Rewriting the Ways We Teach

As Ashley Hall embraces the authorization process to become an International Baccalaureate World School, Lower School teachers are leading the way. Here’s how they have been rewriting the rules they teach to develop internationally-minded learners.

PHOTO ABOVE | A collage of journal pages kept by Lower School teachers this year as they track their journey implementing PYP practices in their classrooms.

Written by Liz Regalia | Photos by Brian Principe

Something has changed in Pardue Hall, and the proof can be seen on the walls.

“All you have to do is look at the student work hanging outside our classrooms to notice things are different,” says Director of Lower School Polly Kronsberg. “You can see how we’ve moved away from traditional worksheet-driven activities to much more authentic learning. For example, kindergartners didn’t just read about simple machines this year; they also led their investigation on airplanes during a field trip to the airport.”

This shift is a part of the Lower School’s transition to inquiry-based learning, an active method of instruction that gives students agency to ask questions, conduct their research, and explore new ideas. “Students are still learning the same concepts and skills, and they are hitting the same benchmarks, but just in a much more meaningful way because they are making their own real-world connections,” Kronsberg says.

While the work displayed in Pardue Hall is a wonderful visual representation of the exciting new inquiry-based learning happening in the Lower School, there’s much more to the story than simply what meets the eye.

For the past two years, Ashley Hall has been implementing new student-centered curricula and global perspectives guided by the International Baccalaureate (IB) framework. This educational organization offers age-specific programs to schools in more than 146 countries. Specifically, faculty who teach grades K-4 have been focused on incorporating the principles of the IB

The Primary Years Programme (PYP) is an international-minded approach to elementary education.

“In this setting, an international-minded approach means that you can connect your world, your life, and your experiences to other people in other places,” explains Lower School faculty member and PYP Coordinator Elizabeth Flowers. “It’s about learning that they impact each other through understanding things like empathy and responsibility so that students can ensure their own impact on the world is a positive one.”

Any school that implements an IB programme, including PYP, gains global recognition as an IB World School, of which there are over 5,680 worldwide. However, it takes an average of three years to become officially authorized, and the process is tedious. In addition to professional development training and on-site IB consultant evaluations, the PYP authorization process requires significant changes inside the classroom.

According to IB standards, educators are required to adapt both their teaching methods and the units they explore. To help with the transition, every Lower School teacher has been keeping a journal to document their growth and progress since the process officially kicked off in classrooms at the start of the 2022-23 school year.

“In my own journey through the PYP authorization process, it became clear early on that consistent reflection on teaching practices was going to be key,” says Lower School faculty member Katie Rodgers. “My journal has served as a catchall for so many important moments of growth throughout the years – all of my “aha” moments found their way into my notes and entries. By keeping a journal, I could document my and my students’ learning, connections, and ideas for the future.”

Each week, Flowers shares an IB-related prompt with teachers to reflect on, whether a question or simply an inspiring quote. “Journaling on these prompts has become a cathartic practice that I look forward to each week since beginning the PYP journey,” says Lower School faculty member Erika Russell. “In my journal, you mostly find reflections about my teaching practices – lessons that went smoothly and lessons that didn’t go over so well. You can also find anecdotes from students, responses to quotes, and even some stories as a student myself.”

One theme consistently present in the pages of educators’ journals is reflections on the IB Learner Profile, a set of ten attributes designed to cultivate an international mindset. From principled to caring, knowledgeable to inquirer, these traits are the foundation of the PYP. They are displayed inside every classroom in the Lower School, as well as at the entrance of Pardue Hall. At first glance, the words may seem separate from what’s happening in the hallways. But that couldn’t be further from the truth.

“These are so much more than wellness words,” Kronsberg says. “They mirror the Hallmarks of our School, which is a connection we made with students, and now they are a part of the language they use daily. They are purposeful and connected to everything we do.”

To integrate the learner profile into life in the Lower School, every grade begins the school year by exploring the same attribute every two weeks. “In kindergarten, this serves as an introduction to the learner profile, but in later grades, it’s a great way to refresh everyone,” Kronsberg says. This exploration happens across every discipline, whether in dance, STEAM, or art, and each grade tackles their explorations a little differently. For example, third graders studied each attribute through book characters and historical figures, while fourth graders took the stage during Lower School assembly time to speak about what each attribute meant to them.

“What students are learning and the style by which we are teaching shows how all of our individual actions are all globally connected,” says Lower School faculty member Jessica Pyke. “To have these ten qualities, it’s going to make you a positive influence on this earth. So by instilling these attributes into students, they're going to succeed on a global scale rather than just a district, state, or country.”

But it’s not just students committed to developing the IB learner profile attributes. All members of the Ashley Hall community, from administrators to parents, are tasked with embracing these traits, including Lower School teachers. “Our teachers are writing, learning, and growing just like we ask our students to do every day,” Kronsberg says. “We’re so excited for the future knowing our foundation is strong.”

So what’s next? In March, two years after Ashley Hall began the process of becoming authorized as an IB World School, a consultant visited campus to evaluate the progress made in Pardue Hall. During the two-day visit, the consultant spent time with parents, students, teachers, and administrators and reported back on the wonderful work that’s been done to implement the PYP program and ways to continue to develop.

“She was very impressed with the sense of community in general at Ashley Hall,” Kronsberg says. “She loved our open campus and how we’re all moving amongst each other all the time, which mirrors the collaboration she saw in the classrooms between students and teachers. She wanted to be sure we were committed to inquiry-based instruction, and it was evident we are.”

The School will continue to move through the IB World School candidate phase and will be in the application phase by next year, with hopes of receiving authorization by May 2025.

PYP Learner Profiles

Balanced

We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

“Every Tuesday morning, every caring member of the Second Grade Green Team links up with a partner and pulls a card with a Pardue Hall classroom on it. Then they go to that room, collect their recycle bin, and dump it in the big dumpster in the LoDome. The same cycle repeats until all the recyclables are collected in the building. This happens once a week, but the spirit of the Green Team goes far beyond their 10 minutes of fame every Tuesday morning. It goes all day, all year, every year. When students go out to recess, if they see trash, they will always pick it up and get excited to do so. Through their work on the Green Team, they see meaning in their work to recycle and carry it with them throughout the day. It has become a part of them to want to do something for the greater good.” – Jessica Pyke, Second Grade Teacher

Risk-Takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

“This year, I reflected in my journal on practices that encourage a love for reading when exploring ways to make my students more knowledgeable. Reading came easily as a child, and I was surrounded by books and reading materials growing up. I would curl up with a good book after school and often on the weekends… I really believe there is value in children reading physical books. There is something magical about turning the pages and discovering your characters. Encouraging students to read should be about setting them up for success and allowing a lot of voice and choice. Most students fall in love with reading when exposed to just the right character or series. This gets them hooked and makes a path of life-long reading!”– Erika Russell, Second Grade Teacher

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

"Reflection is an active part of the PYP program. Not only am I reflecting constantly throughout a unit, but my students are reflecting alongside me. Reflection comes in many forms in my classroom – discussions, sketches, idea journals, and more. For me, reflection has become more of a habit versus a task. Reflecting in my journal captures the successes and challenges I come across. By the end of the year, my journal provides me with snapshots of lessons and experiences I encountered during the course of the year while also providing me with a great resource and understanding of themes, painting an even bigger picture for me as an educator.” – Tyler Moseley, Third Grade Teacher