The IBCC: the IB’s fourth programme

The IBCC: an update

Americas Regional Conference July 2012

Chris Mannix

Overview of presentation • • • • • • • •

The philosophical underpinnings of the IBCC Programme development School services Recognition Professional development Partnerships Fundraising Communications and marketing

The Great Pedagogues: The IB’s guiding lights

The IBCC’s pedagogue: Johann Heinrich Pestalozzi • Born 1746 Zürich (Switzerland)

• Died 1827 Brugg (Switzerland)

The IBCC: a holistic education

Head

Heart

Hands

knowledge

attitudes

skills

What do I need to know?

Why should I care?

What practically am I able to do?

Inquire: be informed

Reflect: be moved

Act: be involved

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Programme development: IBCC sub brand

Diploma Programme courses • Students study between 2 and 4 DP courses • The DP courses can be SL and/or HL • The DP courses can come from the same group of courses e.g. the arts • The DP courses should complement the career-related course of study • One DP course can be studied online

Community and Service • Based on the principles of ‘service learning’ • A good service learning programme will help – Knowledge development – Social development – Civic development – Personal development • Develops working relationships with members of a community

Video on ATL

Approaches to Learning • A course designed by the school to meet the needs of their particular cohort of students • Includes the development of transferable skills with an emphasis on the nature of thinking critically and ethically and communicating effectively • The four key topic areas are personal development, intercultural understanding, thinking and communication

21st century skills • • • • • • •

Collaboration Intercultural competence Creativity Critical thinking Self-direction Flexibility Digital fluency

Video on the reflective project

The Reflective Project • The culminating piece of work for the IBCC • Students are expected to identify, analyse, critically discuss and evaluate an ethical issue arising from their career-related study • The reflective project can be submitted in a format that best suits the student

Language development • The nature of language development should match the background, needs and context of the students

• Students can develop an existing language or develop a new language • Language development does not have to be timetabled • A language portfolio is required to demonstrate engagement with language development

Career-related study The career-related course of study must: • Be accredited by a local or national education authority or a higher education institution or an employer organization • Have a specific career focus • Be studied concurrently with the rest of the IBCC • Comprise a significant part of the student’s timetable • Provide a clear pathway beyond secondary school

MN, USA - Careers and technical education (CTE) in Health

Georgia, USA - CTE in business, sciences, healthcare, marketing, engineering.

Colorado, USA - CTE in business, sciences, technology.

School services • Policies and processes have been developed along with supporting documentation. All documentation is uploaded directly to the IBCC • School services have transitioned pilot schools to become schools authorised to offer the IBCC • Documentation and processes will be reviewed • Encourage new schools to consider being authorized for both the DP and the IBCC at the same time.

Recognition and development • Recognition plans for higher education institutions, governments and employer organizations have been developed • The regional recognition team has been working with regional associations and school districts to raise the profile of the IBCC • An information pack dedicated to the IBCC for higher education institutions is currently being developed • Plans to engage with the community college sector in the USA • Support schools to raise the profile of the IBCC locally

Professional development • We have developed online professional development.

All schools must as part of the authorization process attend a workshop on IBCC coordination and a workshop on approaches to learning • A non-compulsory workshop on the reflective project is also available online • As growth in numbers of schools interested in implementing the DP grows it likely that a blended model of both face-to-face workshops and online workshops will be implemented

Partnerships • The IB is actively pursuing a policy of aligning with key career related qualification providers • The IB presently has agreements with: – National Academy Foundation (USA): hospitality and tourism, IT, finance, and engineering – Project Lead The Way (USA): engineering and biomedical STEM courses • The regional recognition and development team will be exploring new potential partners, concentrating on the US, Canada, Mexico, Ecuador and Columbia

Fundraising • The IB has not until actively pursed external funding to assist the IBCC • We now believe that external donors would be most interested in supporting schools that offer the IBCC as it has a demographic that sets it apart from the DP • Fundraising in the Americas has been working in close collaboration with the Regional Development team in identifying and engaging in opportunities with key stakeholders.

The fundraising team is engaged in seeking appropriate funding and partnerships opportunities as well as building awareness to support the IB Community on its IBCC journey.

Communication and marketing • Research into the name and placement of the IBCC in the IB continuum of education – IBCC: the fourth programme • The new programme model has been designed • A communications plan is being developed to help launch the IBCC • Excellent publicity in the region has been generated through positive newspaper articles • While internal communication is important, marketing of the IBCC is a priority http://www.edweek.org/ew/articles/2012/06/13/35ib.h 31.html?print=1

IBCC contact email

natasha.deflorian@ibo.org ibid@ibo.org (IB Answers)

IBCC in action

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References • External images used: • • • • •

Shore, Bradd (2002). Jerome Bruner [Photograph]. Retrieved from http://ethos.anthro.illinois.edu/JeromeBruner.htm Unidentified (1968). Jean Piaget in Ann Arbor [Photograph in public domain].

Retrieved from http:// http://en.wikipedia.org/wiki/Jean_Piaget Watson-Schütze, Eva (1902). John Dewey at the University of Chicago.

[Photograph]. Retrieved from http://en.wikipedia.org/wiki/John_Dewey Unidentified (1966). Kurt Hahn at his 80th birthday. [Photograph]. Retrieved from http://www.kurthahn.org/ Johann Heinrich Pestalozzi. Painter: probably F.G.A. Schöner. [Image in public domain]. Retrieved from http://en.wikipedia.org/wiki/Johann_Heinrich_Pestalozzi