Tesfa International School distinguishes itself from other educational options by offering a high performing International Baccalaureate charter school serving a high percentage (over 90%) of low-income students. This approach is unique in that it is foundationally rooted in the inquiry based education of the International Baccalaureate Program, an emphasis on the use of technology to provide instructional differentiation, and a holistic system of behavior management which results in a calm, academic school culture.
Global Minds with Minnesota Hearts.
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Educational Expectations at Tesfa International School
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Teachers Will:
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- Engage in the IB Primary Years Programme in order to identify areas of shared experience that have meaning for individuals of different cultures. As students explore these themes collaboratively, they increase their awareness of and sensitivity to others
- Grow to be active citizens in their community.
- Be inquirers and thinkers, and apply their knowledge to real world situations.
- Demonstrate an appreciation for others, the arts, different perspectives, and a common humanity by contributing to positive change in their communities and their world.
- Act individually, as well as with others, to provide service
- Show career and college readiness and our rigorous international curriculum will provide our students access to great opportunities beyond their K-12 education.
- Enjoy an experience free from the equity gap prevalent in many other Minnesota schools.
- Live the Learner Profile
- Leave a legacy
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- Provide rigorous, 21st century, transdiciplinary lessons with a growth mindset
- Impact students’ social-emotional development and wellbeing.
- Model the Learner Profile in and out of class
- Actively engage in community and global action with students
- Teach conceptually through transdiciplinary units and lessons
- Assess students and track their achievement in order to adjust instruction, on both the whole class and student level
- Provide a safe environment for students to learn
- Embody Responsive Classroom components in their classroom
- Provide students with access to a second language
- Communicate regularly with parents and families, keeping them informed of student progress, social skills and school-wide events
- Collaborate within a Professional Learning Community using the DuFour method of addressing the academic needs of students
- Self-reflect on their current teaching practices and craft a professional learning plan that will continue to develop the teachers’ skills, knowledge and mindsets
- Engage in on-going professional development, both IB and aligned to our instructional needs
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