A “big picture” of

beliefs and
practices
 A sense of the
A “big picture” of continuum of
beliefs and language
practices development
 A sense of the We can see the
A “big picture” of continuum of constants in our
beliefs and language beliefs and
practices development practices more
clearly
 A sense of the We can see the
A “big picture” of continuum of constants in our
beliefs and language beliefs and
practices development practices more
clearly

We can see the

differences in our
approaches more
clearly
 A sense of the We can see the
A “big picture” of continuum of constants in our
beliefs and language beliefs and
practices development practices more
clearly

We can see the

differences in our
approaches more
clearly

We have become
more aware of our
own presentation
styles and skills
 A sense of the We can see the
A “big picture” of continuum of constants in our
beliefs and language beliefs and
practices development practices more
clearly

We can see the

differences in our
approaches more
clearly

We have become
more aware of our
We have had own presentation
challenging and styles and skills
revealing
conversations
 A sense of the We can see the
A “big picture” of continuum of constants in our
beliefs and language beliefs and
practices development practices more
clearly

We can see the

differences in our
approaches more
clearly

We have become
more aware of our
We have had own presentation
We are more challenging and styles and skills
aware of who our revealing
team members are conversations
 A sense of the We can see the
A “big picture” of continuum of constants in our
beliefs and language beliefs and
practices development practices more
clearly

We can see the

differences in our
We have reflected approaches more
on what we truly clearly
believe about
teaching and
learning
We have become
more aware of our
We have had own presentation
We are more challenging and styles and skills
aware of who our revealing
team members are conversations
We are starting to
have an idea of
what our vision is
for language
teaching and
learning at NIST.
The PYP vision for
language teaching
and learning.
We are starting to The PYP vision for
have an idea of language teaching
what our shared and learning.
vision is for
language teaching
and learning at
NIST.
We are starting to The PYP vision for
have an idea of language teaching
what our shared and learning.
vision is for
language teaching
and learning at
NIST.

My role as a
pedagogical leader
“Stop telling
people what to do,
let them be
creative by
themselves.”
Tony Abbey
From “Art of Looking Sideways” by Alan Fletcher
“Be a guide on the side not a sage
on the stage.”

Anonymous
 change
inquiry
research
trust
time
direction
space
vision courage
frameworks confidence
instructions risks
clarification
requirements “Sage on experimentation
sharing
accountability
the stage” modeling
criteria
focus
“Guide demonstration
collaboration
documentation
expectations
on the creativity

side”
support
constraints talents
interests
challenges
culture
feedback
help
learning
approaches
connections
networks
“professional inquiries”

“role as leader is to help those inquiries

happen”

“helping to do research”

“considering and honouring possibilities”

New Space

Fresh ideas

Innovations

Inspiration

Opportunities

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

Bruce Hammonds