IBEC: Professional Learning Community_Module 3_Harnessing the Power of PLCs

 View and Discuss (Environments)

Take a few minutes to view the following videos that have been produced by the IB according to your section (only your section is necessary, but you are welcome to view all if you would like, they are interesting!).

NOTE: If the links will not open, right-click to open in a new tab. All the links are working, but some will not open directly in Brightspace. For those in Mainland China that cannot access, I have uploaded a copy of the videos to Brightspace Resources, here.

PYP in Early Years (2:52)

PYP Empowering Learners to Thrive and Make a Difference (3:25)

MYP Learners are Confident and Independent (1:31)

MYP Middle Years Program (3:18)

DP Learners Are Global Citizens (1:32)

DP Learners Are Critical and Creative Thinkers (1:25)

DP Learners are Prepared for the Future (1:10)

CP In Practice - Kenya (3:00)

Task 1

You will find that there are groups already set for you (PYP/MYP/DP) in the Discussion Board PYP MYP DP. After viewing the videos for your section, please discuss the following questions together:

What do you notice about the environment of(PYP/MYP/DP learning?

What can you comment about the values (either articulated by the students/teachers/or inferred) in the videos you have viewed?

How does your current context already mimic the values of the IB? Or what are you eager to implement?

**Please respond to at least one other colleague to get the discussion moving.

------------------------------------------------------------------------

Within the context of the DP programme, students not only have opportunities to bring their learning and the interests into the same environment on a productive level that speaks to potential careeer options, but they can articulate their learning well. Students carry an aura of enthusiasm and it bleeds into the learning environments so much so that even the teachers seem to be a bit uncertain of how it has worked out so well. 

Currently, I try to implement student interests into the classroom, but yes, I am still working in direction building that up to a point wherein each student can bring their interests into the classroom rather than just the ones who are willing to speak up and interact with the learning environment enough for that to happen. 

--------------------------------------------------------------------------------------------------------------------------

Curation and Criteria

Curating a professional portfolio is incredibly important. A well-curated portfolio will stand out in a crowd, and may very well prove to be a useful tool that will support continuing professional development.

If you need some inspiration regarding curation, here are some interesting links you to peruse  according to your interest: 

NOTE: If the links will not open, right-click to open in a new tab. All the links are working, but some will not open directly in Brightspace.

Why you need to start curating a portfolio today

https://cashboardapp.com/blog/2014/03/10/why-you-need-to-start-curating-a-portfolio-today/

Beyond Linked : Curating a Professional Presence

https://blogs.ubc.ca/portfolioworkshop/

Vanderbuilt University : Teaching Portfolios

https://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/

How to Curate a Creative Portfolio

https://www.creativebloq.com/design/how-curate-creative-portfolio-71621324

Curate a Teaching Portfolio

https://facultyinnovate.utexas.edu/teaching-portfolio

Documentation : Teaching Portfolio (UBC Wiki)

https://wiki.ubc.ca/Documentation:Teaching_Portfolio

Creation Vs. Curation

https://www.linkedin.com/pulse/content-creation-curation-murage-gichuki/

Task 2

Make a post in the discussion forum regarding portfolio curation

Why do we need to curate effectively?

Name some success criteria for an effective teaching/leadership portfolio 

**Please be particular in your ideas regarding portfolio curation. The co-constructed success criteria will be the basis for your actual portfolio assessment. (There is an assessment tool/rubric for the professional portfolio assessment in the syllabus, but this discussion will guide some of the specifics.)

*There is no need to reply to another colleague here

--------------------------------------------------------------------------------------------------------------------

intial ideas:  Selection + reflection, structured evidence, narrative

Emphasis on teaching philosophy, evaluations, and multimedia artifacts

Showcase your portfolio during client meetings on any device (tablet, printed folder)

Complete Post:

Why do we need to curate effectively?

1. To showcase your best and most relevant work
   Effective curation means selecting quality over quantity, highlighting the artifacts or projects that best represent your skills, growth, and goals — whether teaching, leadership, or creative work. (Creative Bloq, Cashboard, UBC)

2. To tell a compelling story
   Curation allows you to create a clear narrative about who you are professionally — your philosophy, style, impact, and development. It makes your portfolio meaningful, not just a collection of random items. (Vanderbilt, UT Austin, Creative Bloq)

3. To meet audience needs and expectations
   Tailoring your portfolio’s content and presentation ensures it resonates with search committees, employers, clients, or colleagues, making you memorable and demonstrating your professionalism. (UBC Blogs, Cashboard, Vanderbilt)

4. To reflect thoughtfully and support growth
   Especially for teaching or leadership portfolios, curation involves reflection and evidence that show your effectiveness and commitment to continuous improvement. (UBC, Vanderbilt)

5. To enhance visibility and opportunities
   An effectively curated portfolio helps you stand out in competitive job markets, promotion cases, or freelance pitches by clearly communicating your value and capabilities. (Cashboard, Creative Bloq)

---

Success Criteria for an Effective Teaching/Leadership Portfolio

1. Clarity and coherence

   • Clear organization with a logical flow

   • A focused, concise teaching/leadership philosophy or narrative that anchors the portfolio (UBC, Vanderbilt)

2. Selective and purposeful content

   • Inclusion of relevant artifacts (lesson plans, student feedback, leadership projects, evaluations) that support the narrative

   • Avoids overwhelm by choosing quality, not quantity (Creative Bloq, UT Austin, Cashboard)

3. Evidence-based reflection

   • Thoughtful commentary explaining how artifacts demonstrate growth, impact, or teaching/leadership effectiveness

   • Incorporates multiple sources of evidence (student feedback, peer reviews, self-assessment) (UBC, UT Austin)

4. Professional presentation

   • Clean, readable layout (digital or print) with consistent formatting

   • Proper use of multimedia where appropriate (videos, images) to enhance engagement (Creative Bloq, UBC)

5. Alignment with goals and audience

   • Tailored to the intended audience (search committee, client, leadership team)

   • Clearly shows how your work meets institutional or professional standards (UBC, Vanderbilt)

6. Reflects ongoing development

   • Includes examples of professional growth, workshops, new methods, or leadership initiatives

   • Demonstrates commitment to continuous improvement (UT Austin, Vanderbilt)

7. Ethical and legal considerations

   • Proper citation or permission for any third-party materials or media

   • Respect for student privacy and institutional policies (UBC Blogs)

----------------------------------------------------------------------------------------------------------------------

Starting Digital Portfolios

Task 3

Let's step into action…

It's time to start building/refining your professional portfolio! 

As you start to build your professional portfolio, it will be important for you to consider how you'd like to share that with me, as well as your peers.

There are many options in terms of which platform you'd like to use, although it is possible to use a hybrid format (on paper as well as digital), you will want most of your portfolio to be accessible electronically.

Choose the one that you are most comfortable with. Some are free, and some are paid. You do NOT need to pay for anything specifically for this course.

Consider using any of these platforms:

Google Slides/Powerpoint

Google Sites

Any website builder (eg Wix)

Genially

Canva

There are literally hundreds of potential platforms. Please take time to explore your options early. Please post a link to your budding portfolio by the last Sunday of this module. PORTFOLIOS

Begin work on your portfolio. As this is a half-credit course and you should be spending approximately 1.5 hours per week on coursework, I suggest planning to spend about 1 hour per week on your portfolio in order to have it completed by the end of the next module - Module 4. This means that starting now, you will have about a month to work on your portfolio.

This module, Module 3, will really be when you actively work towards building your portfolio as well as making two posts for the discussion board.

You will need to share with us (either as a fully public portfolio or a portfolio only accessible to participants in this course (as an attachment, a link…etc.). Note - You are posting a link to a beginning portfolio - NOT a finished product as we are actively harnessing the power of our PLC for feedback. You can change the link anytime.

The upcoming Module 4 will mostly be about refining your portfolio and participating in a reflection.

**The most important part of this module will be allowing us access during the creation process so you are able to receive constructive feedback over the next month. Both your peers and I will be providing you with some important feedback that could greatly affect your final project which is considered your main summative task. 

Please add your link to your portfolio as soon as you can so we can begin giving you feedback. Of course, you do not need to be finished – the intention is feedback throughout the process. When you are able to start browsing others' portfolios, please start providing them with some constructive feedback. True peer feedback will come as portfolios are finalized in the next module, but it's also important to be able to give and receive feedback during the process of creating one. 

I know it can feel like we're putting ourselves in a vulnerable position by sharing, but also remember how important it is to model risk-taking and the sharing of our gifts - come on, take a ‘leap of faith’!

SAMPLE:

Here are some samples from a previous term that I have permission to share. Each is a little different, on a different platform and functions in its own style:

Jamie - A digital portfolio with a strong sense of personality

Lani - A clear and in-depth professional portfolio

Madhuvanthi - A student who continually updated, added and took all of the feedback offered by her peers (also linked with another online project)

Nancy - Full of Visuals and tangible sources

Tazim - Bright, easy to navigate and linked to many supporting resources

Shulin - Lots of text with great IB connections

Christy - Some great Multi-Lingual options

(this link opens in a new window/tab)