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/30123/how-do-we-help-students-who-struggle" >How do we help students who struggle?</a></li><li ><a href="https://www.thinkib.net/leadership/page/26597/how-do-we-make-learning-memorable" >How do we make learning memorable?</a></li><li ><a href="https://www.thinkib.net/leadership/page/36026/student-work-book-scrutiny" >Student work - book scrutiny</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/26504/evidence-informed-teaching" class="father">Evidence informed teaching</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/26760/which-teaching-strategies-are-effective" >Which teaching strategies are effective?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21406/how-do-you-become-an-expert-teacher" >How do you become an expert teacher?</a></li><li ><a href="https://www.thinkib.net/leadership/page/23084/what-does-it-mean-to-be-a-research-informed-school" >What does it mean to be a research-informed school?</a></li><li ><a href="https://www.thinkib.net/leadership/page/21877/characteristics-of-high-performing-schools" >Characteristics of high-performing schools</a></li><li ><a href="https://www.thinkib.net/leadership/page/26907/a-professional-development-programme-for-your-school" >A Professional Development Programme for your school</a></li><li ><a href="https://www.thinkib.net/leadership/page/24874/what-do-you-believe-about-teaching" >What do you believe about 'teaching'?</a></li><li ><a href="https://www.thinkib.net/leadership/page/29321/mindsets-matter" >Mindsets matter</a></li><li ><a href="https://www.thinkib.net/leadership/page/29169/homework-to-be-or-not-to-be" >Homework - to be or not to be?</a></li><li ><a href="https://www.thinkib.net/leadership/page/26700/useful-videos-on-pedagogy" >Useful videos on pedagogy</a></li><li ><a href="https://www.thinkib.net/leadership/page/21414/my-philosophy-of-teaching" >My Philosophy of Teaching</a></li><li ><a href="https://www.thinkib.net/leadership/page/22536/a-note-on-constructivism" >A note on constructivism</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21573/our-21st-century-context-" class="father">Our '21st Century' Context </a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/23436/learning-for-the-21st-century" >Learning for the 21st Century</a></li><li ><a href="https://www.thinkib.net/leadership/page/22689/whats-worth-teaching" >What's worth teaching?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25354/skills-for-their-future" >Skills for their future</a></li><li ><a href="https://www.thinkib.net/leadership/page/25083/teaching-for-the-21st-century" >Teaching for the 21st Century</a></li><li ><a href="https://www.thinkib.net/leadership/page/24610/all-about-pedagogy" >All about pedagogy</a></li><li ><a href="https://www.thinkib.net/leadership/page/34908/reggio-emilia-approach" >Reggio Emilia approach</a></li><li ><a href="https://www.thinkib.net/leadership/page/34909/pisa-assessments" >PISA assessments</a></li><li ><a href="https://www.thinkib.net/leadership/page/24892/what-are-we-doing-to-our-children" >What are we doing to our children?</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/28226/what-is-well-being" class="father">WHAT is well-being?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31119/why-focus-on-well-being" >WHY focus on well-being?</a></li><li ><a href="https://www.thinkib.net/leadership/page/31121/how-can-we-teach-well-being" >HOW can we teach well-being?</a></li><li ><a href="https://www.thinkib.net/leadership/page/31120/well-being-and-human-flourishing" >Well-being and human flourishing</a></li><li ><a href="https://www.thinkib.net/leadership/page/34358/well-being-and-student-leadership" >Well-being and student leadership</a></li><li ><a href="https://www.thinkib.net/leadership/page/34712/how-to-help-students-and-staff-facing-trauma" >How to help students and staff facing trauma</a></li><li ><a href="https://www.thinkib.net/leadership/page/34714/-mental-health-well-being" > Mental Health & Well-Being</a></li><li ><a href="https://www.thinkib.net/leadership/page/35103/staff-well-being" >Staff Well-Being</a></li><li ><a href="https://www.thinkib.net/leadership/page/31107/ps-well-being-and-the-secrets-of-a-long-life" >PS: Well-being and the secrets of a long life</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/28920/revision-strategies" >Revision Strategies</a></li><li ><a href="https://www.thinkib.net/leadership/page/31323/parent-teacher-consultations" >Parent - Teacher Consultations</a></li><li ><a href="https://www.thinkib.net/leadership/page/21648/what-is-pedagogical-leadership" class="father">What is pedagogical leadership?</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21285/the-role-of-subject-leader-and-coordinator" >The role of subject leader and coordinator</a></li><li ><a href="https://www.thinkib.net/leadership/page/31573/your-role-as-a-pedagogical-leader" >Your role as a pedagogical leader</a></li><li ><a href="https://www.thinkib.net/leadership/page/26714/pedagogical-leadership-workshop" >Pedagogical Leadership Workshop</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21461/professional-learning-development" class="father">Professional Learning (Development)</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25045/pd-make-it-personal" >PD - Make it personal</a></li><li ><a href="https://www.thinkib.net/leadership/page/26710/teacher-journal-clubs" >Teacher journal clubs</a></li><li ><a href="https://www.thinkib.net/leadership/page/24970/learning-walks-sharing-practice-pineapple-pd" >Learning walks | sharing practice - Pineapple PD</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21653/school-improvement" class="father">School Improvement</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/27217/school-improvement-tool" >School Improvement Tool</a></li><li ><a href="https://www.thinkib.net/leadership/page/21193/case-study-transforming-a-school-from-within" >Case study - transforming a school from within</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/25367/thought-pieces" class="father">Thought Pieces</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/25707/learning-is-" >Learning is ...</a></li><li ><a href="https://www.thinkib.net/leadership/page/35877/our-students-are-digital-natives" >Our Students Are Digital Natives</a></li><li ><a href="https://www.thinkib.net/leadership/page/28282/provocation-are-they-really-learning" >Provocation: Are they really learning?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25648/whats-the-best-way-to-revise" >What's the best way to revise?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25872/make-learning-real" >Make learning real</a></li><li ><a href="https://www.thinkib.net/leadership/page/25414/the-teenage-brain" >The Teenage Brain</a></li><li ><a href="https://www.thinkib.net/leadership/page/25652/knowledge-vs-skills" >Knowledge vs. skills?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25368/thinking-skills" >Thinking skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/25488/social-emotional-learning" >Social-Emotional Learning</a></li><li ><a href="https://www.thinkib.net/leadership/page/26009/how-do-we-build-confidence-in-our-students" >How do we build confidence in our students?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25705/take-care-explaining-concepts" >Take care explaining concepts</a></li><li ><a href="https://www.thinkib.net/leadership/page/25424/collaboration-teamwork" >Collaboration & Teamwork</a></li><li ><a href="https://www.thinkib.net/leadership/page/25369/learners-what-makes-an-expert-learner" >Learners: What makes an 'expert learner'?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25511/recalling-information-revision" >Recalling information - revision</a></li><li ><a href="https://www.thinkib.net/leadership/page/25519/making-learning-memorable" >Making learning memorable</a></li><li ><a href="https://www.thinkib.net/leadership/page/25653/our-century-who-are-our-students-thought-leaders" >Our century: who are our students' thought leaders?</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21808/ib-atls" >IB ATLs</a><ul class="level-1"><li ><a href="https://www.thinkib.net/leadership/page/22888/atl-working-with-staff" >ATL - Working with staff</a></li><li ><a href="https://www.thinkib.net/leadership/page/27371/establishing-an-atl-culture" >Establishing an ATL culture</a></li><li ><a href="https://www.thinkib.net/leadership/page/26572/atl-toolkit" >ATL Toolkit</a></li><li ><a href="https://www.thinkib.net/leadership/page/21002/ib-approaches-to-teaching" class="father">IB Approaches to Teaching</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/21436/teaching-is-based-on-inquiry" >Teaching is based on inquiry</a></li><li ><a href="https://www.thinkib.net/leadership/page/21609/teaching-is-focused-on-conceptual-understanding" >Teaching is focused on conceptual understanding</a></li><li ><a href="https://www.thinkib.net/leadership/page/36730/teaching-is-developed-in-local-and-global-context" >Teaching is developed in local and global context</a></li><li ><a href="https://www.thinkib.net/leadership/page/21312/teaching-is-focused-on-effective-teamwork-and-collaboration" >Teaching is focused on effective teamwork and collaboration</a></li><li ><a href="https://www.thinkib.net/leadership/page/22877/teaching-is-differentiated" >Teaching is differentiated</a></li><li ><a href="https://www.thinkib.net/leadership/page/21952/teaching-is-informed-by-assessment" >Teaching is informed by assessment</a></li></ul></li><li ><a href="https://www.thinkib.net/leadership/page/21320/ib-approaches-to-learning" class="father">IB Approaches to Learning</a><ul class="level-2"><li ><a href="https://www.thinkib.net/leadership/page/31693/atl-skill-progression-how-to-plan-for-it" >ATL skill progression - how to plan for it?</a></li><li ><a href="https://www.thinkib.net/leadership/page/25966/how-well-do-you-know-your-children-individually" >How well do you know your children - individually?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22804/which-skills-are-important" >Which skills are important?</a></li><li ><a href="https://www.thinkib.net/leadership/page/22932/ib-atl-social-skills" >IB ATL: Social Skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/22809/ib-atl-communication-skills" >IB ATL: Communication Skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/22772/ib-atl-self-management" >IB ATL: Self-Management</a></li><li ><a href="https://www.thinkib.net/leadership/page/22829/ib-atl-research-skills" >IB ATL: Research Skills</a></li><li ><a href="https://www.thinkib.net/leadership/page/22813/ib-atl-thinking-skills" >IB ATL: Thinking Skills</a></li></ul></li></ul></li><li class="selected" ><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 class="selected" ><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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what does it mean?">Global Citizen - what does it mean?</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24339/global-competencies" title="Global Competencies">Global Competencies</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/37668/be-a-digital-global-citizen" title="Be a digital global citizen">Be a digital global citizen</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24341/global-issues" title="Global Issues">Global Issues</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24732/global-issues-resource-bank" title="Global issues resource bank">Global issues resource bank</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/23655/an-ib-education" title="An IB Education">An IB Education</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/23135/what-is-an-ib-education" title="What is an IB Education?">What is an IB Education?</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/23070/knowledge-how-do-we-make-learning-relevant" title="Knowledge - how do we make learning relevant?">Knowledge - how do we make learning relevant?</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/22660/emotion" title="Emotion">Emotion</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22663/faith" title="Faith">Faith</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/24109/imagination" title="Imagination">Imagination</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22664/intuition" title="Intuition">Intuition</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22658/language" title="Language">Language</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22665/memory" title="Memory">Memory</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22661/reason" title="Reason">Reason</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22659/sense-perception" title="Sense Perception">Sense Perception</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/20936/ib-culture-key-policies" title="IB Culture - Key Policies">IB Culture - Key Policies</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/21458/academic-integrity-honesty-policy" title="Academic Integrity (Honesty) Policy">Academic Integrity (Honesty) Policy</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21454/admissions-policy" title="Admissions Policy">Admissions Policy</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21459/assessment-policy" title="Assessment Policy">Assessment Policy</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21455/inclusion-policy" title="Inclusion Policy">Inclusion Policy</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21457/language-policy" title="Language Policy">Language Policy</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/21445/glossary-of-ib-terms" title="Glossary of IB Terms">Glossary of IB Terms</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/29316/ib-continuum-schools" title="IB Continuum Schools">IB Continuum Schools</a></li><li class="current parent" style="padding-left: 0px"><i class="expander fa fa-caret-right fa-rotate-90"></i><a href="https://www.thinkib.net/leadership/page/21521/how-do-you-promote-market-the-ib" title="How do you promote | market the IB?">How do you promote | market the IB?</a></li><ul class="level-1 expanded"><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25774/case-study-why-choose-ib-as-opposed-to-the-national-programme" title="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 class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/23557/what-are-the-challenges-in-being-an-ib-school" title="What are the challenges in being an IB School?">What are the challenges in being an IB School?</a></li></ul></nav></div><!-- /#left-column-->
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colored"></i></a></li></ul></div></div><h1 class="section-title">How do you promote | market the IB?</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: IB World School" href="https://www.thinkib.net/leadership/page/20885/ib-world-school">IB World School</a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>How do you promote | market the IB?</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><h4><img alt="" src="/media/ib/leadership/programme-delivery/promotion.jpg" style="float: right; width: 200px; height: 133px;" />How can we promote and market the IB?</h4><p>This page provides you with materials to help you explain why students, parents, educators, and government administrators should choose International Baccalaureate.</p><p>You will find the</p><ul class="branded"><li>IB mission</li><li>IB value proposition</li><li>Individual programme messaging</li><li>An example from one IB Head</li></ul> <hr class="hidden" /><h3>Professional Inquiry:</h3><ul class="branded"><li>What are our <strong>key messages</strong> in promoting and marketing the IB?</li><li>How does the IB differ from national programmes?</li></ul><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>The IB Mission ~ Education for a better world</p></div></div><div class="panel-body"><div><p>The IB mission statement describes their purpose as an organisation.</p><p>"The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the International Baccalaureate works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, lifelong learners who understand that other people, with their differences, can also be right."</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>IB value proposition ~ Empowering learners to thrive and make a difference</p></div></div><div class="panel-body"><div><h4>IB programmes nurture:</h4><ul class="branded"><li><strong>Students with a purpose</strong>: nurturing students with the character attributes to contribute to making the world a better place (these are expressed in the IB learner profile). IB programmes encourage students to develop a global perspective and take action to make the world a better place.</li><li><strong>Students with skills</strong>: developing in students transferable and future-ready skills to thrive in a world that is changing quickly. An IB education provides a full social, emotional, physical and intellectual education. In addition to the academic skills all IB programmes nurture life-skills (social skills, communication skills, self-management skills).</li><li><strong>Students with dispositions</strong> ready to step up as leaders, solve society’s most pressing challenges and build a better, more sustainable world for all.</li></ul><h4>IB programmes have:</h4><ul class="branded"><li><strong>a curriculum</strong> that encourages students to connect learning experiences to their real-world experiences, and taking action to make a difference in their community.</li><li><strong>a well-recognised qualification</strong> that will enable students to gain admission to the university or career of their choice. University admissions value the advanced research and critical thinking skills that are developed through the IB programmes.</li><li><strong>teachers</strong> who become part of a global professional learning community, which rich and diverse opportunities to professionally grow and network.</li></ul><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>This is how the IB describes its value proposition:</p></div></div><div class="panel-body">The International Baccalaureate is more than an education, it’s a lifelong opportunity. While you enjoy the benefit of a well recognised qualification that can help you gain entry to your chosen university or career, all IB programmes move beyond exam results to develop your whole being. As you learn, you also build the skills, empathy and confidence you need to thrive in a modern world. To bring out the best in every learner, our IB learner profile puts the student at the centre of our programs, inspiring and motivating teachers, students and schools.</div><div class="panel-body">The IB is renowned for its focus on languages and global values, which combine with your own culture to help you forge a deeper understanding of the world around you. You will emerge from the programmes as a multilingual thinker who can comfortably live, work and make a difference the world over.</div><div class="panel-body">When it comes to study, there’s no one-size-fits-all. You can direct your learning in a way traditional education cannot allow. Although you will develop the academic proficiency you’ll need to get into the university or career of your choice, you will also be given the space to pursue your interests, abilities and purpose.</div><div class="panel-body">As a teacher, you are the architect of learning – not just a deliverer of it. The IB empowers you to design courses that suit different cultures, contexts and national requirements, while being supported by materials, global community and professional development opportunities. And for schools, the IB establishes a strong reputation for excellence, which helps you to attract and cultivate the best students and teachers. (IB Messaging Guide 2021)</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>IB Alumni speak out ...</p></div></div><div class="panel-body"><div><p>To celebrate their 50th anniversary the IB produced a very useful video introducing us to some of the IB alumni who graduated from the IB Diploma Programme and went on to do incredible things every day to make their community—and the world—a better, more peaceful place. These are just a few who represent what it means to be an IB graduate, and what it means to put the skills learned in the IB into practice. This would be a great video to show when explaining the impact of the IB to students and parents. Read more <a href="https://www.ibo.org/alumni-shaping-the-future">HERE</a>.</p><p><iframe allowfullscreen="" frameborder="0" height="550" src="//www.youtube.com/embed/15M5CWhGl20" width="780"></iframe></p><div class="blueBg"><p>The importance of an IB education: <a href="https://blogs.ibo.org/blog/2022/09/01/the-importance-of-an-ib-education-qa-with-ib-alumni-daniel-trevino-colunga/">Q&A with IB Alumni</a>, Daniel Treviño Colunga</p></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-blue"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Infographics</p></div></div><div class="panel-body"><div><p>Many schools were proud of their IB results in 2021 and communicated their success in a visual way (see the first infographic below). Cindy Adair, International School Assistant Principal produced an Alternative IB Infographic.</p><ul class="branded"><li>Identify the key messages of both.</li><li>Reflect on the strengths of both.</li><li>Consider what you would put in your infographic.</li></ul><p style="text-align: center;"><img alt="" src="/media/ib/leadership/ib-results-2021.jfif" style="width: 750px; height: 629px;" /></p><p style="text-align: center;"><img alt="" src="/media/ib/leadership/alternative-ib-infographic.jpg" style="width: 500px; height: 1251px;" /> </p></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>IB recognition by universities</p></div></div><div class="panel-body"><div><p><img alt="" src="/media/ib/leadership/programme-delivery/university.jpg" style="float: right; width: 300px; height: 219px;" />The IB Diploma Programme has great currency in university applications.</p><p>One of the main drop down menus on the <a href="http://www.ibo.org/">IBO website</a> is about <a href="http://www.ibo.org/university-admission/">university admission</a>. It states that the IB Diploma Programme "enjoys a high level of respect and recognition among the world’s higher education institutions. For students, success in the IB often results in advanced standing, course credit, scholarships, and other admissions related benefits at many universities." The IB works with universities all over the world to ensure that the Diploma is recognized as a pre-entry course to their under-graduate programmes.</p><p>The IB works with universities in a number of ways:</p><ul class="branded"><li>To <strong>recruit students</strong>: universities can use the IB Student Registry to customize a free university profile and access a database exclusive to IB students studying at authorized IB World Schools. Click <a href="http://www.ibo.org/globalassets/digital-tookit/brochures/1601-student-registry-poster-a3-en.pdf">here</a>.</li><li>To <strong>write an admissions (IB recognition) policy</strong>. Click <a href="http://www.ibo.org/university-admission/benefits-to-universities-and-colleges-of-accepting-ib-students/developing-a-recognition-policy/">here</a>.You can check the recognition statement for most countries your students will wish to study in by clicking <a href="http://www.ibo.org/university-admission/recognition-of-the-ib-diploma-by-countries-and-universities/country-recognition-statements/">here</a>.</li><li>To provides <strong>research</strong>: on the effectiveness of IB programmes. Click <a href="http://www.ibo.org/university-admission/benefits-to-universities-and-colleges-of-accepting-ib-students/research-about-the-effectiveness-of-ib-education/">here</a>.The IB also provides video testimonials in which universities recognize the IB. Click <a href="http://www.ibo.org/university-admission/recognition-of-the-ib-diploma-by-countries-and-universities/">here</a>.</li><li>To<strong> provide</strong> universities with IB students <strong>examination results</strong>. Click <a href="http://www.ibo.org/university-admission/benefits-to-universities-and-colleges-of-accepting-ib-students/receiving-student-results/">here</a>.</li><li>To train educators: the IB works with a number of universities around the world to offer IB educator certificates. Click <a href="http://www.ibo.org/university-admission/support-services-for-universities/offering-ib-educator-certificates/">here</a>.</li></ul></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>WHY IB? Key messages in promoting the IB Diploma</p></div></div><div class="panel-body"><div><div class="dottedBox"><h4>An example</h4><p><a href="https://www.ris.ae/academic/the-ib-advantage">Raha International School</a>, Abu Dhabi, is an IB Continuum school. As such they promote 'the IB advantage':</p><p>The IB programmes are different from other curricula because they:</p><ul><li>Encourage students of all ages to think critically and challenge assumptions</li><li>Develop independently of government and national systems, incorporating quality practise from research and our global community of schools</li><li>Encourage students of all ages to consider both local and global contexts</li><li>Develop multilingual students</li></ul><p><img alt="" src="/media/ib/leadership/raha.png" style="width: 700px; height: 393px;" /></p></div><p><strong>What are the key value propositions in promoting the IB to parents and students?</strong></p><p>Give staff easy ways to deliver your message. Teachers are on the front line of delivering the IB message to your key stakeholder. Consider developing (a) cheat sheets with concise answers to the most common IB programme queries, and (b) <strong>teacher packs with 'parent objection countering answers</strong>'. Also provide links (see below) to good resources for parents and teachers.</p><p>You may like to consider exploring this issue by writing your own <a href="leadership/page/20991/elevator-pitch" title="Navigating the site » Toolkit of collaborative activities » Elevator Pitch">Elevator Pitch</a> promoting the IB Diploma Programme. Here are three examples from experienced school leaders, written during an IB Administrators Workshop. As you read them pick out the main messages for you.</p></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div><p><strong>Example 1</strong></p><p>Universities are enticed by it.<br />Students are prepared for their future as life long-learners modelling the attributes of the Learner Profile by it.<br />Perspectives and different opinions are explored through it.<br />Deep meaningful questions are asked and students are academically challenged as a result of it.<br />Authentic service to others is provided as an intrinsic part of it.<br />Growth, learning and the ability to critically reflect result from it.<br />A commitment to continuous improvement flourishes because of it.<br />Our future relationships with our communities, families, workplaces and the environment will depend upon it.</p><hr class="hidden" /><p><strong>Example 2</strong></p><p>We believe in each and every student and that all of us should make a difference in the world. Students learn to expect differing perspectives, effectively communicate their ideas, and experience the messiness of the world. Our program is proven preparation for university and provides students with future-thinking skills to choose their own path in life with confidence. </p><hr class="hidden" /><p><strong>Example 3</strong></p><p>The IB offers breadth and depth. Students can learn to devise and treasure questions, to act on their curiosities, to speculate and to create a cycle of continuous learning. It creates high expectations, developing skills, knowledge and understanding, as well as encouraging attitudes to learning and metacognition. <br /><br />IBDP is quite simply one of the best educational experiences on offer today. It is the gold standard in international Post-16 education and has been shown to provide the very best preparation for even the most competitive universities.<br /><br />For me though, the magic of the IB lies in instilling in every young person that their studies are only a small part of what makes them who they are; it emboldens them to find ways to truly make a difference in the world. </p></div></div></div><ul class="branded"></ul><h3>IB promotion</h3><div class="yellowBg"><h3><img alt="" src="/media/ib/leadership/basics/scavenger-hunt.jpg" style="float: right; width: 200px; height: 200px;" />Activity: Researching a promotional presentation</h3><p>As pedagogical leader you will need to present the rationale for offering an IB programme to various stakeholder groups.</p><p>This is an activity that you can use with all staff. I would split them into small groups with each group carrying out a piece of inquiry on their own and then compiling in plenary.</p><ul class="branded"><li>Go to the IB Portal and go to the Diploma Programme. Under Diploma Resources go to the research area and click on 'Studies on student and school outcomes' where you will find many articles to choose from, especially those demonstrating the impact of the Diploma Programme.</li><li>Review one article and consider how the study could be used to support interested students and parents as well as retain current students?</li><li>Share your findings in plenary using collaborative tools such as <a href="leadership/page/26089/graffiti-boards" title="Your toolkit » Toolkit of collaborative activities » Graffiti boards">Graffiti boards</a>.</li><li>What agenda would you create for a pre-diploma parent evening or a mid-diploma evening in support of retention?</li></ul></div><div class="panel panel-has-footer" style="box-shadow: rgba(68, 17, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(202, 72, 26);"><div class="panel-heading" style="background-color: rgb(202, 72, 26);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Branding key messages</p></div></div><div class="panel-body"><div><p>Use the <a href="leadership/page/21434/six-word-memoir" title="Your toolkit » Toolkit of activities » Six word memoir">Six word memoir</a> protocol to clarify the big messages and capture them in a succinct form.</p><p>For example, at a recent workshop school leaders were asked to brand the key messages of IB philosophy, with a special focus on the IB Mission. They used the <a href="leadership/page/21434/six-word-memoir" title="Your toolkit » Toolkit of activities » Six word memoir">Six word memoir</a> protocol to form the following key messages:</p></div></div><div class="panel-footer" style="background-color: rgb(250, 243, 238);"><div><p><span style="font-family:arial,helvetica,sans-serif;"><span style="color:#FF0000;"><img alt="" src="/media/ib/leadership/basics/6-word-memoir.jpg" style="float: right; width: 200px; height: 285px;" />Change the world by acting together </span>(focussing on the IB mission, the importance of collaboration, experiential learning and action)</span></p><h5><span style="color:#B22222;">We inspire - you change the world</span></h5><h5><span style="color:#0000CD;">It's not about the 45 </span>(referring to the 45 points)</h5></div></div></div><div class="blueBg"><h3>Resource Bank</h3><p>Use the <a href="leadership/page/21907/scavenger-hunt" title="Your toolkit » Facilitation Toolkit » Scavenger hunt">Scavenger hunt</a> protocol to carry out research. Use the resource bank of material provided below.</p><h3>IB Videos</h3><p><a href="https://www.ibo.org/50years/#1968">This video</a> was produced to celebrate their 50th birthday in 2018. It is a good introduction to their impact.</p><p>The following video was commissioned to celebrate their 50th birthday:</p><div class="dottedBox"><p><iframe allowfullscreen="" frameborder="0" height="550" src="//www.youtube.com/embed/10dd-0wHoDA" width="700"></iframe></p></div><p>The IB produced <a href="https://www.linkedin.com/posts/ibo_celebrating-52-years-activity-6726064372176818176-zWDO">this short statistical video</a> to celebrate their 52nd birthday in 2020.</p><h3>IB Website</h3><p>The IBO website has a number of useful PPT presentations that you may wish to use.</p><ul class="branded"><li>A helpful overview of the IBO is <a href="http://www.ibo.org/globalassets/digital-tookit/presentations/1506-presentation-whatyouneedtoknow-en.pdf">What you need to know about the IB</a>. </li><li>There is also a <a href="http://www.ibo.org/globalassets/digital-tookit/presentations/1506-presentation-dp-en.pdf">General presentation on the Diploma Programme to be used with parent</a>s</li><li>The <a href="http://www.ibo.org/about-the-ib/facts-and-figures/">Facts and figures</a> section provides you with up-to-date statistical information about IB programmes and a link to a country by <a href="http://www.ibo.org/about-the-ib/the-ib-by-country/">country search</a>.</li></ul><p>The IBO website has a whole section on the benefits of the IB:</p><ul class="branded"><li><a href="http://www.ibo.org/benefits/benefits-for-schools/">Benefits for schools</a></li><li><a href="http://www.ibo.org/benefits/benefits-for-students/">Benefits for students</a></li><li><a href="http://www.ibo.org/benefits/benefits-for-teachers/">Benefits for teachers</a></li><li><a href="http://www.ibo.org/benefits/benefits-for-groups-of-schools/">Benefits for group of schools</a></li><li><a href="http://www.ibo.org/benefits/benefits-for-universities/">Benefits for universities</a></li><li><a href="http://www.ibo.org/benefits/ib-as-a-district-or-national-curriculum/">IB as a district or national curriculum</a></li><li><a href="http://www.ibo.org/benefits/comparing-ib-with-other-qualifications/">Comparing the IB with other qualifications</a></li><li><a href="http://www.ibo.org/university-admission/benefits-to-universities-and-colleges-of-accepting-ib-students/research-about-the-effectiveness-of-ib-education/">Research about the effectiveness of an IB education</a></li></ul><h3></h3><h3>IB Documents</h3><p><a href="http://ib.ednet.ns.ca/sites/default/files/documents/THE_IB_A_TICKET_TO_WHAT_0.pdf">The IB: A Ticket to What, </a>Messenger, J, 2008. In this<strong> opinion piece</strong> Messenger argues that the IB Diploma Programme is much more than a ticket to university. It is "a ticket to a fulfilling life, one that is characterised by an enduring thirst for knowledge, service to humanity, and strength of purpose." He argues that the DP can "open your mind."</p><h4>North America</h4><p><em><a href="http://drpfconsults.com/12-benefits-of-international-baccalaureate-diploma-program/">12 benefits of International Baccalaureate Diploma </a>Program</em> is a useful newspaper article.</p><p><a href="http://www.psi.kiev.ua/uploaded/Documents/10-reasons-why-the-dp-is-ideal-preparation-for-university-en.pdf?1424249375141"><em>10 reasons why the IB Diploma Programme is ideal preparation for university</em>.</a> Click <a href="http://www.psi.kiev.ua/uploaded/Documents/10-reasons-why-the-dp-is-ideal-preparation-for-university-en.pdf?1424249375141">HERE</a> to access it.</p><p>Two other articles written from a North American perspective are <em><a href="http://drpfconsults.com/pros-and-cons-of-international-baccalaureate-program/">Pros and Cons of International Baccalaureate Program</a> </em>and <em><a href="http://drpfconsults.com/measuring-ib-program-benefits-for-us-schools/">Measuring IB program benefits for US school</a>s.</em></p><p>The IB have produced a number of 'Action Kits' for use in North America. These are no longer accessible on the IB website but are used in workshop workbooks and can be found on the internet. They are helpful in answering some of the questions specifically applicable to North America.</p><p>A number of US states have also produced their own IBO:Myths vs Facts sheets to counter views that the IB is an elite program or undermines other programs. For example, click <a href="http://www.tn.gov/assets/entities/education/attachments/eps_int_baccalaureate_myths_and_facts.pdf">here</a> to see one from the State of Tennessee and <a href="http://www.kpschools.com/vimages/shared/vnews/stories/530373cdca9f4/Myths_Facts_001%20(2).pdf">here</a> for one produced by the IB in America.</p><ul class="branded"><li><a href="http://wp.polk-fl.net/lcma/wp-content/uploads/2015/11/IBFAQ1.pdf">Action Kit for Educational Leaders: frequently Asked Questions</a> - addresses such questions as "Is the IB curriculum consistent with state content standards and the requirements of the No Child Left Behind Act?"; "Can IB and AP be implemented successfully into a single school or school district?"</li><li>A useful summary of benefits have been provided by drpfconsults.com and can be found <a href="http://drpfconsults.com/25-things-you-dont-know-about-the-ib-program/">here</a> and <a href="http://drpfconsults.com/12-benefits-of-international-baccalaureate-diploma-program/">here</a>.</li></ul><h4>South America</h4><p><a href="https://ibo.org/globalassets/publications/ib-research/dp/dp-in-latin-america-research-summary-en.pdf">Diploma Programme implementation in public schools in Latin America: The cases of Costa Rica, Argentina (Buenos Aires) and Peru</a>: Summary developed by IB Research, based on a report prepared by: Jason Beech, Jennifer Guevara and Pablo del Monte Universidad de San Andrés-CONICET December 2018. The full report can be found <a href="https://ibo.org/globalassets/publications/ib-research/dp/dp-in-latin-america-full-report-en.pdf">HERE</a>.</p><p>This report contains insights from the DP in Latin American public schools. It shows that the DP had reinvigorated their passion for teaching. While many teachers perceived the DP as more demanding than the national education programme, they noted feeling energized by the drive to continually hone their teaching practices (e.g. promotion of thinking skills, openness to learning etc.). As one teacher in the report reported: <em>“The IB is a space where one, as a teacher, has freedom; in spite of the rules there is a space of freedom, of flexibility, there is recognition, an academic challenge, there is a process of becoming a professional again. A professional that studies, that updates, that does research, that positions himself, that can transcend his country and support an international organization.” </em></p><p>This is a good article by the University of Melbourne: <a href="https://pursuit.unimelb.edu.au/articles/lessons-to-learn-from-the-international-baccalaureate">Lessons to learn from the International Baccalaureate</a>.</p><p>A good blog that provides anecdotal evidence of how the IB has prepared someone for their future career can be found <a href="http://blogs.ibo.org/blog/2019/02/09/cristina-balbas-entrep/?utm_content=buffer46a53&utm_medium=social&utm_source=twitter.com&utm_campaign=IBlnt">HERE</a>.<em> "The IB and <a href="https://www.uwc.org/" rel="noopener" target="_blank">United World Colleges</a> movement trained me to challenge the status quo, search for innovative solutions to social problems and equipped me with the tools to successfully start a sustainable project. The service component of the IB, which is especially reinforced in the UWC, was key to making me realize change-making could become a way of life."</em></p><p><strong>IB Alumni speak.</strong> Showcase your alumni: heartfelt, honest stories from alumni who are at University or in the workforce will encourage other students that are challenged by what the IB requires of them. Each year the IB asks alumni students to share their experiences, interests and advice in their graduate voices’ series. Here are a few of their views – all very useful for ‘getting inside’ the value of an IB education. DP graduate <a href="http://blogs.ibo.org/blog/2019/04/16/dp-lessons-that-keep-giving/?utm_content=buffer6ef1c&utm_medium=social&utm_source=twitter.com&utm_campaign=IBgcb">Leilani Stacy </a>from Richard Montgomery High School, USA reflects on how her IB education impacted her life. <a href="http://blogs.ibo.org/blog/2019/04/27/the-roi-of-an-ib-education/">Vitan Patel</a> from <a href="https://ibo.org/school/004196/" target="_blank">Fountainhead School</a> in Surat, India, highlights key benefits of an IB education in university and the job market. <a href="https://blogs.ibo.org/blog/2019/09/07/attitudes-and-arsenals/?utm_content=buffer3dc5a&utm_medium=social&utm_source=linkedin.com&utm_campaign=IBgcb">Eman Elraie</a> speaks about how your attitudes and skills help you achieve your goals and her experience of the Diploma Programe.</p><p>IB World Magazine contains useful articles, such as <a href="http://blogs.ibo.org/blog/2019/04/10/how-do-we-prepare-students-for-the-fourth-industrial-revolution/">How do we prepare students for the Fourth Industrial Revolution? </a>IB World Magazine, April 2019. “As new technology rapidly transforms society in unprecedented ways, we must make sure students are equipped with the right skills.”</p><p><a href="https://blogs.ibo.org/blog/2020/07/27/ib-for-every-learner/">IB for every learner</a>, July 27, 2020, IB Community Blog: Abhinav Awasthi, a <a href="https://www.ibo.org/programmes/diploma-programme/">Diploma Programme (DP)</a> coordinator at <a href="https://ibo.org/programmes/find-an-ib-school/ibap/e/ebenezer-international-school-bangalore/">Ebenezer International School Bangalore</a>, offers an infectiously enthusiastic personal view of the strengths of an IB education.</p><p><em>Newsweek article </em><a href="https://www.newsweek.com/insights/noteworthy-schools-2019?utm_content=buffer19161&utm_medium=social&utm_source=twitter.com&utm_campaign=IBlnt">The importance of an IB education in 2019</a> provides a good rationale.</p><p><a href="https://www.scmp.com/lifestyle/family-relationships/article/3007107/ib-diploma-university-jobs-perfect-exam-score-worth">IB diploma for university, jobs: is perfect exam score worth the stress? Four students with top marks discuss. </a>This article from the South China Morning Post discusses the value of an IB Diploma.</p></div><div class="greenBg"><h3>Summary notes</h3><div class="row-fluid"><div class="span6"><p><a href="http://www.ibo.org/university-admission/recognition-of-the-ib-diploma-by-countries-and-universities/ib-diploma-compared-with-other-national-exams/"><strong>Recognition</strong></a></p><ul><li>IB DP held in high regard by universities throughout the world</li><li>Most US colleges grant credit or advanced standing for high performance in DP courses</li><li>Students gain entrance into a more selective US college</li><li>Students are twice as likely to enter into a top 20 UK university</li><li>Students have easier time adjusting to university studies</li></ul><p><strong>DP Characteristics</strong></p><ul><li>A continuum of education K-12</li><li>Proven high quality over 50 years</li><li>International perspective</li><li>Depth and breadth (HL+SL)</li><li>Variety in assessments (multiple, internal + external)</li><li>CORE – promotes lifelong learning + reflection + action</li></ul><p>High alignment of material to expectations of university faculty. Click <a href="http://www.epiconline.org/ib-examining-college-readiness/">here</a> for report.</p><p><strong>Core skills</strong></p><p>IB develops core skills required by universities</p><ul><li>an understanding of and appreciation for research (e.g. Extended Essay)</li><li>presentation and communication skills</li><li>critical thinking skills (e.g. TOK)</li><li>report writing skills</li><li>a sense of international mindedness and cultural understanding (IM)</li><li>time management skills</li><li>sense of self-awareness and responsibility (e.g. CAS)</li><li>inquiry approach (ATL)</li><li>self-direction skills</li><li>global awareness</li></ul><p><strong>Academic achievement</strong></p><ul><li>Diploma = rigorous pre-university programme</li><li>Diploma has depth (HL) and breadth (+SL+Core)</li><li>Diploma graduates tend to gain admission to their preferred university</li><li>Diploma performance = best predictor of college performance</li><li>Higher graduation rates than national averages</li><li>IB students earned higher GPAs and graduated at higher rates</li></ul></div><div class="span6"><p style="text-align: center;"><img alt="" src="/media/ib/leadership/change-management/top-tips.jpg" style="width: 200px; height: 206px;" /></p></div></div></div><div class="yellowBg"><h3>Activity 2: Developing your key messages</h3><p>How do you market the IB in relation to other programmes? Consider writing an article for your parents clearly describing the benefits of each. There are many such articles to be found on the internet. Here are links to a few as illustration:</p><p><a href="http://www.independentschoolparent.com/education-news/a-levels-or-ib/">A-levels or IB? Which is best for you?</a> Click <a href="http://www.independentschoolparent.com/education-news/a-levels-or-ib/">here</a> to access it. <a href="http://www.independentschoolparent.com/school/a-levels-ib-and-pre-u-explained/">A-levels, IB and Pre-U Explained</a>. Click <a href="http://www.independentschoolparent.com/school/a-levels-ib-and-pre-u-explained/">here</a> to access it.</p><p>Use the following template to plan your presentation</p><table border="0" cellpadding="0" cellspacing="0"><tbody><tr><td><h5>Key Message #1</h5></td><td></td></tr><tr><td>Content</td><td></td></tr><tr><td>Target Audience</td><td></td></tr><tr><td>Goals</td><td></td></tr><tr><td><h5>Key Message #2</h5></td><td></td></tr><tr><td>Content</td><td></td></tr><tr><td>Target Audience</td><td></td></tr><tr><td>Goals</td><td></td></tr><tr><td><h5>Key Message #3</h5></td><td></td></tr><tr><td>Content</td><td></td></tr><tr><td>Target Audience</td><td></td></tr><tr><td>Goals</td><td></td></tr></tbody></table></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Endnote</p></div></div><div class="panel-body"><div><p>Here is how two Heads of School describes the benefits of the Diploma Programme:</p></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div><p align="center"><em>“Speaking with a colleague, who is Head of an IB world school, she commented that it is an exhausting challenge daily and yet she was inspired by the mission everyday – by the mission of raising awareness to world peace. By TOK kids who were learning how to think critically about complex world issues. By CAS where students were being open to a human ecosystem beyond themselves, with empathy. The Learner Profile – learning in the IB is not just cognitive but it is whole body and wellness focused. The Extended Essay where students learn to stretch beyond themselves and see a much wider world. And the focus on collaboration and teamwork of the whole school community, that it is not just about doing something and getting an individual grade at the end of a long programme, it is about learning how to be with people. She said that daily I am challenged but also inspired.”</em></p><p align="center"></p><p><a href="https://nam12.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjohnfalino.com%2F2022%2F05%2F10%2Fwhy-ib-revisiting-the-question-10-years-later%2F&data=05%7C01%7C%7Cbb6bf316e4ba4872beab08da32b5b35a%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C637878053242105890%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=O5G2W9UKWRR%2B7mm6Qjxgiz0w%2FObijOvf1bB0ypHc0o8%3D&reserved=0" target="_blank" title="Protected by Outlook: http://johnfalino.com/2022/05/10/why-ib-revisiting-the-question-10-years-later/. Click or tap to follow the link.">Why IB? Revisiting the Question 10 Years Later</a>, by John Falino</p><p>In 2013, I wrote a piece after the conference in New Orleans that addressed the “Why IB?” question for the first time … and I now find myself coming back to it once again as we start to move beyond the pandemic.</p><p><strong>So “Why IB?” Here’s why…</strong></p><p><strong>The Program is Fully Inclusive</strong>: Perhaps the greatest quality of the IB Program is that all students receive meaningful and equitable access to the curriculum. At DFHS, all students enrol in at least two IB DP courses, all of our teachers are IB trained (including special education), students take an average of four IB DP courses before graduating, and all students fully access the IB MYP while completing a Personal Project. In addition, the qualities that are outlined in the IB Learner Profile, coupled with our earlier work using the IB Excellence and Equity Framework (E2), made our recent district wide focus on DEI (Diversity Equity and Inclusion) a natural one for our school. As always, our focus continues to be on creating a welcoming environment for all students while providing a curriculum that is truly representative of the diverse student body that we have at DFHS. This approach and philosophy is at the very core of the IB.</p><p><strong>It Promotes International Mindedness</strong>: The curriculum and pedagogy of the IB focuses on international perspectives while emphasizing the importance of students exploring their home culture and language. A fundamental IB principle is for students to “think globally and act locally,” and at DFHS we recently moved to “IB CAS for All” for students in grade eleven along with a service learning venture that all sophomores engage with upon completion of the IB MYP Personal Project. In Dobbs Ferry, this mindset has prompted our students to make incredible contributions within our village while allowing them to focus on the implications of their actions on a global level. Over the past few years we have also seen a rise in both new students and exchange students from around the world who have chosen to attend our school because we are an IB World School. This new development has not added to the richness and diversity of our school community, but has further allowed our students to examine all core disciplines from multiple perspectives and respective “ways of knowing.”</p><p><strong>21st Century Learning:</strong> The theme of this year’s conference, “Embracing Innovation, Inspiring Change,” speaks once again to the IB’s commitment to preparing students with the skills needed for success beyond the brick and mortar of schools so that they may make a difference in all corners of the world. DFHS was well ahead of the curve on this front when we introduced a full 1:1 Chromebook program back in 2013, and we shared our story at the IB World Conference in Chicago in 2015. Our focus at that time was on how our 1:1 further promoted equity while allowing students to further develop the ever important 21st century “ATL” skills. Those same skills, as it turned out five years later, were put to the test and were ultimately on full display as we navigated the pandemic with greater ease and continuity than most other districts. As we now move to a “post-pandemic” world that is radically different from what we knew only a few years ago, this current generation of students will continue to compete for jobs and services that are yet to exist. In doing so, those same skills will once again be called upon as they will need to adapt, solve problems, collaborate, and communicate with colleagues in what is now a full interdependent world.</p><p><strong>The Research is Growing:</strong> A great deal of research has been conducted by the IB and outside agencies to determine the degree to which students are prepared for success in the more competitive colleges and universities in the world. Findings repeatedly show that IB students are not only accepted at higher rates, but graduate within four years at a higher percentage and with higher overall grade point averages. This point has been verified to us by our own graduates who come back to our school each year to discuss the high level of preparation that they had as a result of the IB DP and how, in some instances, they felt “over-prepared.”</p><p><strong>The IB Community:</strong> IB teachers are members of a special community of educators from around the world. As such, teachers are able to network and collaborate with colleagues that are both local and overseas, and this was especially an advantage for us as we navigated the pandemic. This year’s conference will be a wonderful opportunity to see some of the colleagues that we met during the pandemic “in person” for the first time. In addition to traditional “training,” all IB teachers participate in roundtable discussions with colleagues from local schools and have access to the My IB. This resource provides IB teachers with resources, updates, a robust program resource center, and an opportunity to connect with other IB teachers and Heads of School from around the world.</p></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=%22How+do+you+promote+%7C+market+the+IB%3F%22+-+via+%40InThinker+%23leadership%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21521%2Fhow-do-you-promote-market-the-ib"><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%2F21521%2Fhow-do-you-promote-market-the-ib&t=How+do+you+promote+|+market+the+IB?"><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%2F21521%2Fhow-do-you-promote-market-the-ib"><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%2F21521%2Fhow-do-you-promote-market-the-ib"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=How do you promote | market the IB?&body=This page provides you with materials to help you explain why students, parents, educators, and government administrators should choose International Baccalaureate.You will find theThe IB Mission ~ Education for a better...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F21521%2Fhow-do-you-promote-market-the-ib"><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><div style="border-top: solid 1px #eee;border-bottom: solid 1px #eee;padding: 4px 0 4px 0;line-height: 1em;color: #666;font-size: .8em"><small><em>All materials on this website are for the exclusive use of teachers and students at subscribing schools for the period of their subscription. 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