The IB Career - related Programme. Marietta High School 4 November 2015 IBGA & IB AMERICAS

Transcription

1 The IB Career - related Programme Marietta High School 4 November 2015 IBGA & IB AMERICAS

2 Agenda Welcome & Opening remarks IBGA IB 101 CP Overview Career-related studies & DP courses Personal and professional skills Debbie Woolard Natasha Deflorian Marietta HS Hardaway HS Service learning Language development Reflective project Authorization process Q&A South Forsyth HS Hardaway HS Marietta HS Natasha Deflorian

3 The International Baccalaureate: A Continuum of international education for the 21 st Century

4 Une bonne idée - a single international diploma A group of educators convened to find a solution. An international diploma at the end of high school Knowledge of a second language and conduct research on a topic of global significance

5 1968: The Birth of the IB The first International Baccalaureate Diploma exams were piloted in seven cities: Beirut Copenhagen Geneva Manchester New York City St. Donat's (Wales) Tehran

6 The IB continuum of international education IB mission statement IB learner profile Programme standards and practices PYP MYP PYP MYP DP CP

7 Why the IB continuum in Marietta City Schools Improved test scores Better self-management Fewer discipline referrals Increased IB Diploma candidates Confidence Higher level thinking, sophisticated projects Increase in rigorous course enrollment Prestigious universities acceptance College exemplars More students in IB coursework Ethical thinkers 4-year colleges PYP MYP PYP MYP DP CP

8 What is the IB?(Our mission) The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

9 The IB learner profile: The IB mission in action Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-taker (Courageous) Balanced Reflective

10 What is an IB Education? (2012) Available at:

11 Programme impact studies Investigate the impact of IB programmes and seek to understand the value of an IB education Commissioned studies (with over 45 universities and research institutions) Internal studies Research key findings (on each programme and region)

12 IB Worldwide: 1,263,000 students, 3,923 IB World Schools in 147 countries Programmes in IB Americas: 2619 PYP: 579 MYP: 717 DP: 1286 CP: 78 Schools in the United States: % public Programmes in the United States: 1867 PYP: 440 MYP: 544 DP: 828 CP: 75

13 IBGA- PYP- 26 MYP-34 DP-29 CP- 9

14 IB Career-related Programme (CP)

15 History of the CP Finland desire for vocational students to have access to an international education Global pilot select schools from 3 regions Mainstream offering all authorized DP schools eligible for CP authorization CP standalone non IB schools can apply for CP authorization

16 IB Americas Authorized-78 Candidate-30 CP worldwide: IB Africa, Europe, Middle East Authorized-27 Candidate- 8 IB Asia Pacific Authorized:-4 Candidate-1

17 CP in Georgia: Authorized: Benjamin Hardaway South Forsyth Marietta High School Sol C. Johnson Decatur High School Shiloh High School Dalton High School Windsor Forrest High School West Hall High School Candidate School: Academy of Richmond County

18 Breaking news.

19 100 th CP school authorized

20 What s in a name CP? IBCC? IBCP As of 16 November 2014, the programme has been renamed IB Career-related Programme (CP), in line with the other three IB programmes

21 IB's Career-related Programme (CP) launched as a standalone programme

22 What is the CP? The CP... is a holistic education that emphasizes the practical, cognitive, affective and development of the whole person. incorporates the educational principles, vision and learner profile of the IB into a unique programme that allows students to specialize in a career-related pathway provides the freedom to schools to create and design their own distinctive career-related programmes

23 CP framework: Students must: successfully complete a career-related study which meets IB criteria successfully complete a minimum of 2 DP subjects successfully complete the CP core- PPS Language development Service learning Reflective project

24 IB Learner Profile & the CP In today s marketplace, employers look for qualified individuals who are: Inquirers Knowledgeable Thinkers Communicators Principled Open-Minded Caring Courageous Balanced Reflective

25 Career-related studies

26 Career related studies 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 CP (grades 11 & 12) Is subject to a demonstrable form of external quality assurance Provide a clear pathway beyond secondary school Delivery of the CP: can be done in a variety of ways, including campus-based, online and/or off campus courses can include work placement (for example, internship at a local business) during the last two years of secondary education when the CP is implemented

27 Career related studies Accounting Architecture Automotive Technology Bio medical science Information Technology Computer Science Culinary Arts Early Childhood Engineering HVAC Marketing Nursing Assistance Veterinary technician

28 Career related studies at Marietta High Air Force JROTC (Aerospace Science/Leadership Ed.) Culinary Arts Early Childhood Care & Education Graphic Communications (Production) Graphic Design Pre-Architecture Pre-Engineering Marietta High School Career Pathways Site:

29 Possible future Career-related studies at MHS Visual Arts Performing Arts (Chorus, Dance, Drama, Instrumental) Journalism World Languages/Language Interpreting and Translating

30 Diploma programme courses

31 Diploma Courses Each student must study at least 2 DP subjects. Students must take one 2 year course (SL or HL) Diploma Subjects Accounting IB Business & management IB Math studies Nursing IB Biology IB Sports exercise and health science Preengineering IB Design technology IB Physics

32 Marietta IB Diploma Courses Diploma Subjects All our DP subjects are taught over 2 years We require students to take IB English Students choose their 2 nd DP subject Students may take as many DP subjects as they like IB English IB French IB Spanish IB History IB Psychology IB Biology IB Chemistry IB Physics IB Math IB Math Studies IB Film IB Theatre IB Music

33 Diploma Course Choices at Marietta Career Pathways + Diploma Subjects Possible Combinations Early Childhood Education IB English IB Psychology IB Biology Culinary Arts IB English IB Chemistry Pre- engineering IB English IB Physics IB Math Graphics IB English IB Film Air Force JROTC IB English IB History IB Physics IB Math Pre- architecture IB English IB Physics IB Math

34 Career related studies and DP courses What DP subjects would best complement the following CRS: Nursing Computer Science Accounting Engineering HVAC Automotive Tech Culinary Arts

35 Available DP Courses English Literature Language & Literature Literature & Performance Individuals & Societies Anthropology Business Mgmt Economics Geography History Science Biology Computer Science Chemistry Design Technology Math Math Studies Math Arts Dance Film Music Visual Arts Language Aquisition Scores of spoken languages Human Rights Physics Psychology Philosophy Politics World Religions Environme ntal Systems Sports & Exercise

36 SWOT Brainstorm Building a CP Strengths? As a school, what do you believe are your strengths? How can these be leveraged in a career sense? Weaknesses? As a school, what are some challenges to be faced in developing a specific career pathway? How can these be mitigated or overcome? Opportunities? What are some opportunities for community connections in your locale? What do you believe to be the best fits between your school resources and community needs or projected career growth? Trials? Can you project any roadblocks in development of a CP? What available support is available to remove these?

37 Personal and professional skills (PPS)

38 Personal and professional skills (90 hours) Each school must develop a 90 hour discrete personal and professional skills course which is run concurrently with the other elements of the CP core. There are five themes for PPS: Applied ethics Effective communication Intercultural understanding Personal development Thinking processes

39 PPS learning outcomes: Learning outcome 1 Learning outcome 2 Learning outcome 3 Learning outcome 4 Learning outcome 5 identify their own strengths and develop areas for growth demonstrate the ability to apply thinking processes to personal and professional situations recognize and be able to articulate the value of cultural understanding and appreciation for diversity demonstrate the skills and recognize the benefits of communicating effectively and working collaboratively recognize and consider the ethics of choices and actions.

40 Personal and professional skills: assessment Assessment determined by schools Teachers should develop own assessment criteria around learning outcomes Assessment must be varied Students must be aware of what is expected PPS should be included on school report Schools expected to show evidence of planning, organisation and delivery 5 learning outcomes From: PPS guide

41 Themes Topics Applied ethics Introduction to ethical dilemmas Case studies in applied ethics Professional ethics Effective communication Interpersonal skills Literacies Self- expression Intercultural understanding Cultural identify Cultural diversity Intercultural engagement Personal development Self-awareness Self- management Relationship management Thinking processes Critical thinking Creative thinking Application of thinking

42 Implementation Models Zero Hour Course Alternating Day Course with Directed Study Regularly Scheduled Course One Day Per Month All Day Includes daily contact in homeroom/advisement

43 Contents Personal Development: Emotional Quotient Self-Awareness Communication: Empathy, Group Dynamics, Conflict Resolution, Leading Others. Thinking: Problem Solving, Ethical Thinking Personal and Professional Values Communication: Presentation Skills; Personal Development: Reflective Writing Thinking: Creative and Critical Intercultural Understanding: Your Culture, Other Cultures, Intercultural Engagement Allocated Resources Time 2 sessions html 2 sessions 1 session session managingdiverseworkforce/teambuildinggamesactivitiesideas.pdf 2 sessions languages/21f-019-communicating-across-cultures-spring- 2005/assignments/

44 Contents Personal: Process Skills Self-Expression: Interview Skills Thinking: Problem Solving, Ethical Thinking Presentation Skills: Appropriate use of IT, Speaking to an audience. Thinking: Critical Thinking Communication: Numeracy Skills Personal: Emotional Intelligence; Process Skills; Presentation Skills; IT Skills Allocated Resources Time 2 sessions Galileo 1 session session College professors speaking on ethics in Pathways 1 session Dept. of Labor Chamber of Commerce 1 session 1 session Create-Your-Professional-/

45 Service learning

46 Service learning (50 hours) The aims of service learning are for students to: develop and apply knowledge and skills towards meeting an authentic community need develop as leaders who take initiative, solve problems and work collaboratively with others enjoy the experiences curriculum. of both learning and service develop a sense of caring about, and a responsibility for, others gain a deeper understanding of themselves, their community and society through meaningful reflection enhance and strengthen their experience with the existing school

47 Service learning overview Students undertake single SL experience or series of SL experiences Must complete a service learning portfolio 3 formal interviews 5 service learning outcomes to be achieved Meets a community need Both student and community benefit Develop working relationships with community Can be individual or group Facilitates active student reflection Builds on existing skills/ develop new ones

48 Community & service The concept of service in the CP is based on the principles of service learning. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. - National Service-Learning Clearinghouse 2007

49 Student Responsibilities Plan Identify a community need Identify an organization that is aligned with the need Work with a mentor/teacher/cp Coordinator to develop a plan Do Implement plan Adapt plan as needed Document and reflect on experience using weekly log Share experiences and log with mentor/teacher/cp coordinator Reflect Question, post ideas and make comments

50 Service learning at South Forsyth High School

51 Service learning - Junior Year (~5 hours) Step 1: The Startup Sell them the Idea Brainstorming Reflection PPS Class and Instructional Focus Step 2: Ideas Proposal Phase Presentation Phase sell to class sell to CP Coordinator sell to Principal Interview & Reflection PPS Class, Independent Work, & Instructional Focus Decision: Mentor Me Fundraiser Festival Format

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54 Service learning - Senior Year (~25 hours) Step 3: Planning Develop & Follow-up Contacting Appropriate Personnel Sponsors Community Administration Feedback & Reflection PPS Class, Independent Work, and Instructional Focus Step 4: Implementation Final Check Day of Service Post-op Interview Final Interview & Reflection PPS Class, Day of Service Fall into Your Future Festival Instructional Focus

55 Brain Writing Service Learning Group together based on projected career pathways discussed in earlier activity Take a sheet of paper and list as many community connections (activities, projects, groups) you can think of that will provide learning in the specified career pathway and are of real service to the community (5 minutes) Pass the sheet of paper to your left and add your ideas to the original (2 minutes per rotation) Each participant will now have a list of ideas for Service Learning

56 Language development

57 Language development (50 hours) The IB acknowledges the crucial role of language in an IB education and, as such, is committed to providing language development for all CP students. The aims of language development are to: enable students to understand and use the language they have studied in context encourage an awareness and appreciation of the different perspectives of people from other cultures provide students with a basis for further study, work and leisure through the use of an additional language provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.

58 Options for fulfilling Language Development (ALL STUDENTS MUST COMPLETE A Language Portfolio) Non-DP Language Course Students Enroll in school based (non IB) language course Enroll in an external online course Work with a language teacher/cte teacher to develop a self study language program (i.e. development of technical terminology as it relates to the student s chosen pathway) Work with community member to monitor self-study DP Language Course Students Students must complete an additional 50 hours of LD. The 50 hours must serve as an extension of the DP language course topics and materials. NO DOUBLE DIPPING ALLOWED * If the student takes a 3 rd DP course the DP language course will satisfy the language development requirement

59 Hardaway Language Development Some complete additional DP language course Some work with language teacher to develop careerspecific study Most pursue digital platform self-study Duolingo (free) Mango (free) Rosetta Stone Country/culture study undertaken Regular meetings with LD supervisor (4+ per year) for progress checks Portfolio Defense

60 Reflective project

61 Reflective project (50 hours) The reflective project aims to give students the opportunity to: produce an extended piece of work engage in personal inquiry, action and reflection on a specific ethical dilemma present a structured and coherent argument engage with local and/or global communities develop research and communication skills develop the skills of critical and creative thinking.

62 Reflective project In developing the reflective project, students should: identify an issue show an awareness of an ethical dilemma regarding the issue engage in critical discussion of the ethical dilemma of the issue, which necessarily means examining differing viewpoints develop a personal and relevant evaluation of the ethical dilemma of the issue. eth i cal di lem ma : An ethical dilemma is a choice between two (or more) conflicting moral perspectives where neither choice provides a perfect solution.

63 Reflective project updates: Recommended minimum number of hours increased to 50 hrs Criteria for the reflective project revised and reduced to 5 The focus of assessment in the reflective project will include both process and product Two options provided for the reflective project : Option 1 Option 2 A written essay (maximum 3000 words) plus reflections (Maximum 1000 words) on a Reflections on planning and progress form. A written essay ( words) accompanied by an additional format (film, oral presentation, interview, play or display) plus reflections (maximum 1000 words) on a Reflections on planning and progress form

64 Assessment & resources The reflective project is assessed by the school and moderated by the IB. In line with its general assessment philosophy, the IB does not take a normreferenced approach to assessment for the reflective project; instead it uses a criterionbased approach. Teachers must use the assessment criteria published in the guide to assess student work internally. RESOURCES: (found on the OCC) CP Core guide Reflective project teacher support material Reflective project: Student guide

65 Ethics: What Students Don t Know Ethics are fluid What is ethical now may not be later Few absolutes exist Everything can be rationalized

66 Ethics: What Students Learn How our ethical codes were shaped by thousands of years of civilization How outside forces shape our ethical behavior How our ethics impact all aspects of our lives Family Work School Community Region World

67 Ethics: What Students Develop Ability to explore ethical issues Awareness that ethics can be Discussed Debated Incorporated into their lives

68 Directions: Reflective Project Activity 1. Read the following scenario. 2. Discuss in your groups how the implementation of the plan has the potential to cause ethical concerns from a variety of perspectives. 3. Work with a single perspective and share their findings.

69 Ethics Scenario: Reflective Project Activity Your school has a new initiative that tries to identify students from the lowest socio-economic quintile. The teachers, counselors, corporate partners, and city services are mobilized to offer a full range of support for these students. The goal is to improve the grades of this cohort of students to the school average. What are some of the possible ethical dilemmas that could concern each of the following stakeholders? What are possible consequences or concerns? 1. Personal (student) issues 4. Family issues 2. Student body issues 5. Community issues 3. Faculty issues 6. American culture

70 Ethics: Sample Student Topics To what extent is it ethical or accepted for outside elements to profit from disaster? Is it ethical to transform another person s work into a criticism or a parody, even if it results in increased sales for the new designer? How ethical is it to hold the fast food industry accountable for the amount of waste produced? To what extent is it ethical to throw away food? Under what circumstances is it ethical for troops on the ground to disobey orders if new information is found on the scene? How much should a child s background life influence a teacher s educational decisions?

71 Assessment in the CP

72 Authorization process

73 Authorization Process Consideration Phase School submits online Expression of Interest form Request for Candidacy School submits Application for Candidacy: IBCC Request for Authorization School begins working with remote consultant (10 hours) School submits Application for Authorization: IBCC Verification site visit

74 CP professional development opportunities: CP Administrators Category 1 CP Service learning- Transforming academics into action - Category 1 CP Personal and professional skills- Category 1& 2 CP Coordinator- Category 1& 2 CP Guidance counselors- Category 1 CP Reflective project- Category 1& 2 Teaching the CRS and the CP Category 3 Launching the CP (in school workshop)

75 Questions Preguntas Questions 7 4

76 Natasha Deflorian CP Associate Manager