PYP in the International School Context

The IBO offers the PYP, Middle Years Programme, Diploma Programme, and its Career-related Programme (introduced in 2014; IBO, n.d.a) to more than 1.95 million students aged three to nineteen across the globe. Schools can offer these IB programs individually or as a continuum of international education. As of February 2022, over 5,400 schools in 159 countries were offering more than 7,500 IB programs. Between 2016 and 2020, the number of IB programs offered worldwide grew by 33.3 percent (IBO, n.d.a). The United States and Canada are the fastest-growing regions for IB, with the total number of IB programs in the United States set to almost double, reaching more than 2,000. In a 2014 report by the IBO, there were 520 candidates for IB World School authorization, and 507 have expressed interest to become IB World School candidates.

Since 2012, we have had the privilege of visiting and working with high-performing internationally minded schools around the world, including schools that offer the full range of IB programs. Many are considered the top schools in their respective cities and countries, featuring diverse student bodies, lauded teachers, and stunning campuses. While international schools have developed a reputation of being high performing on many levels, a closer look into the culture, mindset, and systems often reveals there are very few systems and structures in place to ensure all students learn at the highest level. In fact, in some instances, underperforming students are systematically coached out of rigorous courses, told to hire external tutors, or even worse, dismissed from their school altogether. Unfortunately, schools labeled high performing often receive this badge of honor because of factors unrelated to the levels of learning all students obtained.

This shortcoming of international schools led us to implement the Professional Learning Communities (PLC) at Work process to ensure all students achieve at high levels. The research is clear and compelling: implementing the PLC process is the single most effective way to ensure high levels of learning for all students (Stuart et al., 2018). Schools and districts around the world successfully use the process, which is known for supporting schools and districts in raising the achievement and level of learning for underperforming students and students at risk. But what about high-performing schools and schools pushing the pedagogical envelope? Does the PLC process work to improve student learning, when at first glance, learning results may indicate there is nowhere to go but down? Can the PLC process help a school