Please enable JavaScript.
Coggle requires JavaScript to display documents.
**IB PYP Programme Standards and Practices - Coggle Diagram
**IB PYP Programme Standards and Practices
Environment
Cultural – leaders must support an environment that is inclusive and adaptive to all stakeholders. Leaders must designate and coordinate times for planning meetings, that support the trans disciplinary units
Entrepreneurial – the physical environment often reflects the drive, motivation and philosophies of a school, therefore there must be thoughtful planning and choice of resources in creating an authentic view of operations.
Heuristic- leaders must have a strong sense of the school’s underlying system when designing, adapting and supporting all environments (human, physical, virtual, etc)
Reflective – Leaders must be reflective when considering the dynamics between physical, human and other environments- conscious of potential interactions and reactions. They must be reflective when considering risk and safety hazards in the physical environment.
Relational – understanding how certain individuals relate to each other in certain situations, and with certain other individuals are essential in creating efficient teams, capable of collaboration and effective planning
Pedagogical – Leaders may support a pedagogical environment by ensuring signage is assessable to all stakeholders. Pedagogical knowledge is imperative for guiding effective PYP planning and collaboration.
Strategic – All environments must be thoughtfully considered in relation to curriculum, safety, relationships, communication, and all other factors existing in the context. By being strategic, we mindfully create a higher potential for success.
Learning:
Teaching practices, assessment strategies, and the development of inquiry-based learning.
Pedagogical Intelligence: Leaders support inquiry-based learning, assessment, and teaching practices.
Heuristic intelligence enables leaders to explore problems from multiple angles before arriving at solutions, fostering critical thinking and flexible learning approaches.
Entrepreneurial Intelligence create a learning culture that encourages experimentation and the reconfiguration of traditional learning models. They inspire students and teachers to think creatively and apply new solutions to complex problems, promoting innovation in the classroom.
Leaders with strategic intelligence ensure that the school’s learning objectives align with long-term goals, guiding the development of a coherent, student-centered curriculum.
Cultural intelligence enables leaders to create a learning environment that respects and integrates diverse cultural perspectives. In IB schools, which are often highly international, this intelligence helps ensure that the curriculum reflects global contexts and diverse viewpoints.
Relational intelligence is key to creating a collaborative and supportive learning community where relationships between students, teachers, and the broader school community are based on trust and mutual respect.
Reflective intelligence involves the continuous evaluation of teaching and learning practices to improve student outcomes. It aligns closely with the IB philosophy, which promotes reflection as an essential part of the learning process.
Culture:School’s ethos, its collaboration with families and community, and how it fosters international-mindedness.
Cultural Intelligence: Valuing different cultural perspectives is key to creating a positive school culture.
Relational Intelligence: Building strong relationships with students, staff, and families will enhance collaboration and community engagement.
Reflective Intelligence:Reflective leaders regularly evaluate and adapt the school's policies and practices to ensure they align with the principles of inclusivity and well-being.
I
Strategic intelligence allows leaders to envision a thriving, diverse community and design long-term plans for cultural inclusivity and respect. By integrating foresight and systems thinking, leaders can anticipate cultural shifts and ensure that policies, resources, and activities align with the evolving needs of the school community, fostering sustained cultural growth.
Pedagogical intelligence involves a deep understanding of the teaching and learning processes, with the goal of creating a community of learners where everyone is engaged in continuous growth. This intelligence ensures that leaders embed IB values into the daily practices of teaching and learning, ultimately shaping a strong school culture.
Entrepreneurial intelligence brings a creative and innovative mindset to leadership, enabling leaders to reshape school culture in response to new challenges or opportunities. This type of intelligence helps leaders generate fresh ideas, rethink traditional practices, and foster an environment that supports experimentation and innovation in cultural practices.
Leaders with heuristic intelligence cultivate a reflective and open-minded culture. They promote policies and practices that encourage inquiry and the thoughtful exploration of cultural diversity.
Purpose
Reflective – in order for leaders to make improvements and move forward, they must be able to consider issues and solutions to challenges faced in the context. Being reflective allows us to define our own purpose, the purpose of all stakeholders, and as importantly, to consider how these aspects can adapt to the purpose of an IB education.
Heuristics – leaders must defined their purpose in order to internalize the necessary components of how to successfully inefficiently deal with issues under pressure. When leaders understand their purpose in their present IB context, they avoid making decisions based on previous experiences that may have little relevance in current circumstances .
Relational – it is imperative that leaders are able to inspire, support motivate and collaborate with all stakeholders with the purpose of supporting an efficient school community
Cultural- Leaders must adapt and be open to ensuring the purpose of the program is inclusive, and is conducive and flexible in respect to other cultures
Strategic- Leaders must be strategic when adapting IB philosophies and standards to meet the needs of all stakeholders in their context. They must also be able to ‘ ensure that the vision and purpose of the school is translated into action’ (pg.106,)
Entrepreneurial– Leaders must be able and willing to help the school move forward by synthesizing creative, analytical and practical elements when supporting the purpose of the school.
Pedagogical – Leaders must have the pedagogical knowledge it takes to adapt curriculum to fit the needs to the context to meet the expectations of curriculum standards as well as fulfilling IB philosophies and standards.