The International Baccalaureate® at 50: 1968 – 2018

IB-50-years

The International Baccalaureate education system is celebrating its 50th anniversary this year. “More than 4,000 schools so far have chosen to teach International Baccalaureate® (IB) programmes, with their unique academic rigour and their emphasis on students’ personal development. Those schools employ over 70,000 educators, teaching more than one million students worldwide.” – Source: https://www.ibo.org/benefits

Thomas Baker When I became an International Baccalaureate® Middle Years Program (MYP) teacher five years ago, I was fascinated by its high quality. So, I did my own research to find out how it compared with other national education systems. I came to the astounding conclusion that it is the best system of education in the world. That sounds like hyperbole, doesn’t it?

Nonetheless, there is no other system of education in the world that can match its achievements over the past 50 years. Take the highest ranked national education systems on the PISA test, for example, and then compare them to the IB. The IB is a runaway winner. That also sounds like hyperbole, doesn’t it?

Having said that, the IB does indeed have its critics. Ranging from claims of the “McDonaldization of Education” to Cultural Imperialism, each critic has something of value to add to the discussion. At the end of the day, however, the facts speak for themselves. The International Baccalaureate system of education is in a class of its own… (more hyperbole)

For example, let’s take a look at one significant aspect of any education system, teaching, or more specifically, collaborative teaching…

Source: IB Community Blog,
July 30, 2015

A collaborative culture is at the core of many IB World Schools. It’s not just about students working together, fostering a community of experience and learning, but also includes teachers and staff.

Research and case studies suggest that by forming a network of resources, support, and guidance, teachers feel more comfortable in their roles, which subsequently has a positive effect on students.

So, what is teacher collaboration?

“Collaboration is when teachers work together to plan and create lessons and a curriculum for their students,” explains Jennifer May, PYP Teacher at Arroyo Elementary in California, USA.

Collaboration Photo Source: Arroyo Elementary, @arroyoPUSD

“Our team meets at least once a week to reflect on how our unit is going, and then amend or improve as necessary. As a team, we understand that we all have an opinion, and we need to respect and listen to each other. We all have a voice.”

“As students guide the learning, lessons look different in every classroom but the central ideas and key concepts are the same,” she adds. “The foundation of this lies with the teachers but can include the whole school with the help of social media channels or the school website.”

Sabrina McCartney, MYP Coordinator at Carrollwood Day School, Florida, USA, believes collaborative teaching is centered on developing an environment where staff feel confident and safe in trying innovative approaches to learning and teaching.

She says: “It’s based on the philosophy of keeping the student at the center while sharing ideas and thoughts in the planning process to create engaging lessons and assessments.”

Developing the culture

So how can teachers develop an environment of collaboration? And what processes already exist within the school to help support teachers and pool their resources?

In terms of offering teachers’ guidance, May is a strong advocate of having an IB coordinator who ensures all teachers feel included.

“Our coordinator offers support if we ever need help with ideas or planning, and we get an hour a week with her. She’s done an awesome job as a moderator, teacher and example of how to collaborate. She really helped us listen to each other and work as a team.”

Lifelong skills

Passing on a sense of community and collaboration is important for the success of any school. In terms of the impact on students, it can act as a microcosm of the greater world.

“Students will see how a community works, how they are part of it and what their role is in their community,” says May. “It is good for students to see that their classroom is not an island and that learning doesn’t end in the classroom when the bell rings.”

In essence, collaborative teaching – be it unit planning, feedback or other, external means of support – allows teachers to feel appreciated and guided in their role.

With such support comes confidence, which teachers are likely to pass on to their students.

“When ideas build upon each other, and we work together, the product we present to the student is much better than a teacher working by themselves,” May says. “We need to create a community, after all ‘it takes a village to raise a child.’”

To conclude, my contention is that the IB is the best system of education in the world. Though it may sound like hyperbole, when we look back over the past 50 years, it is difficult to disagree. More importantly, however, we should be asking ourselves the question: What will the next 50 years bring? That is an open question for the future…

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About profesorbaker

Thomas Baker is the Past-President of TESOL Chile (2010-2011). He enjoys writing about a wide variety of topics. The source and inspiration for his writing comes from his family.
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