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parents</a></li><li ><a 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 ><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 ><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 - 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style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32631/ladder-of-feedback" title="Ladder of Feedback">Ladder of Feedback</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21413/learning-journal" title="Learning Journal">Learning Journal</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/29265/listly" title="Listly">Listly</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/35892/mantras" title="Mantras">Mantras</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20932/market-place" title="Market Place">Market Place</a></li><li class="" style="padding-left: 14px"><i 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class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21435/photo-cards" title="Photo cards">Photo cards</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20975/photo-montage" title="Photo Montage">Photo Montage</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21407/place-mat" title="Place Mat">Place Mat</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21352/plus-minus-interesting" title="Plus, minus, interesting">Plus, minus, interesting</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21353/postcard" title="Postcard">Postcard</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/28531/purple-cow" title="Purple cow">Purple cow</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20994/quotation-notation-reflection" title="Quotation | Notation | Reflection">Quotation | Notation | Reflection</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21907/scavenger-hunt" title="Scavenger hunt">Scavenger hunt</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20915/see-hear-feel" title="See, Hear, Feel">See, Hear, Feel</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21064/see-think-wonder" title="See, Think, Wonder">See, Think, Wonder</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21434/six-word-memoir" title="Six word memoir">Six word memoir</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/25186/talking-points" title="Talking Points">Talking Points</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/20909/think-piece" title="Think Piece">Think Piece</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/26086/think-win-win" title="Think Win-Win">Think Win-Win</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21914/tweet-it" title="Tweet it">Tweet it</a></li><li class="" 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collaboration</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21574/websites-on-leading-teaching-and-learning" title="Websites on leading, teaching and learning">Websites on leading, teaching and learning</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/22580/library" title="Library">Library</a></li><li class="ancestor parent" style="padding-left: 0px"><i class="expander fa fa-caret-right fa-rotate-90"></i><a href="https://www.thinkib.net/leadership/page/34899/learning-through-covid-19" title="Learning through COVID-19">Learning through COVID-19</a></li><ul class="level-1 expanded"><li class="current parent" style="padding-left: 14px"><i class="expander fa fa-caret-right fa-rotate-90"></i><a href="https://www.thinkib.net/leadership/page/33396/leading-in-a-time-of-crisis" title="Leading in a time of crisis">Leading in a time of crisis</a></li><ul class="level-2 expanded"><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32842/head-of-school-whats-your-contingency-plan" title="Head of School - What's your contingency plan?">Head of School - What's your contingency plan?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34007/what-kind-of-leader-am-i-being" title="What kind of leader am I being?">What kind of leader am I being?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33259/how-do-i-lead-people-remotely" title="How do I lead people remotely?">How do I lead people remotely?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32938/how-to-run-staff-meetings-online" title="How to run staff meetings online">How to run staff meetings online</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33562/what-do-you-do-about-school-fees" title="What do you do about school fees?">What do you do about school fees?</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33416/well-being-looking-after-students-teachers-and-parents" title="Well-being: looking after students, teachers and parents">Well-being: looking after students, teachers and parents</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/32774/teaching-learning" title="Teaching & Learning">Teaching & Learning</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/32755/teaching-learning-online" title="Teaching & Learning Online">Teaching & Learning Online</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33233/lessons-we-have-learnt-about-teaching-and-learning-online" title="Lessons we have learnt about teaching and learning online">Lessons we have learnt about teaching and learning online</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33819/online-lesson-planning" title="Online lesson planning">Online lesson planning</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33419/assessing-online" title="Assessing online">Assessing online</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33913/great-distance-learning-guides" title="Great distance learning guides">Great distance learning guides</a></li><ul class="level-3 "><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32924/distance-learning-guide-for-teachers" title="Distance Learning Guide for Teachers">Distance Learning Guide for Teachers</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33048/advice-on-working-from-home" title="Advice on working from home">Advice on working from home</a></li></ul><li class=" parent" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32914/distance-learning-guide-for-students-parents" title="Distance Learning Guide for Students & Parents">Distance Learning Guide for Students & Parents</a></li><ul class="level-4 "><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33113/debatesrunning-debates-online" title="Debates:running debates online">Debates:running debates online</a></li><li class="" style="padding-left: 56px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33047/parents-guide-to-google-classroom" title="Parents Guide to Google Classroom">Parents Guide to Google Classroom</a></li></ul></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32874/distance-learning-solutions-systems-platforms-self-directed-cont" title="Distance Learning Solutions: systems, platforms, self-directed content">Distance Learning Solutions: systems, platforms, self-directed content</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32946/a-virtual-possibility" title="A virtual possibility">A virtual possibility</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33109/covid-19-university-update-letter-to-parents" title="COVID-19: University Update Letter to Parents">COVID-19: University Update Letter to Parents</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/32771/online-subject-courses-for-ib-students" title="Online subject courses for IB students">Online subject courses for IB students</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21021/high-quality-remote-online-learning" title="High quality remote | online learning">High quality remote | online learning</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/34555/ed-tech-subject-sites" title="Ed Tech Subject Sites">Ed Tech Subject Sites</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34898/online-learning-principles" title="Online learning principles">Online learning principles</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34861/what-does-good-online-learning-look-like" title="What does good online learning look like?">What does good online learning look like?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21078/blogs" title="Blogs">Blogs</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22537/infographics" title="Infographics">Infographics</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21080/mindmapping" title="Mindmapping">Mindmapping</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21022/padlet" title="Padlet">Padlet</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/21039/word-clouds" title="Word clouds">Word clouds</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33071/ib-covid-19-microsite" title="IB & COVID-19 Microsite">IB & COVID-19 Microsite</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/33905/return-to-school" title="Return to school">Return to school</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/33811/covid-19-safeguarding" title="COVID-19: Safeguarding">COVID-19: Safeguarding</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/39445/post-covid-how-can-we-re-think-education" title="Post-COVID how can we re-think education?">Post-COVID how can we re-think education?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34076/what-will-we-do-first-day-back" title="What will we do first day back?">What will we do first day back?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34893/back-to-school-student-and-staff-well-being" title="Back to school: student and staff well-being">Back to school: student and staff well-being</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/22602/hybrid-learning-at-school-and-online" title="Hybrid Learning: at school and online">Hybrid Learning: at school and online</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33544/is-covid-19-a-game-changer-for-education" title="Is Covid-19 a game-changer for education?">Is Covid-19 a game-changer for education?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/33693/will-things-be-different-when-we-go-back-to-school" title="Will things be different when we go back to school?">Will things be different when we go back to school?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/34892/school-leaders-be-mindful" title="School Leaders - Be Mindful">School Leaders - Be Mindful</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/leadership/page/37665/education-in-the-future" title="Education in the future">Education in the future</a></li></ul></ul></nav></div><!-- /#left-column-->
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What does it take to navigate this crisis now that traditional metrics and assumptions have been rendered irrelevant? How do we decode the...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F33396%2Fleading-in-a-time-of-crisis"><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><h1 class="section-title">Leading in a time of crisis</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: Start here" href="https://www.thinkib.net/leadership/page/20880/start-here">Start here</a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: Learning through COVID-19" href="https://www.thinkib.net/leadership/page/34899/learning-through-covid-19">Learning through COVID-19</a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>Leading in a time of crisis</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><h4><img alt="" src="/media/ib/leadership/leading-in-crisis.jpg" style="float: left; width: 300px; height: 184px;" />How should I lead in this time?</h4><p>The Covid-19 pandemic has brought about a dramatic interruption in the way we lead. What does it take to navigate this crisis now that traditional metrics and assumptions have been rendered irrelevant? How do we decode the 'new normal'?</p><p>On this page we consider the key leadership functions of sense making | strategy & decision making | visioning | and managing change. We explore the diverse challenges facing us.</p><p>We look at the how we may have to refigure our teams to meet the needs of the crisis we are living in. At the end of the page you will find links to helpful articles about leading in a time of crisis as well as leadership tools you can use.</p><hr class="hidden" /><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>Overview: How have we responded to the crisis?</p></div></div><div class="panel-body"><div><p>How, as leaders, have we responded to crisis? Literature would suggest that leaders are forged (hammered into shape) in a crisis. Others say that it is only really in a crisis that we learn about ourselves and ourselves as leaders - crisis shapes us, Good leaders come out of a crisis better people and leaders.</p><p>In this video, Leading schools in and out of crisis, Allan Walker, Director of the Asia Pacific Centre for Leadership and Change, reflects on the leadership challenges and opportunities presented by the pandemic Covid-19.</p><p>Are you a leader that can be forged in a crisis?</p><ul class="branded"><li>Acknowledge people’s fears, then encourage resolve</li><li>Give people a role and purpose</li><li>Emphasize experimentation and learning</li><li>Tend to energy and emotion – yours and theirs</li></ul><p>The more successful leaders exhibit the following:</p><ul class="branded"><li>Short and future-pointed purpose</li><li>Strong values platform</li><li>Simple rules and prioritization</li><li>Captured and collectivized innovation</li><li>Stayed ahead but became one of many</li><li>Cared, communicated, and supported</li><li>Looked for what works, not the best answers</li><li>Tailored approaches to match reality</li><li>Guided others’ sense-making</li><li>Humility, energy, hope, toughness</li></ul></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div><p><iframe allowfullscreen="" frameborder="0" height="550" scrolling="no" src="//www.youtube.com/embed/kyYw1l7-zN0" width="780"></iframe></p><h4>Intentional questions</h4><p>From ‘before’, in my school, what will I:</p><ul class="branded"><li>Rebuild – when the crisis starts to get clearer?</li><li>Lock back in - what will I lock in that I already have which is important to keep?</li><li>Reboot - refresh in line with what I have learnt?</li><li>Boot - get rid of, what we no longer need?</li></ul><p>How have I changed | improved | been forged by this crisis?</p><p>How do I reconnect relationships – we thrive on relationships, how am I going to reconnect that?</p><p>What is the first thing that I will do as a leader on that first semester out of the crisis?</p><p style="text-align: center;"><span style="font-family:comic sans ms,cursive;">“We – all of us – will be remembered for how we manage ourselves and others through this crisis. How will you, your team, your organization, our society, connect, persevere and progress? How will we emerge from this experience collectively stronger? (Koehn. N, <a href="https://hbr.org/2020/04/real-leaders-are-forged-in-crisis">Real leaders are forged in crisis</a>, Harvard Business Review April 2020)</span></p></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>What are the key issues?</p></div></div><div class="panel-body"><div><p style="margin:0cm;margin-bottom:.0001pt"><span style="mso-fareast-font-family:
Calibri;mso-fareast-theme-font:minor-latin">"It appears that prudent risk management suggests, at a minimum, that schools need to be prepared for students toggling between receiving instruction at school and students receiving instruction at home—where this toggling may occur during the entire next school year. </span>On April 6, Dr. Gabriel Leung, wrote in the New York Times:<span style="font-family:comic sans ms,cursive;"> After achieving a sustained decline ...and bringing the number of daily new cases down to an acceptable baseline thanks to stringent physical distancing, a society can consider relaxing some measures (say, reopen schools). But it must be ready to reimpose drastic restrictions as soon as those critical figures start rising again —as they will, especially, paradoxically, in places that have fared not too badly so far. Then the restrictions must be lifted and reapplied, and lifted and reapplied, as long as it takes for the population at large to build up enough immunity to the virus. Trying to see our way through the pandemic with this “suppress and lift” approach is much like driving a car on a long and tortuous road. One needs to hit the brakes and release them, again and again, to keep moving forward without crashing, all with an eye toward safely reaching one’s final destination."</span></p><p style="text-align: center;"><span style="font-size:11.0pt;line-height:107%;
font-family:"Calibri",sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-GB;mso-fareast-language:EN-US;mso-bidi-language:AR-SA"></span></p><p style="text-align: center;"><em><span style="font-family:comic sans ms,cursive;">“For some organizations, near-term survival is the only agenda item. Others are peering through the fog of uncertainty, thinking about how to position themselves once the crisis has passed and things return to normal. The question is, ‘What will normal look like?’ While no one can say how long the crisis will last, what we find on the other side will not look like the normal of recent years.” (<a href="https://www.mckinsey.com/industries/healthcare-systems-and-services/our-insights/beyond-coronavirus-the-path-to-the-next-normal?cid=eml-web">Ian Davis</a>, 2009 in the middle of the financial crisis)</span></em></p><h4></h4><h4><span style="color:#B22222;"><strong>Key Leadership Functions</strong></span></h4><h4><img alt="" src="/media/ib/leadership/vuca.png" style="width: 800px; height: 1152px;" /></h4><h4><strong>Sense-making</strong></h4><p>How do I make sense of this situation? What's really going on here? Sensemaking is about making connections between yourself, the situation you are in and the other people you are with. Reflect: What is most important right now? What might we be missing? Where are we heading? How might we get there? <span id="docs-internal-guid-b74fef5c-7fff-4fd1-efb9-65dee39061be" style="background-color: transparent; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; vertical-align: baseline; -webkit-text-stroke-width: 0px; white-space: pre-wrap; word-spacing: 0px;">To what extent do we need to</span><span style="background-color: rgb(255, 255, 255); font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; vertical-align: baseline; -webkit-text-stroke-width: 0px; white-space: pre-wrap; word-spacing: 0px;"> break sense with the world we think we understand to imagine new possibilities? Does sense-breaking need to accompany sense-making? </span></p><div class="dottedBox"><p><span style="font-family:comic sans ms,cursive;">“I think we might go through many years of flux and phases where VUCA is vital. VUCA is a concept that describes the volatility, uncertainty, complexity, and ambiguity of the world. Each of these VUCA challenges demand distinct types of leadership responses. As an international leader who has led through SARS Swine flu and MERS along with the day to day dramas natural disasters and uncertainty of international education environments, I have long since regarded these considerations as key. However, it has now kicked on to a whole new level. I don't think we will be able to create anything clear and concrete for the feasible future and what will be crucial is how we wrestle with artificial intelligence technology and human intelligence to plan and replan amongst what I would call the only new norm - no norm , just uncertainty. Currently I feel I am wasting a lot of energy thinking about a future I can't control. How will we get teachers in and out of the country at the end of this academic year?” (Neil Bunting, Principal of Shenwai Longgang International School,Shenzhen City, Guangdong, China - in an email to author.)</span></p><p style="margin-top:0cm;margin-right:0cm;margin-bottom:15.0pt;margin-left:
0cm"><span style="font-family:comic sans ms,cursive;">“'Holding' is a more obscure and seldom celebrated facet of leadership than vision, but no less important. And when crises hit, it becomes essential. What we need is a type of holding, so that we can move purposefully. In psychology, the term ‘holding’ describes the way another person, often an authority figure, <a href="https://yalebooks.yale.edu/book/9780300057874/lost-familiar-places"><span style="color:windowtext;text-decoration:none;text-underline:none">contains and interprets</span></a> what’s happening in times of uncertainty. Containing refers to the ability to soothe distress and interpreting to the ability to help others make sense of a confusing predicament. Leaders who ‘hold’ think clearly, offer reassurance, orient people and help them stick together.” (Gianpiero Patriglieri, <a href="https://hbr.org/amp/2020/04/the-psychology-behind-effective-crisis-leadership">The psychology behind effective crisis leadership,</a> Harvard Business Review, 22 April 2020)</span></p><p style="margin: 3pt 0cm 0.0001pt; vertical-align: baseline;"><span style="font-size:11.0pt;
font-family:"Arial",sans-serif;font-weight:normal"></span></p></div><div class="dottedBox"><p>School leaders and governing boards demonstrate their leadership in three distinct modes: (a) fiduciary = the stewardship of tangible asset(s); (b) strategic = to have a winning strategy; and (c) generative = being a sense maker (a cognitive process for deciding what to pay attention to, what it means, and what to do about it).</p><p>In the current crisis the focus is often on the operational, fiduciary and strategic aspects of the role: meeting the challenges of distance learning, protecting the wellbeing of the community, enrolment and budget planning, and all the uncertainties connected with future re-opening. However, more long-term decisions also must be taken. It is here that it is helpful for governing bodies to act in a generative mode, to help make sense of the situation.</p><p>A group of school leaders has created a list of generative questions, to act as filters to ensure that the school keeps in the forefront of their minds what is most important.</p><ul><li>How, if at all, should we need to govern differently in this time of crisis?</li><li>What core values, beyond student and staff safety, should guide our decisions and actions?</li><li>What elements of the school’s values and culture are being put to the test during this time? Why? Implications?</li><li>What questions should we be asking ourselves before considering this issue?</li><li>What does decide the issue this way (vs another way) reveal about who we are and what we stand for?</li><li>What’s really going on here?</li><li>As we focus on the most immediate and pressing needs, how do we ensure that we don’t lose sight of the bigger picture / longer term?</li><li>What are we learning about our community and about education as a result of isolation?</li><li>What does the Head of School most need and how can the board add the most value at this time?</li><li>What will the school, students, and staff most need when we reopen?</li><li>Are we learning anything that might cause us to rethink the assumptions that 'school' is based on?</li><li>Do we WANT our 'school' to be the same as it was before this crisis?</li><li>What must we not lose or compromise as we adapt to the new reality?</li><li>What did we think was true before (the pandemic) that turns out not to be true now? What does that tell us?</li></ul></div><h4><strong>Strategy | Decision-making | direction-giving</strong></h4><p>As we focus on the most immediate and pressing needs, how do we ensure that we don’t lose sight of the bigger picture / longer term? How am I making decisions? In times of crisis leaders need to provide clarity of purpose, intent and priority both for the long term and the immediate, in order to allow teams and individuals to be fully empowered. Which tools are you using to make these decisions and provide this direction? As well as mitigating current challenges, how are we building capacity to withstand subsequent waves of the pandemic?</p><div class="dottedBox"><p><span style="font-family:arial,helvetica,sans-serif;"><strong>Key aspects of strategic thinking going forward</strong></span></p><p><span style="font-family:arial,helvetica,sans-serif;"></span><span style="font-family:comic sans ms,cursive;">"<em><strong>Fluidity in Strategy</strong></em>: Strategic planning will need to shift toward more stealth thinking and planning, placing fluidity at the core. Great schools and colleges will practice more fluid and real-time strategy and planning exercises and will respond with greater scalability in their business model. They will desire to ramp up or taper down resources according to their circumstances." </span></p><p><span style="font-family:comic sans ms,cursive;">"<em><strong>Ongoing Scenario Building</strong></em> - Great schools and colleges will become more accustomed to building scenarios, from enrolment to fundraising to investment planning. This will keep them in a more flexible rather than fixed mindset, understanding that it is our anticipation and response to circumstances that often determine our destiny."</span></p><p><span style="font-family:comic sans ms,cursive;">“<strong><em>Diversified Ecosystems of Delivery</em></strong> - Finally, schools and colleges will be forced to do what they have only begun to consider in the past. They will begin to diversify their delivery platforms for learning, allowing hybrid approaches to teaching and learning. This might look like a mixed-model of delivery that includes three nodes or sessions of learning each day: 1) location-based school, 2) experiential or real-world learning, and 3) online. Students might even rotate them through concurrent sessions or nodes, which could increase enrolment capacity and even…crazy idea here…bring cost down and make the school or college more accessible.” (Ian Symonds, <a href="https://iansymmonds.org/blog/2020/4/6/seven-things-that-will-happen-in-education-as-a-result-of-covid-19">Seven Things That Will Happen in Education as a Result of COVID-19</a>, 6 April 2020) </span></p><p><span style="font-family:comic sans ms,cursive;"><em><strong>“Agility</strong></em>: Schools must be agile, making decisions both thoughtfully and nimbly with well-curated information, and able to implement them quickly. And, they must be able to reconcile opportunities against their long-term direction. It is what we call finding the intersection between mission and market. Most educational institutions were not built for speed or endurance; they were built to feed themselves. The new normal will force all organizations to be agile, or they will not endure.”</span></p><p><span style="font-family:comic sans ms,cursive;"><em><strong>Scalability</strong></em>: Schools and colleges of the future must be able to ramp up, or scale down, depending upon circumstances. Fixed assets - including faculty and facilities - cannot slow them down or impede their ability to mobilize and implement the decisions they have made. The ability to move from idea to implementation becomes a hallmark of a new strategy paradigm. (Ian Symonds, <a href="https://iansymmonds.org/blog/2020/3/31/a-new-breed-of-strategy">A New Breed of Strategy</a>, March 31, 2020)</span></p></div><h4><strong>Leading change</strong></h4><p><img alt="" src="/media/ib/leadership/change(1).jpg" style="float: right; width: 400px; height: 300px;" />How am I leading change? Covid-19 has disrupted the way we have been doing ‘schooling’, calling for significant changes in the way we do things. Have I effectively communicated a change story that helps all stakeholders understand why and how we have to change? Have I put in place systems that support the change and skill up the teaching faculty to work in a new way? Am I leading in such a way as to model the change we need to bring about? What will the school, students, and staff most need when we reopen?</p><hr class="hidden" /><div class="dottedBox"><p><span style="font-family:comic sans ms,cursive;">“The role of the administrator as a pollinator and as a catcher of ideas” is critical. As teachers continue supporting their students online, fostering faculty connections and the opportunity to hear firsthand what is working online and what new ideas are emerging requires a more deliberate approach on behalf of school leaders (<a href="https://globalonlineacademy.org/insights/articles/the-new-normal-five-insights-from-goas-covid-19-leadership-roundtable">Michael Nachbar</a>, GOA Executive Director).</span></p></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>Leadership Tools</p></div></div><div class="panel-body"><div><p>Here are some tools you may find helpful as you work to make sense of the situation, lead people in it, make decisions under pressure, bring about significant change and look to the future.</p></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div><p><strong><img alt="" src="/media/ib/leadership/vuca.jpg" style="float: right; width: 300px; height: 200px;" />Making sense in times of crisis</strong></p><p><a href="https://hbr.org/2014/01/what-vuca-really-means-for-you">VUCA</a> framework for leading in times of crisis. Click <a href="https://hbr.org/2014/01/what-vuca-really-means-for-you">HERE</a>.</p><p>I attach a very helpful introduction to VUCA at the end of this page.</p><hr class="hidden" /><p><strong><img alt="" src="/media/ib/leadership/tdodar.jpg" style="float: right; width: 357px; height: 200px;" />Decision making under pressure.</strong></p><p>The TDODAR Decision Model. Click <a href="https://www.toolshero.com/decision-making/tdodar-decision-making-model/">HERE</a>.</p><hr class="hidden" /><p><strong><img alt="" src="/media/ib/leadership/change.png" style="float: right; width: 350px; height: 250px;" />Leading people in a period of significant change</strong></p><p>McKinsey Four building blocks of change. Click <a href="https://www.mckinsey.com/business-functions/organization/our-insights/the-four-building-blocks--of-change">HERE</a>.</p><hr class="hidden" /><p><strong><img alt="" src="/media/ib/leadership/the-four-scenarios-of-the-quadrant-analysis.png" style="width: 350px; height: 222px; float: right;" />Envisioning the future</strong></p><p>Scenario Analysis. Click <a href="http://www.managingforimpact.org/tool/scenario-analysisplanning-tool">HERE</a>.</p><hr class="hidden" /><strong><img alt="" src="/media/ib/leadership/covid-strategy.png" style="float: right; width: 350px; height: 250px;" />Thinking Strategically</strong></div></div></div><hr class="hidden" /><p style="text-align: center;"><span style="font-family:comic sans ms,cursive;">"None of us was taught how to lead in a pandemic. But what we can do as leaders is to show up, with optimism and resilience, to reach out and ask for help and, most of all, to do what is right and to stay true. Leadership is a task with humanity and authenticity at its heart. As one school leader tweeted: “We are solid! We will look after our colleagues, our kids and our communities. We feel privileged to be able to serve.” (Steve Munby, Visiting professor at UCL Institute of Education.)</span></p><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>Who is in our team?</p></div></div><div class="panel-body"><div><p>In a time of crisis leaders need to move fast, reorganise people within their schools to act quickly and effectively to meet evolving needs. This may well mean that you will work with your teams differently. You may need to create new teams, identify new team leaders who are fit for the current purpose. One of the positive things that has come out of the pandemic COVID-19 is the way leaders and teachers have reached out to each other across the globe, forming new collaborative networks.</p><p>In their article <a href="https://www.mckinsey.com/business-functions/organization/our-insights/to-weather-a-crisis-build-a-network-of-teams?cid=other-eml-alt-mip-mck&hlkid=5247725f89b446ac9bb8d0e5cd98bd29&hctky=9644089&hdpid=534a16a6-b41c-4072-a653-9e9601e6e1fc">To weather a crisis, build a network of teams</a> authors Andrea Alexander, Aaron De Smet, Sarah Kleinman, & Marino Mugayar-Baldocchi propose that it is important to create a dynamic and collaborative team structure that can tackle an organization’s most pressing problems quickly and suggest the following four steps to make it happen.</p><ul class="branded"><li>Create teams fast and build as you go to tackle current strategic priorities and key challenges facing the organization. Don’t worry about perfection but encourage experimentation and innovation. Pick team leaders who are creative problem solvers with critical thinking skills. They may not be senior within the hierarchy.</li><li>Get out of the way but stay connected. Step into the roles of catalyst (identifying opportunities, making connections across teams) and coach (regularly engage with team leaders and members, resolving roadblocks, posing questions, empowering).</li><li>Champion radical transparency and authenticity - authentic in their communications and empathetic toward those who are anxious.</li><li>Turbocharge self-organization.</li></ul></div></div><div class="panel-footer" style="background-color: rgb(245, 249, 250);"><div><p><strong>Reference</strong>:</p><p>Andrea Alexander, Aaron De Smet, Sarah Kleinman, & Marino Mugayar-Baldocchi, To weather a crisis, build a network of teams, McKinsey & Company, April 2020</p><p><iframe frameborder="1" height="400" scrolling="yes" src="/media/ib/leadership/teams-mckinsey-april-2020.pdf" width="780"></iframe></p></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 51, 34, 0.3) 0px 10px 30px -15px; border-color: rgb(30, 124, 106);"><div class="panel-heading" style="background-color: rgb(30, 124, 106);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Helpful articles</p></div></div><div class="panel-body"><div><p><a href="https://www.aitsl.edu.au/research/spotlight/the-role-of-school-leadership-in-challenging-times">Spotlight: The role of school leadership in challenging times</a>, AITSL 2020. </p><p><span style="font-size:11.0pt;font-family:
"Arial",sans-serif;font-weight:normal"></span><a href="https://medium.com/stretch-magazine/12-critical-competencies-for-leadership-in-the-future-379aebdeda1d">Leadership in a VUCA world</a> - 12 Critical competencies for leadership in the future</p><p><a href="https://www.carneysandoe.com/blog-post/human-leadership-in-a-time-of-crisis-and-uncertainty">Human leadership in a time of crisis and uncertainty</a>, CS&A Search and Conculting Group, June 2020.</p><p>Kevin Sneader & Shubham Singhal, <a href="https://www.mckinsey.com/industries/healthcare-systems-and-services/our-insights/beyond-coronavirus-the-path-to-the-next-normal">Beyond Coronavirus: The path to the next normal</a>, McKinsey & Company, March 2020: leaders need to demonstrate <strong>Resolve</strong> (determining the scale, pace and depth of action required) | <strong>Resilience</strong> (requiring leaders to make difficult decisions to keep their business afloat) | <strong>Return</strong> (requiring leaders to reassess their entire business as it opens to the new normal) | <strong>Reimagination</strong> (imagining new possibilities and ways of doing things) | <strong>Reform</strong> (modernising to integrate classroom and distance learning as well as social innovations such as working from home).</p><p>McKinsey & Company, <a href="https://www.mckinsey.com/business-functions/organization/our-insights/applying-past-leadership-lessons-to-the-coronavirus-pandemic">Applying past leadership lessons to the coronavirus pandemic</a>, March 2020</p><p>Andrea Alexander, Aaron De Smet & Leigh Weiss, <a href="https://www.mckinsey.com/business-functions/organization/our-insights/decision-making-in-uncertain-times">Decision making in uncertain times</a>, McKinsey & Company, March 2020</p><p>Tessa Basford & Bill Schaninger, <a href="https://www.mckinsey.com/business-functions/organization/our-insights/the-four-building-blocks--of-change">The four building blocks of change</a>. McKinsey & Company, 2016</p><p>Hanna Hart, <a href="https://www.forbes.com/sites/hannahart/2020/04/01/what-story-will-you-tell-about-your-response-to-coronavirus-10-questions-to-guide-your-narrative/?utm_source=LINKEDIN_COMPANY&utm_medium=social&utm_content=3242293830&utm_campaign=sprinklrForbesMainLI#b6775cf2952d">What story will you tell about your response to coronavirus? 10 questions to guide your narrative</a>, Forbes, 1 April 2020</p><p>Kevin Sneader & Shubham Singhal, <a href="https://www.mckinsey.com/featured-insights/leadership/the-future-is-not-what-it-used-to-be-thoughts-on-the-shape-of-the-next-normal?cid=other-eml-alt-mip-mck&hlkid=30a39a0bbca34a4a8903a39c3b6202bb&hctky=9644089&hdpid=933fd4ac-98de-43bb-b49d-e4c223bc4e4d">The future is not what it used to be: Thoughts on the shape of the next normal</a>, McKinsey & Company, April 2020.</p><p>Strategy meets the Coronavirus ~ Richard Rumelt, <a href="https://www.mckinsey.com/business-functions/strategy-and-corporate-finance/our-insights/strategy-in-a-structural-break?cid=other-eml-cls-mip-mck&hlkid=c02c0963a26c4d8086870e06a9146b3c&hctky=9644089&hdpid=9d2f95c2-fcae-428c-8b34-70bc454c9700">Strategy in a 'structural break'</a>,December 2008, McKinsey & Company</p><p>Jake Bryant, Li-Kai Chen, Emma Dorn, and Stephen Hall, <a href="https://www.mckinsey.com/industries/public-sector/our-insights/school-system-priorities-in-the-age-of-coronavirus?cid=other-eml-alt-mbl-mck&hlkid=32c538eaffbf45b99bf53fc2cb9f5f7b&hctky=9644089&hdpid=639904c2-b2ea-450f-bec0-951b2b23dd86">School-system priorities in the age of coronavirus,</a> McKinsey & Company, April 2020</p><p>Cheryl Boughton, <a href="https://www.linkedin.com/pulse/leading-time-crisis-cheryl-boughton/?trackingId=U7g5segcRqepkGnNhz%2BzZA%3D%3D">Leading in a time of crisis</a>, 24 April 2020 draws together advice from school psychologists. She suggests that school leaders need to be courageous | clear | candid | connected | empathetic.</p><p><a href="https://cohort21.com/teachingtomorrow/2020/12/06/37-leading-through-times-of-crisis-with-dr-angela-terpstra/">Leading through times of crisis </a>with Dr. Angela Terpstra - a good podcast to listen to.</p><p><a href="https://corwin-connect.com/2021/05/10-keys-for-crisis-leadership/">10 keys for crisis leadership</a>, Mark Smylie & Joseph Murphy</p><p>This is a very good summary of VUCA:</p><p><iframe frameborder="1" height="600" scrolling="yes" src="/media/ib/leadership/vuca--simple-habits-for-complex-times.pdf" width="780"></iframe></p><div class="dottedBox"><p><a href="https://en.unesco.org/covid19/educationresponse"><img alt="" src="/media/ib/leadership/unesco.png" style="float: right; width: 300px; height: 200px;" />UNESCO</a> have supplied a good range of resources, including a number of briefings:</p><p>UNESCO COVID-19 Education Response Education Sector issue notes, <a href="https://unesdoc.unesco.org/ark:/48223/pf0000373272">Crisis sensitive educational planning</a>, Issue Note 2.4, April 2020.</p><p>UNESCO COVID-19 Education Response Education Sector issue notes, <a href="https://unesdoc.unesco.org/ark:/48223/pf0000373305">Distance learning strategies in response to COVID-19 school closures</a>, Issue Note 2.1 April 2020. A helpful introduction to distance learning.</p><p>UNESCO COVID-19 Education Response Education Sector issue notes, <a href="https://unesdoc.unesco.org/ark:/48223/pf0000373271">Nurturing the social and emotional wellbeing of children and young people during crises</a>, Issue Note 1.2 April 2020.</p><p> UNESCO COVID-19 Education Response Education Sector issue notes, <a href="https://unesdoc.unesco.org/ark:/48223/pf0000373273">COVID-19 Crisis and curriculum</a>, Issue Note 4.2 April 2020.</p><p>UNESCO COVID-19 Education Response Education Sector issue notes, <a href="https://unesdoc.unesco.org/ark:/48223/pf0000373338">Supporting teachers and education personnel during times of crisis,</a> Issue Note 2.2 April 2020): very good suggestions on supporting teacher professional development and well-being going forward.</p><p>UNESCO COVID-19 Education Response Education Sector issue notes, <a href="https://unesdoc.unesco.org/ark:/48223/pf0000373275">School Reopening</a>, Issue Note 7.1 April 2020. </p></div></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=%22Leading+in+a+time+of+crisis%22+-+via+%40InThinker+%23leadership%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F33396%2Fleading-in-a-time-of-crisis"><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%2F33396%2Fleading-in-a-time-of-crisis&t=Leading+in+a+time+of+crisis"><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%2F33396%2Fleading-in-a-time-of-crisis"><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%2F33396%2Fleading-in-a-time-of-crisis"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Leading in a time of crisis&body=The Covid-19 pandemic has brought about a dramatic interruption in the way we lead. 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important")})),"unset"==data.mode&&($("#sticky-"+data.id).removeClass("sticky"),$("#sticky-"+data.id).attr("title","Mark as important"),$("#sticky-"+data.id).closest("div.comment").find("div.comment").each((function(e){$(this).find("a.pull-right").first().removeClass("sticky"),$(this).find("a.pull-right").first().attr("title","Mark as important")})))):alert(data.error)}),"json")}"undefined"!=typeof CKEDITOR&&initCommentsEditor(),$("section#comments").on("click","#edit-comment",(function(e){e.preventDefault();var commentId=$("form#comment-form #comment-mode").val(),commentContent=commentEditor.getData(),ticket=$("#comment-ticket").val(),sectionId=$("#section-id").val();$.post("pages/comment.php",{action:"edit",comment_id:commentId,content:commentContent,ticket:ticket},(function(data){"0"==data.success?alert(data.error):replaceComment(data.text,commentId)}),"json")})),$("section#comments").on("click","a.edit-comment",(function(e){e.preventDefault(),$(".comment .hidden").removeClass("hidden");var commentId=$(this).data("comment-id"),form=$("form#comment-form"),text=$("#comm-"+commentId+" > .comment-content div.comment-text").html();commentEditor.setData(text),$("form#comment-form textarea").val(""),$("form#comment-form textarea").val(text),$("#comm-"+commentId+" > .comment-content > img").addClass("hidden"),$("#comm-"+commentId+" > .comment-content > div.comment-text").addClass("hidden"),$("#comm-"+commentId+" > .comment-footer").addClass("hidden"),$("#comm-"+commentId+" > .comment-content").append(form),$("form#comment-form #submit-comment").hide(),$("form#comment-form #edit-comment").show(),$("form#comment-form #cancel-comment-post").show(),$("form#comment-form #comment-mode").val(commentId),fancyScrollTo("comment-form"),$("form#comment-form textarea").focus()})),$("section#comments").on("click","#submit-comment",(function(e){e.preventDefault();var commentContent=commentEditor.getData(),fatherId=$("#father-comment").val(),ticket=$("#comment-ticket").val(),sectionId=$("#section-id").val();$.post("pages/comment.php",{action:"post",section_id:sectionId,father_id:fatherId,content:commentContent,ticket:ticket},(function(data){if("0"==data.success)alert(data.error);else{commentEditor.setData(""),placeComment(data.html,fatherId),$("form#comment-form #cancel-comment-post").hide();var n=0;$("#n-comments").text().length>0&&(n=parseInt($("#n-comments").text())),$("#n-comments").text(n+1)}}),"json")})),$("section#comments").on("click","a.reply-comment",(function(e){e.preventDefault(),$(".comment .fa-arrow-down").removeClass("fa-arrow-down").addClass("fa-reply"),$(".comment-content").removeClass("marked");var form=$("form#comment-form"),fatherId=$(this).parent().parent(".comment").attr("rel");form.find("#father-comment").val(fatherId),$(this).parent().parent(".comment").find("> .reply-area").append(form),$(this).find(".fa-reply").removeClass("fa-reply").addClass("fa-arrow-down"),$(this).parent().prev(".comment-content").addClass("marked"),$("form#comment-form #cancel-comment-post").show(),fancyScrollTo("comment-form"),$("form#comment-form textarea").focus()})),$("section#comments").on("click","#cancel-comment-post",(function(e){e.preventDefault(),$(".comment .hidden").removeClass("hidden"),$(".comment .fa-arrow-down").removeClass("fa-arrow-down").addClass("fa-reply"),$(".comment-content.marked").removeClass("marked"),commentEditor.setData("");var form=$("form#comment-form");$("section#comments").append(form),$("form#comment-form #father-comment").val("0"),$("form#comment-form textarea").val(""),$("form#comment-form #comment-mode").val("new"),$("#edit-comment").hide(),$(this).hide(),$("#submit-comment").show()})),$("section#comments").on("click","a.delete-comment",(function(e){var commentId=$(this).data("comment-id"),isFather=$("#comm-"+commentId).children(".comment").length>0,ticket=$("#comment-ticket").val(),msg="You are going to delete a comment.\n\nThis action cannot be undone.\n\nAre you sure?";isFather&&(msg="You are going to delete a comment and all its replies.\n\nThis action cannot be undone.\n\nAre you sure?"),confirm(msg)&&$.post("pages/comment.php",{action:"delete",comment_id:commentId,is_father:isFather,ticket:ticket},(function(data){if("0"==data.success)alert(data.error);else{$("#comm-"+commentId+".comment").replaceWith(data.text);var n=0;$("#n-comments").text().length&&(n=parseInt($("#n-comments").text())),$("#n-comments").text(n-parseInt(data.deleted))}}),"json"),e.preventDefault(),e.stopPropagation()})),$("section#comments").on("click","a.pull-right",(function(e){e.preventDefault();var 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