BSGE’s Mission

The Baccalaureate School for Global Education (BSGE) is a grade 7-12 school with the International Baccalaureate Diploma Program implemented school-wide. The school’s mission is to help
sustain society and the global community by nurturing a spirit of imaginative and independent thinking, curiosity, and mindfulness as we deepen our consciousness of global citizenship and respect of all. We believe that our school community, through our thoughts and actions, can make the world a better place; a lofty school mission. The questions I hope you ask yourself include, “What does this mean and what is expected of each member of the school community?”

As a NYC public school, BSGE has the responsibility of sustaining society, both locally and globally, through the development of each member’s ability to think about the impact our actions have on others. This means students and adults in the BSGE community are expected to reflect on their words and actions, exhibit compassion and tolerance for all, be knowledgeable, and think before speaking and acting.

Principal’s Vision

• Every student will be an IB Diploma candidate.
• Offer an intellectually compelling curriculum which follows international standards for academic
achievement in all subject areas.
• Promote fluency in a foreign language.
• Qualify students for superior post-secondary opportunities in the United States or abroad.
• Build ties with local, national, and international communities.
• Promote ideals of international understanding, human rights, and responsible global citizenry.

Design Elements

Collaborative Leadership – We recognize that the knowledge and abilities residing in the collective is greater than the competence of any one individual.  Leadership is distributed across a team of accomplished faculty.  Stakeholders in the school community have a voice in the decisions that impact them.

Evidence-based Practice – In the improvement of instructional design and professional practice, a body of useful information resides both in the educational research community and the “practical” knowledge of teachers.  Decisions are best made upon consideration of theory, research, practical experience and knowledge of the student community.

Focused Professional Development – Intensive professional development focused on curriculum content and pedagogical content knowledge, and supported with on-site follow-up and appropriate instructional materials, leads to significant changes in practice and improvements in student performance.  A limited set of school-wide professional development goals allows staff to share experience and expertise.

Instructional Coaching – Improved student learning is primarily a function of improved instructional practice in classrooms.  To continuously develop professional competence, each teacher needs access to routine, on-site support and feedback for improving instructional practices.  Instructional coaching can play a role in the enhancement of teaching skills for novice and expert teachers.

Group Practice (Moderation and Internal Accountability)– The school community is best served when teachers engage in collective efforts to improve teaching and learning.  Group practices include review of student work and teacher instructional design, curriculum planning, grouping of students, and identifying learning needs and appropriate interventions with students.  Discipline and grade teams take responsibility for the learning of particular groups of students over multiple years.

High Expectations – All members of our school community have the ability to continually learn to use their minds well, to become more thoughtful, to deepen their content knowledge through academic inquiry, and to demonstrate a greater appreciation and compassion for the human condition.  A safe and challenging environment provides a setting for us to realize our full potential.

Personalization – School, as a social institution, provides the opportunity for us to know each other well and establish mentoring/advisory relationships between youth and adults.  Small class size, a deep and focused curriculum, and on-going descriptive and criterion-referenced assessments enable us to recognize the unique strengths and needs of individuals in the community.