Discover how aligning your behavior rubric with the IB Learner Profile can enhance your school's culture.
As educators, we recognize the importance of not only teaching academic subjects but also fostering holistic development, including social and emotional growth. One crucial aspect of this approach is the creation of a behavior management plan that reflects the core values and traits we hold dear.
This alignment promotes positive behavior and cultivates a school culture where students are empowered to become compassionate, conscientious, and lifelong learners.
One popular program at the heart of many elementary schools is the IB or International Baccalaureate program. IB enables students to direct their learning pathway and develop the skills and confidence they need to thrive and make a lasting difference based on the IB Learner Profile.
Let’s look at how John M. Smyth Elementary School in Chicago, Illinois is aligning its behavior rubric with the qualities and traits that IB learners strive to be.
The International Baccalaureate (IB) learner profile outlines a set of attributes that aim to develop internationally-minded individuals. These traits serve to emphasize the importance of academic, personal, and social growth. The IB learner profile consists of ten attributes:
These attributes form the foundation of an IB education. But as educators, we know that saying we want to see these traits in our students and crafting an environment where they are showing them are very different things.
At Smyth, the staff knows that we get the behavior that we emphasize and reinforce in our schools. That’s why they have incorporated the IB learner profile into their elementary behavior rubric.
To incorporate the IB learner profile into a behavior rubric, schools can align each trait with specific behavioral expectations.
For example, "Being Principled" might entail following school rules and demonstrating honesty, while "Being Caring" could involve showing empathy and kindness towards others. Schools can develop criteria and examples for each trait, incorporating them to guide students' actions.
By integrating the IB learner profile into the behavior rubric, schools promote not only positive behavior but also the development of essential life skills aligned with the IB philosophy. Let’s take a closer look at how Smyth has aligned their rubric with the IB learner profile.
Reinforcing behavior with rewards and incentives tailored to student interests is essential for fostering a positive school culture. At Smyth Elementary School, they don’t just align their expectations with IB…they also align the rewards with their students' interests.
The school reward store offers a variety of student-approved rewards that align with their preferences:
Let’s take a peek at the most popular items at Smyth:
These rewards not only recognize and celebrate students' positive behavior but also serve as meaningful incentives that reinforce desired actions, contributing to a supportive and engaging learning environment.
Smyth also combines the IB learner profile with a House System to further enhance student development and promote positive behavior. By aligning the IB traits with the House System, Smyth fosters collaboration and leadership among students.
Reinforcing IB is just one of the many reasons to use House Points in your school as House Points can be a great way to develop leadership and camaraderie in your building with or without IB!
The same can be true of aligning your expectations. No matter what values your school holds dear, it can benefit from using these behavior rubric examples to create consistency so your community can thrive.
As educators, we recognize the importance of not only teaching academic subjects but also fostering holistic development, including social and emotional growth. One crucial aspect of this approach is the creation of a behavior management plan that reflects the core values and traits we hold dear.
This alignment promotes positive behavior and cultivates a school culture where students are empowered to become compassionate, conscientious, and lifelong learners.
One popular program at the heart of many elementary schools is the IB or International Baccalaureate program. IB enables students to direct their learning pathway and develop the skills and confidence they need to thrive and make a lasting difference based on the IB Learner Profile.
Let’s look at how John M. Smyth Elementary School in Chicago, Illinois is aligning its behavior rubric with the qualities and traits that IB learners strive to be.
The International Baccalaureate (IB) learner profile outlines a set of attributes that aim to develop internationally-minded individuals. These traits serve to emphasize the importance of academic, personal, and social growth. The IB learner profile consists of ten attributes:
These attributes form the foundation of an IB education. But as educators, we know that saying we want to see these traits in our students and crafting an environment where they are showing them are very different things.
At Smyth, the staff knows that we get the behavior that we emphasize and reinforce in our schools. That’s why they have incorporated the IB learner profile into their elementary behavior rubric.
To incorporate the IB learner profile into a behavior rubric, schools can align each trait with specific behavioral expectations.
For example, "Being Principled" might entail following school rules and demonstrating honesty, while "Being Caring" could involve showing empathy and kindness towards others. Schools can develop criteria and examples for each trait, incorporating them to guide students' actions.
By integrating the IB learner profile into the behavior rubric, schools promote not only positive behavior but also the development of essential life skills aligned with the IB philosophy. Let’s take a closer look at how Smyth has aligned their rubric with the IB learner profile.
Reinforcing behavior with rewards and incentives tailored to student interests is essential for fostering a positive school culture. At Smyth Elementary School, they don’t just align their expectations with IB…they also align the rewards with their students' interests.
The school reward store offers a variety of student-approved rewards that align with their preferences:
Let’s take a peek at the most popular items at Smyth:
These rewards not only recognize and celebrate students' positive behavior but also serve as meaningful incentives that reinforce desired actions, contributing to a supportive and engaging learning environment.
Smyth also combines the IB learner profile with a House System to further enhance student development and promote positive behavior. By aligning the IB traits with the House System, Smyth fosters collaboration and leadership among students.
Reinforcing IB is just one of the many reasons to use House Points in your school as House Points can be a great way to develop leadership and camaraderie in your building with or without IB!
The same can be true of aligning your expectations. No matter what values your school holds dear, it can benefit from using these behavior rubric examples to create consistency so your community can thrive.
As educators, we recognize the importance of not only teaching academic subjects but also fostering holistic development, including social and emotional growth. One crucial aspect of this approach is the creation of a behavior management plan that reflects the core values and traits we hold dear.
This alignment promotes positive behavior and cultivates a school culture where students are empowered to become compassionate, conscientious, and lifelong learners.
One popular program at the heart of many elementary schools is the IB or International Baccalaureate program. IB enables students to direct their learning pathway and develop the skills and confidence they need to thrive and make a lasting difference based on the IB Learner Profile.
Let’s look at how John M. Smyth Elementary School in Chicago, Illinois is aligning its behavior rubric with the qualities and traits that IB learners strive to be.
The International Baccalaureate (IB) learner profile outlines a set of attributes that aim to develop internationally-minded individuals. These traits serve to emphasize the importance of academic, personal, and social growth. The IB learner profile consists of ten attributes:
These attributes form the foundation of an IB education. But as educators, we know that saying we want to see these traits in our students and crafting an environment where they are showing them are very different things.
At Smyth, the staff knows that we get the behavior that we emphasize and reinforce in our schools. That’s why they have incorporated the IB learner profile into their elementary behavior rubric.
To incorporate the IB learner profile into a behavior rubric, schools can align each trait with specific behavioral expectations.
For example, "Being Principled" might entail following school rules and demonstrating honesty, while "Being Caring" could involve showing empathy and kindness towards others. Schools can develop criteria and examples for each trait, incorporating them to guide students' actions.
By integrating the IB learner profile into the behavior rubric, schools promote not only positive behavior but also the development of essential life skills aligned with the IB philosophy. Let’s take a closer look at how Smyth has aligned their rubric with the IB learner profile.
Reinforcing behavior with rewards and incentives tailored to student interests is essential for fostering a positive school culture. At Smyth Elementary School, they don’t just align their expectations with IB…they also align the rewards with their students' interests.
The school reward store offers a variety of student-approved rewards that align with their preferences:
Let’s take a peek at the most popular items at Smyth:
These rewards not only recognize and celebrate students' positive behavior but also serve as meaningful incentives that reinforce desired actions, contributing to a supportive and engaging learning environment.
Smyth also combines the IB learner profile with a House System to further enhance student development and promote positive behavior. By aligning the IB traits with the House System, Smyth fosters collaboration and leadership among students.
Reinforcing IB is just one of the many reasons to use House Points in your school as House Points can be a great way to develop leadership and camaraderie in your building with or without IB!
The same can be true of aligning your expectations. No matter what values your school holds dear, it can benefit from using these behavior rubric examples to create consistency so your community can thrive.
Jordan resides in Lexington, Kentucky. He has experience in Public Education as an Administrator, Science Teacher, and as a Coach. He has extensive experience with School Discipline, PBIS, SEL, Restorative Practices, MTSS, and Trauma-Informed Care.
As educators, we recognize the importance of not only teaching academic subjects but also fostering holistic development, including social and emotional growth. One crucial aspect of this approach is the creation of a behavior management plan that reflects the core values and traits we hold dear.
This alignment promotes positive behavior and cultivates a school culture where students are empowered to become compassionate, conscientious, and lifelong learners.
One popular program at the heart of many elementary schools is the IB or International Baccalaureate program. IB enables students to direct their learning pathway and develop the skills and confidence they need to thrive and make a lasting difference based on the IB Learner Profile.
Let’s look at how John M. Smyth Elementary School in Chicago, Illinois is aligning its behavior rubric with the qualities and traits that IB learners strive to be.
The International Baccalaureate (IB) learner profile outlines a set of attributes that aim to develop internationally-minded individuals. These traits serve to emphasize the importance of academic, personal, and social growth. The IB learner profile consists of ten attributes:
These attributes form the foundation of an IB education. But as educators, we know that saying we want to see these traits in our students and crafting an environment where they are showing them are very different things.
At Smyth, the staff knows that we get the behavior that we emphasize and reinforce in our schools. That’s why they have incorporated the IB learner profile into their elementary behavior rubric.
To incorporate the IB learner profile into a behavior rubric, schools can align each trait with specific behavioral expectations.
For example, "Being Principled" might entail following school rules and demonstrating honesty, while "Being Caring" could involve showing empathy and kindness towards others. Schools can develop criteria and examples for each trait, incorporating them to guide students' actions.
By integrating the IB learner profile into the behavior rubric, schools promote not only positive behavior but also the development of essential life skills aligned with the IB philosophy. Let’s take a closer look at how Smyth has aligned their rubric with the IB learner profile.
Reinforcing behavior with rewards and incentives tailored to student interests is essential for fostering a positive school culture. At Smyth Elementary School, they don’t just align their expectations with IB…they also align the rewards with their students' interests.
The school reward store offers a variety of student-approved rewards that align with their preferences:
Let’s take a peek at the most popular items at Smyth:
These rewards not only recognize and celebrate students' positive behavior but also serve as meaningful incentives that reinforce desired actions, contributing to a supportive and engaging learning environment.
Smyth also combines the IB learner profile with a House System to further enhance student development and promote positive behavior. By aligning the IB traits with the House System, Smyth fosters collaboration and leadership among students.
Reinforcing IB is just one of the many reasons to use House Points in your school as House Points can be a great way to develop leadership and camaraderie in your building with or without IB!
The same can be true of aligning your expectations. No matter what values your school holds dear, it can benefit from using these behavior rubric examples to create consistency so your community can thrive.
As educators, we recognize the importance of not only teaching academic subjects but also fostering holistic development, including social and emotional growth. One crucial aspect of this approach is the creation of a behavior management plan that reflects the core values and traits we hold dear.
This alignment promotes positive behavior and cultivates a school culture where students are empowered to become compassionate, conscientious, and lifelong learners.
One popular program at the heart of many elementary schools is the IB or International Baccalaureate program. IB enables students to direct their learning pathway and develop the skills and confidence they need to thrive and make a lasting difference based on the IB Learner Profile.
Let’s look at how John M. Smyth Elementary School in Chicago, Illinois is aligning its behavior rubric with the qualities and traits that IB learners strive to be.
The International Baccalaureate (IB) learner profile outlines a set of attributes that aim to develop internationally-minded individuals. These traits serve to emphasize the importance of academic, personal, and social growth. The IB learner profile consists of ten attributes:
These attributes form the foundation of an IB education. But as educators, we know that saying we want to see these traits in our students and crafting an environment where they are showing them are very different things.
At Smyth, the staff knows that we get the behavior that we emphasize and reinforce in our schools. That’s why they have incorporated the IB learner profile into their elementary behavior rubric.
To incorporate the IB learner profile into a behavior rubric, schools can align each trait with specific behavioral expectations.
For example, "Being Principled" might entail following school rules and demonstrating honesty, while "Being Caring" could involve showing empathy and kindness towards others. Schools can develop criteria and examples for each trait, incorporating them to guide students' actions.
By integrating the IB learner profile into the behavior rubric, schools promote not only positive behavior but also the development of essential life skills aligned with the IB philosophy. Let’s take a closer look at how Smyth has aligned their rubric with the IB learner profile.
Reinforcing behavior with rewards and incentives tailored to student interests is essential for fostering a positive school culture. At Smyth Elementary School, they don’t just align their expectations with IB…they also align the rewards with their students' interests.
The school reward store offers a variety of student-approved rewards that align with their preferences:
Let’s take a peek at the most popular items at Smyth:
These rewards not only recognize and celebrate students' positive behavior but also serve as meaningful incentives that reinforce desired actions, contributing to a supportive and engaging learning environment.
Smyth also combines the IB learner profile with a House System to further enhance student development and promote positive behavior. By aligning the IB traits with the House System, Smyth fosters collaboration and leadership among students.
Reinforcing IB is just one of the many reasons to use House Points in your school as House Points can be a great way to develop leadership and camaraderie in your building with or without IB!
The same can be true of aligning your expectations. No matter what values your school holds dear, it can benefit from using these behavior rubric examples to create consistency so your community can thrive.
Every elementary school is unique, shaped by its programs, themes, values, and the diverse needs of its students and community.
As educators, we recognize the importance of not only teaching academic subjects but also fostering holistic development, including social and emotional growth. One crucial aspect of this approach is the creation of a behavior management plan that reflects the core values and traits we hold dear.
This alignment promotes positive behavior and cultivates a school culture where students are empowered to become compassionate, conscientious, and lifelong learners.
One popular program at the heart of many elementary schools is the IB or International Baccalaureate program. IB enables students to direct their learning pathway and develop the skills and confidence they need to thrive and make a lasting difference based on the IB Learner Profile.
Let’s look at how John M. Smyth Elementary School in Chicago, Illinois is aligning its behavior rubric with the qualities and traits that IB learners strive to be.
The International Baccalaureate (IB) learner profile outlines a set of attributes that aim to develop internationally-minded individuals. These traits serve to emphasize the importance of academic, personal, and social growth. The IB learner profile consists of ten attributes:
These attributes form the foundation of an IB education. But as educators, we know that saying we want to see these traits in our students and crafting an environment where they are showing them are very different things.
At Smyth, the staff knows that we get the behavior that we emphasize and reinforce in our schools. That’s why they have incorporated the IB learner profile into their elementary behavior rubric.
To incorporate the IB learner profile into a behavior rubric, schools can align each trait with specific behavioral expectations.
For example, "Being Principled" might entail following school rules and demonstrating honesty, while "Being Caring" could involve showing empathy and kindness towards others. Schools can develop criteria and examples for each trait, incorporating them to guide students' actions.
By integrating the IB learner profile into the behavior rubric, schools promote not only positive behavior but also the development of essential life skills aligned with the IB philosophy. Let’s take a closer look at how Smyth has aligned their rubric with the IB learner profile.
Reinforcing behavior with rewards and incentives tailored to student interests is essential for fostering a positive school culture. At Smyth Elementary School, they don’t just align their expectations with IB…they also align the rewards with their students' interests.
The school reward store offers a variety of student-approved rewards that align with their preferences:
Let’s take a peek at the most popular items at Smyth:
These rewards not only recognize and celebrate students' positive behavior but also serve as meaningful incentives that reinforce desired actions, contributing to a supportive and engaging learning environment.
Smyth also combines the IB learner profile with a House System to further enhance student development and promote positive behavior. By aligning the IB traits with the House System, Smyth fosters collaboration and leadership among students.
Reinforcing IB is just one of the many reasons to use House Points in your school as House Points can be a great way to develop leadership and camaraderie in your building with or without IB!
The same can be true of aligning your expectations. No matter what values your school holds dear, it can benefit from using these behavior rubric examples to create consistency so your community can thrive.
Every elementary school is unique, shaped by its programs, themes, values, and the diverse needs of its students and community.
As educators, we recognize the importance of not only teaching academic subjects but also fostering holistic development, including social and emotional growth. One crucial aspect of this approach is the creation of a behavior management plan that reflects the core values and traits we hold dear.
This alignment promotes positive behavior and cultivates a school culture where students are empowered to become compassionate, conscientious, and lifelong learners.
One popular program at the heart of many elementary schools is the IB or International Baccalaureate program. IB enables students to direct their learning pathway and develop the skills and confidence they need to thrive and make a lasting difference based on the IB Learner Profile.
Let’s look at how John M. Smyth Elementary School in Chicago, Illinois is aligning its behavior rubric with the qualities and traits that IB learners strive to be.
The International Baccalaureate (IB) learner profile outlines a set of attributes that aim to develop internationally-minded individuals. These traits serve to emphasize the importance of academic, personal, and social growth. The IB learner profile consists of ten attributes:
These attributes form the foundation of an IB education. But as educators, we know that saying we want to see these traits in our students and crafting an environment where they are showing them are very different things.
At Smyth, the staff knows that we get the behavior that we emphasize and reinforce in our schools. That’s why they have incorporated the IB learner profile into their elementary behavior rubric.
To incorporate the IB learner profile into a behavior rubric, schools can align each trait with specific behavioral expectations.
For example, "Being Principled" might entail following school rules and demonstrating honesty, while "Being Caring" could involve showing empathy and kindness towards others. Schools can develop criteria and examples for each trait, incorporating them to guide students' actions.
By integrating the IB learner profile into the behavior rubric, schools promote not only positive behavior but also the development of essential life skills aligned with the IB philosophy. Let’s take a closer look at how Smyth has aligned their rubric with the IB learner profile.
Reinforcing behavior with rewards and incentives tailored to student interests is essential for fostering a positive school culture. At Smyth Elementary School, they don’t just align their expectations with IB…they also align the rewards with their students' interests.
The school reward store offers a variety of student-approved rewards that align with their preferences:
Let’s take a peek at the most popular items at Smyth:
These rewards not only recognize and celebrate students' positive behavior but also serve as meaningful incentives that reinforce desired actions, contributing to a supportive and engaging learning environment.
Smyth also combines the IB learner profile with a House System to further enhance student development and promote positive behavior. By aligning the IB traits with the House System, Smyth fosters collaboration and leadership among students.
Reinforcing IB is just one of the many reasons to use House Points in your school as House Points can be a great way to develop leadership and camaraderie in your building with or without IB!
The same can be true of aligning your expectations. No matter what values your school holds dear, it can benefit from using these behavior rubric examples to create consistency so your community can thrive.
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