Professional Training
MTIS hires its teaching staff according to very strict criteria of selection. The school takes into consideration the educational background (university studies, post-university studies, special courses attended), the qualification to work as an educator, the previous experience as a teacher, references, contributions in writing the national curriculum, contributions in writing textbooks or publishing articles, moral features and motivation. The qualities listed in the "Student's profile" are obviously found in the "MTIS Teacher's Profile". They are inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, sensitive, open-minded, balanced and reflexive.
All Mark Twain International School teachers are devoted to continuous training. They are supported and encouraged by the school to train and to grow professionally in the national system as well as in the international one (specializations, seminars, conferences, national and international trainings).
Action Plan for Implementing PYP
in Preparation for IBO Authorization
Standard / Goal
Strategies: Date to be achieved progress towards assessed> inapoi sus
Standard A2: Develop in students the attributes of the Student Profile
Yearly in June: Publish the attributes and refer to them in and out of class, recognize and discuss them regularly> inapoi sus
Standard A1: The board, the administration, the teachers demonstrate an attitude of collaborative, reflective inquiry in the pursuit of educational excellence
Yearly in June: Organize meetings and workshops in which teachers and administrators plan together, discuss current issues, and reflect on their common progress> inapoi sus
Standard A2: Promote respect for the diversity of cultures and perspectives, in school and globally
Assess yearly in June: Learn about other cultures and perspectives
Assess twice a year in January and June: Organize class events that focus on different class members' cultures
Yearly: Periodically organize trips abroad and/or in regions inhabited by cultural minorities
Twice a year: Periodically organize school wide events that celebrate diversity> inapoi sus
Standard B2: Develop school wide policies and procedures which reflect the PYP philosophy
November 2004: Compiling a PYP Teacher's Handbook> inapoi sus
Standard B2: Develop school wide policies and procedures which reflect the PYP philosophy
January 2004 / March 2004: Bilingual letters of introduction to the PYP
September 2004, reviewed yearly: Bilingual brochure to reflect major guiding principles of PYP framework as reflected in school policies> inapoi sus
Standard B2: Develop well-informed and trained PYP practitioners including part time staff
Monthly: Meetings with specialist teachers for planning and assessment> inapoi sus
Standard B2: Inform and educate parents about the PYP
January 2005: Flyer that includes a description of the PYP
Develop Home/school links: Yearly PYP workshop for parents, Biannually visual arts display, drama/music performances and sporting events> inapoi sus
Standard B2: Make provision for instruction in an additional language for students from age 7
Since 1997: Bilingual education (in Romanian and English) offered since pre-K
Since 2000: A third language offered as after-school optional activity for students from 2ndgrade on> inapoi sus
Standard B2: Provide an adequate and appropriately resourced library
Ongoing: Purchase various and appropriate resources that revolve around the units of inquiry from a variety of publishers> inapoi sus
Standard C: Develop a school wide program of inquiry which is the result of collaborative inquiry involving all staff
Oct. 2002-Jan.03: Regular meetings held with all primary teachers to draft the P of I
Sept. 03, Sept. 04: Yearly review> inapoi sus
Standard C: Develop corresponding unit planners using the PYP planners
Ongoing (held during vacations and after school is over): Meetings to discuss planning, delivering and assessing units of inquiry (year groups)> inapoi sus
Standard C: Ensure that a minimum of 4 units have been taught and documented fully in the year prior to the auth visit
Yearly (records to be reviewed biannually): Deliver six units of inquiry per year (4 or 5 at 3-4 year olds and 4-5 year olds levels) and maintain adequate records (planners and unit boxes)> inapoi sus
Standard D: Ensure that collaborative planning is taking place which includes single subject teachers at each grade level
June 2005: Weekly meetings to discuss national curriculum targets and IBO scope and sequence (subject groups); teaching/ learning strategies and related issues (pre-primary and primary groups)> inapoi sus
Standard E: All teachers develop an understanding of inquiry based teaching and learning
Ongoing: Promote team teaching, class visits between classes, and formative assessment (class visits by PYP Coordinator and Deputy Director)> inapoi sus
Standard E: A range of resources be identified, acquired and used
Biannual review: Research, identify, and order relevant resources> inapoi sus
Standard F1: Determine assessment tools and strategies, recording and reporting practices which are aligned with the PYP
Sample report card for 2002-2003; 2003-2004; 2004-2005; 2005-2006: Develop report card that introduces the student profile; review annually> inapoi sus
Standard F2: Assessment data, including data on the Student Profile, be reported to all participants in the learning process
Attendance records: Hold parent nights, invite parents for class visits, hold student-led conferences> inapoi sus
Standard G: Provide opportunities for the students to develop skills and attitudes which lead to socially responsible action
Photographic records, Anecdotal records (kept by students and teachers): Organize field trips, visits in and outside the city, meetings with other children, creating a variety of authentic contexts in which students can practice their positive attitudes and hone their social skills> inapoi sus
