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• IB Teacher Training at Pathways School Noida: Turning Initiative into Impact Pathways School Noida
  
  January 17

At Pathways School Noida, IB Teacher Training is embedded within the school’s culture of continuous growth and reflective practice. As an IB World School, Pathways prioritises meaningful professional learning that strengthens classroom practice and enhances student outcomes. One such initiative, Initiative and Impact, exemplifies this commitment by creating a structured space for educators to collaborate, reflect, and refine their teaching strategies in alignment with the IB philosophy.

During a recent INSET, the Primary School team adopted a practice-driven approach aligned with global standards of IB professional development. Rather than relying on traditional presentations, teachers demonstrated real classroom applications. The focus of the session was the IB’s Inquiry Learning Progressions, a framework designed to support the structured development of inquiry skills across grade levels. Over the semester, teaching teams had been unpacking these progressions and intentionally embedding them into their lessons, making this session a culmination of applied learning and reflection.

A total of 120 teachers, representing 16 grade and subject teams, participated in this collaborative exchange. Each team presented one explicitly taught inquiry skill they had prioritised in their classrooms. Educators shared the instructional strategies used, the pedagogical thinking guiding their decisions, and evidence of student growth. This format encouraged authentic dialogue grounded in practice, ensuring that discussions moved beyond theory to tangible outcomes.

The session also strengthened vertical and horizontal alignment within the curriculum. Teachers gained insight into how inquiry skills were introduced, developed, and extended across different grade levels. This alignment is essential to maintaining consistency within the IB Primary Years Programme (PYP) and ensuring that students experience progressive skill development. The opportunity to observe diverse interpretations of the Inquiry Learning Progressions allowed teams to refine their methods while maintaining coherence with the broader curriculum framework.

Through structured questioning and peer feedback, participants engaged in deeper professional reflection. The environment fostered openness and collective ownership, reinforcing that effective teacher professional development hrives on collaboration and shared expertise. Teachers left the session with practical strategies that could be adapted immediately, along with a clearer understanding of how their work contributes to the school’s larger academic vision.

The impact of this focused IB Teacher Training is visible in classrooms. Students are demonstrating stronger critical thinking, greater independence in research, and increased confidence in asking purposeful questions. Inquiry-based experiences are becoming more intentional, supporting conceptual understanding and meaningful real-world connections. By systematically developing inquiry skills, teachers are empowering students to take greater ownership of their learning journey.

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