Tracking ATL, reflection and IB projects

One or two ATL skills per unit, taught explicitly. A planner naming six is usually describing skills students will happen to use rather than skills anybody intends to teach.

Pick the specific skill, not the category. Social skills cannot be observed; giving feedback that names a specific improvement can be.

A skill moves from introduced to demonstrated, each step carrying evidence from real classwork. Deciding what the evidence will be before the lesson is what makes it exist by the end of it.

Reflection prompted at the end of a unit is worth more than reflection prompted at the end of a term. The student view and the teacher view are kept side by side, and the two disagreeing is itself useful information.

The PYP exhibition, MYP personal and community projects, service as action, and the DP core all run through milestones with a named supervisor.

The personal project in particular is where five years of ATL teaching becomes visible. A cohort struggling with the same part of it is telling you about years one to four, not about the project.

DP components carry drafts and supervisor feedback, and the risk view surfaces the ones falling behind while there is still time to act. A deadline that has passed is not a risk, it is a problem.