The following is a guest post by DFHS social studies teacher Michael Meagh (@mikemeagh). Mike Meagh has played a key role in our school’s 1:1 Chromebook initiative and is dedicated to effectively using educational technology as a vehicle for enhancing teaching and learning. Please feel free to contact Mike via Twitter if you have any questions or feedback.

When I heard about Classroom last spring I was curious and excited about how this application could  transform the way that I interact with my students. I had already made the switch over to a paperless classroom environment last year when all of my students received school issued Chromebooks, so I had a lot of experience using Google Docs and Drive which gave me the confidence that the transition to Classroom would be the next logical step with my classes. I played around with the site a little bit over the summer and decided to roll the dice in September by jumping in 100%.

The Benefits of Google Classroom

Last year I spent a lot of time sorting through documents that my students shared with me and then moved the documents into folders while cross referencing my class roster to see who did and did not submit their work. This was a time consuming process as you can imagine!  Classroom has removed all of these steps. I now see in real time who has submitted their work and all of the organizing in Drive is now automated. This has been a huge time saver!

Another benefit of Classroom is that it enables students to become more aware of their assignments and feedback. The students have an “assignments tab” that keeps track of their work as “done” or “to do.” Students see their grades and feedback which has enabled them to be more aware and on top of their work.

The stream in Classroom is probably my favorite part of the site. I post all of my assignments, class notes, links to websites, videos, and class warm up activities here. The stream has become a virtual timeline of my class. This is a benefit that I had not anticipated back in September but has become one of the most powerful benefits up to this point. When a student is absent they see all assignments and notes as they are posted in real time. This allows students to stay more organized and on top of their work. When we are going to have a test or quiz I can simply direct the students to the range of dates on the stream that they need to study and they have everything they need at their fingertips. This is especially useful to students who in the past had papers bursting out of their binders.

Next Steps for Classroom

Limitations of the site at this point include both the inability to comment directly back to a student in the stream and the difficulty that exists with regard to keeping track of late/resubmitted work. For example, if I post a question on the site and ask students to respond I cannot respond directly to a student comment. I have heard that this will be changed at some point which will be good. Another slight problem I have had is keeping up with students who submit late work or resubmit work that has already been graded. It would be helpful if an automated email was sent to the teacher when a student resubmits or submits after the due date. At this point I am asking students to email me when this happens but they do not always remember to do this.

Classroom is in its infancy and will get better. As more teachers use it and provide feedback I can only imagine that it will grow by leaps and bounds. At this point the time it has saved me and the organizational benefits it has provided for my students has made it a winner in my book. If anyone out there has some fresh ideas or questions regarding Classroom feel free to reach me via Twitter @mikemeagh.

The 2014 NY Tech Forum at the Westchester Marriott featured a host of speakers and presenters that shared their work and views on the power of educational technology and the required next steps for schools as we move forward in the 21st century. While it’s always fascinating to attend these types of conferences, it is also a reminder of how quickly education is changing due to new technologies, resources, and the increased access to information. At DFHS, we have made incredible strides in using technology as a vehicle for enhancing student learning. Whether it’s Facebook, Twitter, our mobile app, BYOD, or our 1:1 Chromebook program, the use of technology as a vehicle for enhancing student learning experiences is now a given in our building. Despite the progress we’ve made, however, conferences such as this one are also a reminder that cutting edge ideas from only a year ago have quickly become old and/or “the norm” in most schools.

So what’s the latest as 2015 approaches? After an inspiring and thought-provoking keynote address by @e_sheninger on the importance of digital leadership and learning, we attended some of the breakout sessions to dig deeper based on the needs of our school. Here’s some of what we walked away with…

• Google Apps and Extensions: @careim and @ms_sardinia attended this workshop and were guided through a long list of useful apps and extensions. Some were familiar, some were new. Here’s some of the more interesting ones…

1. GoGuardian: Ideal for schools that have a one-to-one Chromebook program. It is a comprehensive “all-in-one” Chromebook solution that features theft recovery, student monitoring, screen sharing, and detailed filtering. This is a worthwhile program for DFHS to investigate as we enter year two of our 1:1 Chromebook program.
2. Google Moderator: Allows for “backchannel” discussions. Students can provide suggestions, vote, or export their conversations as a document to share.
3. Google Classroom: This has been “the talk” at the conference. Many teachers at DFHS have already made the switch and have seen it as a perfect complement to Google Drive. @MikeMeagh will be sharing a post in the coming weeks on the benefits of Google Classroom and how it is used at DFHS.
4. cK-12.org: The online textbook is actually a “flexbook” that allows teachers to create their own textbook based on the common core standards and topics. It’s differentiated, “flexible,” and free!
5. Awesome Screenshot: Allows teachers and students to annotate the screen and share it right to Google Drive.
6. Google Report Card: Provides administrators with a way to collect data on specific apps teachers and students are (or are not) using and can be used to direct school-wide professional development.
7. Pear Deck: A tool that allows teachers to input formative assessments directly into presentations.
8. YouCanBook.Me: Allows teachers and students to book appointments through Google Calendar and sends email reminders.

• Computer Science and Coding: Courses in computer science (and coding) are now becoming the norm in schools at all levels and it is an area that we continue to explore at DFHS. @MrCohn9 and I participated in an excellent interactive workshop that was led by several teachers from the Scarsdale Public Schools in Westchester, NY. They are doing a wonderful job of exposing younger and/or beginning students to coding in a fun and non-threatening way through the use of programs such as Tynker and Scratch. Perhaps the biggest takeaway from the session was the power of the Hour of Code (www.code.org) and the robust website that is free and available to all teachers. In addition to an easy to follow program for beginning teachers and students, there are also tutorials on Java, Python, and app building for iPhones. The next Hour of Code is coming this December and is a great way to get started for all schools.

• 1:1 Environments & Chromebooks: It’s amazing how many districts are either in the midst of a 1:1 initiative or are on the cusp of “jumping in” and getting started. This is yet another example of a cutting edge concept from a year ago that is quickly becoming the norm. While Chromebooks seem to be the device of choice among most districts, the conversation focused in part on the available research (or lack thereof) that links the instructional value/benefits of Chromebooks in a full 1:1. @careim2 and I sat in on a presentation that was led by David Andrade, the CIO of the Bridgeport Public Schools, and we talked a great deal about this topic as well as the infrastructure needed for a 1:1. For more information, check out David’s site at http://goo.gl/F3N9s.

There were many other workshops and conversations throughout the day. Too many to list, actually. Please feel free to comment and share some of the exciting initiatives that are happening at your school!

The one-to-one Chromebook initiative in Dobbs Ferry continues to expand as all students in grades 6-10 have now been provided with a device. When we began the initiative last year at DFHS with our 9th grade teachers/students, I wrote several posts that were designed to both tell our story and to inform others who are investigating a similar path. Throughout this initiative I have met with our teachers at various points either individually or in groups to evaluate the program in terms of the skills that our students are (or aren’t) developing and to determine whether or not we want to continue with the one-to-one in future years. Check back to the posts from 11/23/13, 1/24/14, and 5/12/14 for more on this.

Last week, I met with our 9th grade teachers once again to “check in” as they now enter year two of this initiative. Our teachers have grown a great deal over the past year and have truly transformed as a result of our one-to-one. The “big ideas” along with the questions that I posed at our most recent meeting are listed below. Our discussion focused on both the benefits of the one-to-one (what is working) and the existing problems that teachers are still encountering (along with potential solutions).

Q1: What benefits have you noted this year as a result of our one-to-one Chromebook initiative?

Here’s the top ten…

1) The next day’s lesson can be provided ahead of time to all students via Google Docs. This approach allows students to go back or move ahead as necessary and, in turn, allows for a type of “flipped” approach to learning for all students.

2) Students respond to both the lesson’s essential question and the exit ticket via Google Forms. This provides the teacher with an opportunity to provide immediate feedback and to informally assess student understanding.

3) Online textbooks, resources, and teacher/student created class folders are readily available to students at all times. This not only helps to reduce the use of paper, but is also more cost effective while helping students to further develop their organizational skills.

4) Easy access and compatibility to Google Classroom. Classroom works hand-in-hand with Drive and allows teachers to save time, keep classes organized, and communicate easily with students. Many teachers at DFHS have already transitioned to Google Classroom.

5) Improved notetaking skills for all students. In addition, students with special needs can easily receive notes ahead of time as needed.

6) The Google Research tool allows students to conduct research for both in-class assignments and in-depth research papers. Easy access to Google Research and the internet also makes it easy for teachers to emphasize the validity and reliability of different sources.

7) Students can easily and safely collaborate both in-class and at home using Google Drive. This feature allows students to maintain the momentum that was started in class while allowing for rich and meaningful learning experiences.

8) Teachers can provide “live feedback” to students who are working on specific assignments. This approach not only allows allows for ongoing assessment, but also provides teachers with opportunities to identify and capitalize on “teachable moments.”

9) The one-to-one allows teachers to naturally emphasize (and teach) digital citizenship and internet etiquette with respect to searching for information and interacting with all people in a virtual setting.

10) No more trips to the copy machine!

Q2: What are some of the issues that still need to be resolved?

Instructional: Moving students beyond a sense of “learned helplessness” that can develop as a result of difficulty with technology. Solution: It’s important to first develop the root cause behind the “helplessness” before solving the issue. Is it a result of “convenient laziness” or true anxiety towards technology? If it’s the latter, most issues can be resolved through either individual or small group tutorials that are led by the teacher(s) or students.

Instructional: Accommodating students who either forget their device at home or have a broken device. Solution: There is no perfect solution to this inevitable issue. The first and easiest solution is to have “extra” devices on hand for such situations (particularly students with broken devices). If this is not possible, teachers can find opportunities to either pair students or, if possible, allow students to access Google Drive via their phones.

Instructional: Monitoring student use to ensure that all students are on task during class. Solution: In addition to the internal features in Google Drive that allow teachers to monitor student progress, our teachers noted that viewing student screens from afar is much easier with the HP Chromebook than it is with the Samsung device. We made the switch from Samsung to HP this year. There’s also a great deal to be said about the importance of teaching digital citizenship and responsible use. See “Why BYOD” (12/12/13).

Infrastructure: As more students use their devices as a result of our one-to-one (grades 9 & 10) and/or BYOD (grades 11 & 12) initiatives, our WiFi has started to become overrun causing the internet (and downloading) to move much slower. Solution: Increase bandwidth and access points. In many ways this is still a work in progress for us as we determine the appropriate amount of bandwidth to support such a high level of activity. On our campus (MS/HS), we can have as many as 1300 devices connecting to the network at one time. Given that, we have moved from 40 MHz to 100 MHz and have installed 115 access points throughout the district. Despite these changes we still have instances when the internet moves slowly so it something that we continue to evaluate.

Infrastructure: The battery often drains before the of the end of the day even if the devices are fully charged overnight. Solution: We are finding that some of the biggest battery “drains” occur during student “free” periods (lunch, etc.) when they access gaming and movie sites. Speaking to students about this issue is key and, if necessary, blocking sites as needed. In addition, charging stations need to be provided throughout the building and all student chargers should be labeled (name/grade level) so that students can use their chargers while at school.

The 2014 Bammy Awards includes an impressive collection of innovative and passionate educators who are true “difference makers” in both the lives of students and on the profession as a whole. To receive a nomination is humbling to say the least and I can quickly think of many others who are equally deserving of being named a Bammy finalist for secondary principal of the year. In thinking about the awards and my nomination, I’ve been reflecting on what it means to be a “finalist” and, more specifically, what needs to happen at the school and district level in order to make that happen. What I know above all is that it’s anything but an individual recognition and is much more about the work that is happening at both the school and district level.

I wrote a post awhile back on schools that move from “good to great” and I think that DFHS moves closer to “great” each day. Of course, the question of whether complete “greatness” is even attainable is one that can be debated for hours on end and, I suppose, the minute we believe that we are “great” is also the moment that we become, well, not so “great.” Despite that, there is lots going on at DFHS that is special and it can easily be deemed “great” by any objective observer who walks the halls of our school.

So what makes DFHS such a special place? While I can easily compile a list of over a hundred different things, here’s five that quickly come to mind…

1) A Clear Vision: We are fortunate to have a central administration (@yolebrady & @dfdcidberry) and board of education (@tracybaron2) that articulates a clear vision that is rooted in 21st century learning and success beyond high school regardless of the path that our students choose to pursue. In doing so, building principals are not micromanaged from above and are instead empowered to lead based on the respective needs of the individuals and groups that they work with each day. This vision guides all of our work at the high school as well as the programs and learning experiences that we provide for both students and teachers.

2) A Supportive Community: Part of what makes our school unique and “special” is that we receive a tremendous amount of support from community organizations who are committed to supporting all of our students. In addition to our wonderful PTSA, we receive many contributions from groups such as the DF Foundation, SPRING, and Trailguides. In addition, our small size provides a level of closeness and support among our student body that can’t be found in most other places. Whether it’s on the field or the stage, our students cheer one another on and push each other to be the best that they be. It’s truly an amazing thing to see.

3) An Active Parent Community: It’s no secret that there is a positive correlation between positive parent engagement and student success. At DFHS, our parent community works closely with our teachers and counselors to support the educational experiences of our students. Our back to school nights are always well attended and we always have packed houses for our parent workshops, academic symposiums, musical concerts, and sporting events. Too often, parents at the high school level tend to “step back” and leave students to fend for themselves once they reach high school. While a certain degree of this is healthy, parents need to remain connected and invested in what are in many ways the most critical years for students. That is definitely the case at DFHS.

4) A Belief That Everyone Can: While the curriculum in all classes at DFHS is guided by the IB learning standards, the IB has not solely instilled our belief that all students can. The belief that we must provide “something for everyone” is intrinsic in all of us and pervades our school community through both a robust selection of co-curricular options as well as programs that are designed to ensure that all students reach their maximum potential. This includes the wonderful work that is done by our special education department (@erinvred), our IB Coordinator and ELL teacher (@meghalberg), our IB Extended Essay/CAS coordinator (@steinleslie), our science research coordinator (@dobbsscires), our guidance department (@careim2), our film, visual arts, and music teachers (@andrewfischbeck, @sbuschi, @gjdefalco), our teacher leader team, and of course the entire DFHS faculty and staff. The belief that “it takes a village” has never been more alive and well than it is at DFHS.

5) Out of the Box Thinking: One thing about DFHS is that we’re not stuck in a fixed mindset. We’re not only on the cutting edge of technology with our use of social media and our 1:1 Chromebook initiative, but we also continue to find new ways to expand our IB Diploma Program by adding new course offerings and through focused “pre IB” experiences for students in grades 9-10 as we prepare for authorization to the IB Middle Years Program (MYP). In addition, we have increased our academic electives and have a number of students who are taking advantage of our new online blended course offerings (@scottpatrillo). We also developed a high school mobile app, we use Twitter for ongoing professional development, and we continue to find new ways to share what we learn in both grade level and content specific teams. There’s lots happening at every corner and it’s both led by teachers and is, more importantly, designed to further the learning experiences of all students.

With that said, I’m honored to head down to DC to represent the faculty, staff, and school community of DFHS. It is an honor to serve as the principal of the school and to have the opportunity to walk through those doors each day. I’m looking forward to the many years of great work that we still have ahead.

The following remarks were read to the students of Dobbs Ferry High School at 8:46 a.m. on September 11, 2014.

Good morning. May I have your attention…

Today marks the anniversary of the tragic events that took place on September 11, 2001. For many of us it’s hard to believe that 13 years have already passed. We can easily remember where we were when we heard the news, and the feelings that we had when we were brought to the realization that our nation was under attack.

As we stand firmly planted in 2014, we are in many ways filled with the same degree of uncertainty that we felt 13 years ago. As Americans we carry the weight of that day, and the responsibility to do what is needed to bring peace to what is still a much divided world. As individuals, we keep those who were lost alive in our thoughts and through our actions each time that we volunteer our efforts to a worthy cause or simply lend a hand to someone in need.

To our students, on this day and every day, I call upon you to remember all the good work that you do here in Dobbs Ferry: the friendships you cherish, the family you make proud by your efforts, and the influence you have with your ideas and dreams. As students in an IB World School, we are united by the IB mission to create a better and more peaceful world through intercultural understanding and respect. We strive for this with the realization that we can never be truly free ourselves until everyone in the world is free.

Today, and every day, look for opportunities to be courageous, selfless, and tolerant…and if possible, say thank you to those who work so hard to keep us well and safe. Please join me in a brief moment of silence of as we remember those who lost lives on September 11^th as well as those who lost their lives both before and after this tragic day in pursuit of the freedom of man.

***

The DFHS teacher leaders recently came in during their summer vacation to discuss the instructional agenda for the upcoming school year and to plan next week’s professional development for 9th and 10th grade teachers (see post on 7/15/14). After receiving a brief overview of the instructional program at DFHS along with a review of our ongoing initiatives, the team had an initial discussion of the desired student outcomes for our school. In doing so, we focused on the vision of the district and some of the professional development initiatives that must be in place during our weekly “early dismissal” Wednesdays in 2014-15. In considering our goals, we determined that time needs to be allotted for work in the following areas:

• Professional Development for Staff: It is important to never lose sight of the fact that all teachers, regardless of experience, need to keep learning and growing. This is especially true at DFHS as we move forward with our 1:1 Chromebook initiative and instructional approaches such as differentiation, inquiry-based learning, and best practice as it relates to the CCSS. We have many professional development formats that we can draw from to accomplish these goals, including workshop models, the Ignite format (see post on 6/29/14), MOOCs, collaborative periods, and inter-visitations. It’s exciting to think of the endless possibilities in this area.

• Subject Specific Curriculum Work: This is especially critical as we make the shift to the MYP. In addition to alignment that needs to occur in grades 6-12 (and below), MYP will require that all departments collaborate on the development of one unit for authorization. The teachers will lead this work in their departments under the guidance of a teacher leader who possesses expertise in the respective subject area.

• Interdisciplinary Curriculum Work: The larger goal as it relates to MYP is to have teachers thinking outside of the box by planning learning experiences for students across the disciplines. DFHS is already set up for this pursuit as grade level teams have been created and teachers have already begun to collaborate on interdisciplinary projects and units.

Following our discussion of the areas above, the team was left with the task of fully planning next week’s two-day PD session for our teachers. The only direction given was that the PD needed to be in-line with our established instructional goals and the respective needs of the teachers who would be attending. Admittedly, I had no idea who would “step up” once I left or how it would go. However, what I did know is that I was leaving the task with a room full of smart and dedicated professionals who collectively know the pulse of the school and a have good sense of how teachers think with regard to professional development. I also knew that the group would not only run with this task, but would own it…and that’s what is most important. After about two hours, the group called me back to the room so that they could share their plan:

I was thrilled to find that the plan was not only well-designed and differentiated based on teacher need, but it also provided teachers a great deal of time to both apply the skills that they learned and to make independent decisions specific to their curricular needs. In this sense, the teacher leaders were choosing the empower the teachers just as they had been empowered. A powerful concept, and one that is necessary if true change is to occur within an organization.

The next step is for the group to meet next week. Be sure to check back…!

The importance of empowering individuals is critical in any organization if real change is to occur. Period. This universal concept is especially true in schools given the ever-changing landscape of education and the new initiatives (voluntary or involuntary) that continue to surface as a result. At DFHS, we continue to move forward with our mission of “IB for all” by exploring programs and approaches that allow us to provide all students with a comprehensive education that promotes international mindedness and 21st century skills. In doing so, we have been putting the necessary pieces in place to ensure that we are best prepared for authorization and eventually the full implementation of the IB Middle Years Program (MYP). This program will not only serve as a bridge to our well-established and highly successful IB Diploma Program, but will also complement many of the programs and initiatives that currently exist at our high school. This includes our 1:1 Chromebook initiative, the CCSS, our grade level teams, and all of the curriculum work (horizontal and vertical) that has been completed over the past several years.

In thinking about the organizations that lead successful change initiatives, the overwhelming factor that is always the “difference maker” is the degree to which people are empowered and the level of “buy-in” that exists. This concept has clear and obvious implications for schools particularly since teachers are the true change agents with regard to the adoption of any new innovation. At DFHS, we have created teacher leader positions (non-administrative) that are filled by individuals who are both instructional leaders and who are capable of leading the work so that it becomes “bottom-up” and organic as opposed to top-down and forced. Again, the key here is to empower others in order to allow change to occur.

So what are the desired qualities of a teacher (or instructional) leader and how can we create a staff full of them? The latter is the million dollar question, but it always starts with individuals who are open-minded, excited about new ideas, and current on the latest “conversations” in education by reading journals and research both within their respective discipline (ex. The English Journal–NCTE) and across the disciplines (ex. Educational Leadership–ASCD). Furthermore, it’s important to create a structure that both supports teacher inquiry and encourages teachers to “think like researchers.” Questions around desired student outcomes, current (and best) practice, and potential next steps should always be at the heart of all work and professional development.

This summer, our teacher leaders will meet to tackle some of these important questions and will work to set the instructional course for our school in the coming year. The group recently read “Planning Professional Learning” (Guskey, 2014) and will use that piece as a jumping off point for both identifying desired student outcomes and planning professional experiences for teachers that are rooted in the “desired results” (Wiggins and McTighe) that we have established for our school. The team will begin by planning the professional development for some of our 9th and 10th grade teachers who will come in for two days this August before ultimately determining how to best utilize our weekly “early dismissal” Wednesday meeting times for the upcoming year. This will include school-wide professional development, curriculum writing initiatives, departmental work, and much more.

At DFHS, the goal is for all teachers to personally develop the qualities and mindset of a teacher (or instructional) leader while providing a structure that allows for high levels of collaboration and empowerment. Our work next year will not only build off of our pre-existing initiatives, but will also remain in the hands of our teachers and staff where it belongs. When an organization allows for this level of ownership and empowerment, there isn’t anything that can’t be accomplished.

Stay tuned for more on this topic…

Marion Halberg (@meghalberg) is the IB Diploma Coordinator at Dobbs Ferry High School in Westchester County. She is currently attending the IB Conference of the Americas in Washington D.C. with DFHS IB Administrator Candace Reim (@careim2). Both will be guest blogging throughout the conference.

“Hope is a noun in action,” Blessed Sheriff, a Diploma student at Richard Montgomery High School in Maryland recited from her exquisite poem with which she opened “Ways of Knowing,” the annual International Baccalaureate Conference  of the Americas. Blessed told the 1,700 of us from 41 U.S. states, the District of Columbia, six Canadian provinces and 31 countries that IB has challenged her to see our world in a different way and gives her a chance to see things on a global scale.  She said hope is “vision”. She said, “We are hope.”

I couldn’t agree with her more! As Drew Deutsch, IBA’s Regional Director said, we all have come together here in Washington, D.C. for “the opportunity to bring new ideas to schools, teachers, classrooms, and students.” The IB’s progressive, forward-thinking student-centered approach sees hope in all of us and allows us to work together to be inspired toward the IB’s goal of “making the world a more peaceful place through education.”

Really. Why would so many educators give up three days over a summer weekend to connect with one another, attend workshops, learn about the latest that IB has to offer, and prepare for upcoming curriculum planning and new diploma students? We do it because we have hope. We believe that by collaborating with one another, we will be inspired and learn how to make the world a better and more peaceful place.  We have hope and we are here to be inspired.

Andy Hargreaves (@HargreavesBC), The Thomas More Brennan Chair – Lynch School of Education at Boston College, shared his thoughts on “Uplifting Leadership” and the “Six Uplifting Forces.”  I immediately think “inspiring” when I hear “uplifting” and that gives me hope, too. Professor Hargreaves described “Uplifting Criteria” which included

– Do better than before

– Do a lot with a little

– Create something from almost nothing

And then he said something that I haven’t stopped thinking about since I heard it: Give away your best ideas to stimulate innovation! Wow. By collaborating with others, by sharing what you know, what you’ve got, you can push yourself to be more innovative, more creative, more inspired. That gives me hope. And teaches many lessons.

By reflecting with our colleagues and giving one another feedback, we help ourselves move forward and become better practitioners. By allowing teachers to collaborate and work together to plan curriculum and then change what we’re doing, administrators help us to be innovative. They inspire us not to cling to what’s always been and help push us/inspire us to innovation. And teachers bring this to our students, too. Professor Hargreaves described how Singapore schools encountered enormous success by allowing teachers to create a curriculum “space” where they taught less and students learned more! Collaboration. Inspiration. Hope!

I still have another day and a half of #IBDC2014 to attend. Today I learned how the IBO is putting new support services in place for schools to enhance services. This is a result of collaboration. And inspiration. And change which is a by-product of hope. I also attended a session on teaching, learning and assessing for understanding and I have so much to share with my colleagues at Dobbs Ferry High School when we meet together in the coming weeks. By reflecting on these and the other things I know I will learn in the coming sessions, I will be able to collaborate, perhaps inspire, and certainly bring hope, ultimately, to the young people we work with and who will be those who really do change the world and make it a more peaceful place. I have hope.

Marion Halberg, IB Diploma Coordinator

Dobbs Ferry High School

@MegHalberg

Candace Reim (@careim2) is the IB Diploma Administrator at Dobbs Ferry High School in Westchester County. She is currently attending the IB Conference of the Americas in Washington D.C. with DFHS IB Diploma Coordinator Marion Halberg (@meghalberg). Both will be guest blogging throughout the conference.

While attending #IBDC2014 this week, I had the opportunity to attend a breakout session on “Marketing Your IB Students and Program.” This session provided a powerful and interesting look at how to market and promote IB students and the IB Program to colleges, universities, and beyond. College admission officers vary in experience and knowledge of the various programs that high schools offer. It is the school’s responsibility to provide the context in which admissions officers view each student’s credentials. The more information about the programs and academic coursework that a high school can provide to admissions officers, the better that they are able to evaluate students.

Of the many tips and strategies presented during the session, the following are the top three that schools must address immediately in order to better market students and the school as a whole:

1. The School Profile:  Simply stated, the purpose of the school profile is to tell the story of the school. A typical school profile provides a thumbnail sketch of the academic and co-curricular programs of a school and typically includes SAT scores, college acceptance rates, and an overview of the courses offered. However, in many cases the profile does not include all of the information that could be helpful for evaluating students. When admissions counselors evaluate a student from an IB school, the following information should appear on the profile:

• When was the IB instituted in the school and why?
• How many students (particularly in grade 12) participate in the program?
• What percentage of the students are pursuing the full diploma?
• What is the historical performance data for IB exams?
• What was the IB grade distribution in the previous year?
• Which classes offered at HL?
• Are students allowed to take more than 3 HL courses?

2. The High School Transcript: The transcript is the most important piece of data for college admissions officers.  As a result, it is vitally important that all of the critical information is prominently displayed and the transcript paints the best picture of the student. IB students take an extremely rigorous and challenging course load. Additionally, IB diploma candidates complete a 4000 word extended essay, take a course in TOK (Theory of Knowledge), and complete 150 hours in CAS (Creativity, Action, and Service). All of this work should be credited on the transcript. Other types information that is important to display on the transcript is as follows:

• Course levels and course types – IB HL, IB SL, AP, Online, Dual Enrollment (all of these courses identify and distinguish a student’s course load)
• Grade weighting and whether IB courses add point values to GPA/rank
• Whether a student is a full diploma candidate (add a sticker!)
• A student’s EE topic or area of focus
• The CAS hours completed
• An IB watermark

3. College Admissions Letters: The purpose of a letter is to paint “the picture” of a student beyond the numbers that are presented on the transcript. IB students have extraordinary experiences both in their courses and in the larger school community that distinguish them from their peers. Given that, it is vitally important that counselors and staff discuss these experiences and contributions in their letters. Training staff on what to include in letters of recommendations is critically important to help market IB students. Other tips for letters of recommendation are as follows:

• Use special letterhead to denote your school as an IB world school.
• Stamp letters with an IB insignia.
• Create a school-wide “Brag Sheet” that students fill out. Ask students specific questions about their experiences in the IB program.
• Have the IB Coordinator work with teachers so that they may properly describe the IB program in their letter.
• Have the IB Coordinator write a letters of recommendations for IB Diploma Candidates.

Have another idea for marketing your students and programs? Please comment below!