Do a group of teachers believe that the International Baccalaureate Learner Profile attributes have influenced the development of international mindedness in their school?

Lisa Bonazza Junior School Director of Primary Curriculum / PYP Coordinator

Abstract

While International mindedness is core to the IB PYP, research suggests that consistency in definition and application amongst IB PYP educators can be lacking. This paper explores the extent to which Barker teachers have demonstrated understanding of international mindedness, and have facilitated its development in students in a number of ways. Recommendations include ongoing training and collaboration to foster deeper connections to international mindedness through teaching and learning and engagements with local, national and international experiences. The quality of well-planned and purposeful professional learning, connected to our strategic plan and the IB Programme Standards and Practices have much value, and this vision will be implemented on our forward journey.

Introduction

International mindedness is “central to the IB mission and is a foundational principle to its educational philosophy; it is at the heart of the continuum of international education” (IBO, 2020). It consists of developed perspectives of “the world’s constituent parts, nation states and their relationships with each other” and “the perspective of the planet as a whole”. To comply with the desire, vision and accreditation of the IBO, all International Baccalaureate (IB) schools must demonstrate their commitment to the IB Mission Statement including the development of international mindedness in students. Barker College, being a school accredited for the IB Primary Years Programme (PYP), has conducted a recent research project in order to inquire into whether teachers believe that the IB learner profile attributes has influenced the development of international mindedness in their school. Key to this is evaluating if this “way of thinking, being and acting that is characterized by an openness to the world and a recognition of our deep interconnectedness to others” (IBO, 2017) is the goal teachers have for students in our schools. Similarly, is international mindedness being demonstrated, reflected upon, and taught within the school community and throughout all aspects of teaching and learning? In particular, this study aimed to assess teacher’s understanding of what international mindedness is in relation to the IB, and the ways in which they support their students in becoming internationally minded.

Furthermore, this project also aims to identify opportunities and challenges for the successful implementation of the programme to contribute to ongoing strategic planning for the Barker College Junior School, along with the formal evaluation processes associated with the IB, particularly the standards listed in (Figure 1).

Purpose 3: The school community fosters internationally minded people who embody all attributes of the IB learner profile. (0101-03) Purpose 3.1: The school ensures that the school community is aware of the IB learner profile and is committed to international mindedness and its importance in embodying the IB mission. (0101-030100) Lifelong learners 2.3: Students understand the connections between the IB learner profile and international mindedness. (0402-02-0300)

Figure 1: Identified IB learner profile and international mindedness Standards and Practices (IBO, Programme Standards and Practices, 2020)

Literature Review

Whilst it is expected that all educators within an IB education setting are well-equipped to understand and deliver all components of the framework, there can be differing definitions and differences in practice that are helpful to understand.

What is international mindedness? Research rarely succinctly defines international mindedness and collectively presents mixed conceptions and a belief from teachers that is challenging to develop and assess (McCandless, Moss, Rahimi & Chandir, 2019). The IBO itself describes international mindedness as “central to the IB mission and is a foundational principle to its educational philosophy; demonstrative of the heart of the continuum of international education” (IBO, Principles into Practice, 2020), and emphasises this as the encapsulating principle surrounding the exterior in the model depicted in Figure 2. Implied with this depiction are that all aspects within work together to culminate in the learners’ ultimately expression and demonstration of international mindedness. Aspects such as agency, language and ‘sharing the planet’ are thus understood to work together to guide and nurture learning with an internationally minded perspective.

Figure 2: IB PYP Curriculum Model (IBO, Principles into Practice, 2020)

This concept highlighted in the model is further emphasised in the IB Mission Statement, such as in the phrase “... to create a better and more peaceful world through intercultural understanding and respect...” (IBO, 2017) indicating that there is a definite goal of international mindedness being woven throughout the framework. Of the many research projects commissioned by the IBO, one such project has attempted to define and clarify the concept of international mindedness by viewing IB schools as emulating a multicultural world in themselves where the intricate settings inclusive of political, social and economic concepts allow for an implementation that is contextualised to the specific setting (Castro, Lundgren & Woodin, 2015). The authors demonstrate that ways in which the framework is delivered will always be interpreted according to a specific school context. They explain international mindedness as “one of the underpinning attributes of its learner profile, which embodies the organisation’s international education values while recognising that the learner profile attributes may be interpreted differently from one school culture to another” (Castro, Lundgren & Woodin, 2015).

I International mindedness in practice Specific aspects of the curriculum model can be viewed as supportive in linking learner profile attributes and international mindedness. One such component is that of the PYP Exhibition which occurs in the final year of the IB PYP and is the culmination of a substantial piece of student research involving group collaboration, inquiry, social action and presentation to an audience. A study conducted by the University of Nottingham identified the impact of the PYP exhibition on the development of international mindedness, critical thinking and the attributes of the IB learner profile (Medwell, Cooker, Bailey & Winchip, 2017). The study found that the exhibition embodied the values of the PYP and gave students the chance to develop and display the attributes of the IB learner profile, specifically “the process of planning, supporting and giving feedback about the exhibition offered teachers multiple opportunities to promote learner attributes, critical thinking and international mindedness” (Medwell, Cooker, Bailey & Winchip, 2017). It also investigated participant views regarding the development of their international mindedness as a result of the exhibition. Part of the experience in the study was that teachers had identified with specific training that had occurred which facilitated those schools to better support students with the optimum experience that challenged and extended them in their inquiry journey. In particular, support for teachers in the process of planning and providing feedback during the exhibition provided them with the opportunities to promote the learner provide attributes and international mindedness. Teachers noted that through the process of the exhibition learning journey, students were enabled to use another language, explore information, actions and perspectives about other cultures and people in other cultures, and to reflect on their own perspectives (Medwell, Cooker, Bailey & Winchip, 2017). Additional understanding for teachers regarding international mindedness was heightened by personal connections and increased networking with other schools also conducting their own IB PYP exhibition. (Medwell, Cooker, Bailey & Winchip, 2017) Unfortunately, research also has revealed some ambiguity amongst staff from IB PYP schools around international mindedness. Hacking et al. (2018) used classroom observations and interviews to explore international mindedness and found, that experienced educators were not able to articulate the meaning of international mindedness, describing their responses as ‘fuzzy’.

Participants and Methodology In order to answer the research questions, data was collected from semi-structured interviews that took place online (via Microsoft Teams video-conferencing software). The samples of the study involved 10 teachers from the same school. The participants were diverse in their experience as teachers and more specifically, their experience within the IB PYP framework ranged from limited to extensive experience (see Table 1). They were diverse in their gender, age and ethnicity and care was taken to avoid discrimination to demographic factors. Pseudonyms in this report are used to keep the teacher names confidential.

Table 1: Years of teaching experience and years of teaching in the IB PYP programme

The data set in this table has already been summarised. It aims to group participant responses into similarities and dissimilar points. The content covers questions 2 and 3. Number of years teaching and number of years teaching in an IB PYP school.

Teacher 1 - 10 • All teachers have at least two or more years’ experience teaching in an IB programme and teaching overall.

Teachers 1, 2, 6 and 8 • These teachers have more than 20 years teaching experience and three of which have had more than 10 years of IB PYP teaching, whilst one teacher has had three years of IB PYP teaching experience.

Teacher 4 • This teacher has had more than 10 years’ experience teaching in an IB PYP school.

Teachers 3, 7, 9 and 10 • These teachers have had less than 10 years’ experience teaching in an IB

PYP school.

Teacher 5 • This teacher has had less than five years’ experience teaching in an IB PYP school.

C Comment: Table 1 categorises the number of years of general teaching experience of the participants in the study, ranging from two years’ experience to more than 20 years of teaching experience and a minimum of two years’ experience teaching within an IB PYP programme. Participants of the study were approached and gave informed consent prior to beginning data collection. They were provided with a brief overview in the form of an information statement including advice that their identity would remain anonymous. The semi-structured interview outline contained a variety of questions of which some were open-ended, designed to encourage further discussion into the ways they each connect, develop and nurture international mindedness in their classrooms and to also explore in which ways it is evidenced in the context of the Junior School as a community. The interviews were transcribed and coded to identify common responses and themes.

Findings The responses from the 10 participants are analysed below.

Table 2: Teacher definition of international mindedness.

This table summarises and groups participant responses according to comparison with the IB definition. “International-mindedness is a multifaceted concept that captures a way of thinking, being and acting characterised by an openness to the world and a recognition of our deep interconnectedness to others. The development of the learner profile attributes is the foundation of developing internationally minded students who can help to build a better world.” (IBO, Principles into Practice, 2020). The responses are to question 4 ‘The participant definition of international mindedness’.

Key words Responses on international mindedness definition from participants, key words:

Teacher 1-10 responses

Understanding

Appreciation of others

Connections to local and going beyond

Demonstrating the learner profile attributes 1. Acceptance, honour and appreciation of all, shared through the demonstration of the learner profile attributes 2. Looking outwards, accepting our place in our world community localnational-global, empathetic eyes, understanding what our impact means to wider community, being abreast of current events. 3. Creating students with a holistic view of the world. Understanding how they build their relationship and understanding across different areas of the curriculum. Understanding different cultures, diversity, perspectives and demonstrating open-mindedness 4. For a student to understand their place in the world and to have an appreciation of what other people’s experiences may be like, making connections to this, not just about themselves but where they fit in it all. 5. At the core of it, it’s being able to show the learner profile attributes 6. Looking beyond ‘you’ and the thinking beyond. Beyond the mint gates! 7. Thinking globally, taking the understandings that you grasp in local settings and expanding it to a global context. 8. Having an endless and deep understanding of different cultures and different societies. It’s also about a philosophy, putting others’ needs first and understanding others 9. An innate awareness, understanding and respect for others in terms of their social, cultural, geographical or linguistic backgrounds. 10. Looking beyond the classroom, not only on a global scale, but going into your community and looking at how the things that we learn about in the classroom are there.

C Comment: In Table 2 participants have articulated their own definition and understanding based on experiences and attendance at professional learning opportunities as they discussed during the interview process. They were not prompted, nor did they have prior insight into the specific question being posed. The key words that formed part of/all of their definitions were four key words/statements coded as: Understanding, Appreciation of others, Connections to local and going beyond, and Demonstrating the learner profile attributes.

The responses reference some or most aspects of what it means to be internationally minded as defined by the IBO.

Table 3: Years of teaching in the IB PYP programme and teacher definition of international mindedness (common groupings of words)

This table summarises and groups participant responses according to comparison with the IB definition. “International-mindedness is a multifaceted concept that captures a way of thinking, being and acting characterised by an openness to the world and a recognition of our deep interconnectedness to others. The development of the learner profile attributes is the foundation of developing internationally minded students who can help to build a better world.” (IBO, Principles into Practice, 2020). The responses are to question 4 ‘The participant definition of international mindedness’.

Teacher Understanding Appreciation of others Connections to local and going beyond

Demonstrating the learner profile attributes

Teacher 1 * *

Teacher 2 *

Teacher 3 *

Teacher 4 * *

Teacher 5

Teacher 6

Teacher 7 *

Teacher 8 *

Teacher 9 *

Teacher 10

Total 6 2 5 3

Comment: When viewing the results of common groupings of key words/statements used by teachers in their response to the definition of international mindedness, there were some interesting insights. The teacher with the most experience in an IB PYP setting was able to discuss international mindedness the most comprehensively, listing three key areas identified in the responses, i.e. that of Understanding, Appreciation of others, and Connection to local and going beyond. While this teacher made no explicit reference to the Demonstrating the learner profile attributes, when a tour of her learning space was conducted there was evidence of this practically through links to the Sustainable Development Goals (United Nations, 2022), see Figure 3.

Figure 3: Visual evidence of Teacher 4 discussion points with response to international mindedness definition

The teachers with more than 10 years of teaching in an IB PYP framework responded in a similar manner to the teachers with less than five years’ experience, all responding with only one or two key words or statements that were common to the whole group. Only three out of the 10 teachers in the sample group referred to international mindedness being demonstrated by the learner profile attributes. However, when asked to show me elements of the learner profile connected to international mindedness, four of the teachers in the sample group indicated connections to the IB learner profile attributes and explained how they were connected to international mindedness, see Figure 4. Of these four, three had referred to international mindedness being demonstrated by the learner profile attributes.

Figure 4: Environmental examples shown by teachers to evidence international mindedness being demonstrated by the learner profile attributes. Half of the participating teachers explicitly referred to the Mission Statement display in the Junior School Reception area and the world map with learner profile attributes display as

seen in Figure 5. Interestingly Teacher 7, the teacher with the least amount of experience, connected with the Welcome to Country statement in the Junior School Reception area and commented that, “This is where it all starts, looking at who we are and where we are from. We can then go National and Global.”

Figure 5: Junior School Reception area

When teachers from the sample group were asked to share examples of international mindedness being demonstrated, six out of the possible 10 responses referenced the IB PYP Exhibition. These responses noted the connection from local to global, demonstration of the IB learner profile attributes being evident throughout the journey of exhibition (not just at the concluding presentation), and a sense of purpose and agency within the learners. Two teachers from the sample group reflected on Harmony Day as an example of international mindedness being demonstrated and one commented that, “It’s nice that we keep the displays up until the end of each year so we can be reminded of the values.” Another teacher, in her third year of teaching within the IB PYP framework stated, “We have recently been looking at Who We Are, our rights and responsibilities. We’ve looked at the rights of a child through the United Nations and my students don’t just think about themselves but they have the opportunity to look on a global scale and what it looks like for students in Australia and then oversees.”

Discussion

Through in-depth interviews with 10 teachers, the present findings have generated valuable insights and allowed a clear identification of the ways in which teachers at the school define international mindedness and connections they make to other areas of the framework such as the IB learner profile attributes, action, the IB PYP Exhibition and agency. Whilst the ways in which the teachers in the study defined international mindedness was not incorrect, there was however room for elaboration and increases in consistency in their understanding. The ways in which the teachers utilised real-life classroom examples and reflected on student perspectives as they moved throughout the classrooms and open areas, demonstrated their passion for and understanding of how elements of the IB framework are connected. Participating teachers leveraged visually-stimulating environments that connected to the IB framework to support both students and teachers as they shared their programme understanding, especially in relation to international mindedness.

Teachers participating in the study were able to demonstrate sophistication in their understanding of international mindedness, for example Teacher 1 defining this concept as, “someone who sees themselves as connected to the rest of the world, is outward looking and can see similarities and differences with others through an open-minded lens.” This demonstrates an evolution of understanding such as indicated in the literature: “How far we have come from the early notions of international mindedness based on travel to experience other parts of the world!” (Hill, 2012). This study also demonstrated the usefulness the exhibition for teachers to solidify the learner attributes and practical applications of international mindedness. Currently all of the teachers support the annual exhibition at the School and it will be important for this to continue to be the case.

Recommendations

1. While the teachers did understand international mindedness, Consistent with the literature, “it was not always clear that individual teachers understood these connections between the lived experience of the curriculum and how this culminated toward the IB conception of IM, and therefore whether they were making these explicit to their students” (McCandless, Moss, Rahimi & Chandir, 2019).

Therefore a project which must continue is the school and the teachers constructing a collective definition and align understanding of how all of the learner profile attributes can be demonstrative of international mindedness in a local, national and global scale. As this progresses, it can enhance the cumulative understanding for students as they move throughout the grades and also provide common language and definition for the wider school community, including key stake holders, administration staff and parents. 2. With more than half of the teachers in the study identifying how much programme knowledge was gained during the process of the 2022 exhibition, it would be interesting to survey teachers at the conclusion of the next exhibition and conduct further research into the benefits of community and mentor support. 3. As parent access has now been restored post lockdowns and restrictions, increased community engagement can occur. In order for the school to grow and develop its own programme understanding, it would be beneficial for the whole school community to have the opportunity to reflect and pose questions to increase understanding of the programme. There could also be further research to ensure cohesion and the level of broad knowledge of the framework amongst the community. 4. Continued displaying of visual celebrations of international mindedness in its local, national and global experiences throughout the community are essential. This was identified in the research as supporting teachers in their articulation and in evidencing connections between the learner profile attributes and international mindedness. Similarly, clear and purposeful upskilling sessions with teachers should be held during the planning process to equip them with the location of documentation and research in order to keep their learning current and authentic.

This paper confirms that although teachers at the school have demonstrated an understanding of international mindedness, there are opportunities for further collaboration and deeper connections through teaching and learning and engagements with local, national and international experiences. This is consistent with the literature suggesting increased need for inquiry and understanding in international mindedness for staff. The quality of well-planned and purposeful professional learning, connected to our strategic plan and the IB Programme Standards and Practices have much value and this vision will be implemented on our forward journey.

References

Hacking, E.B., Blackmore, C., Bullock, K., Bunnell, T., Donnelly, M., and Martin, S. (2018). International mindedness in practice: the evidence from international baccalaureate schools. Journal of Research in Education, 3-16. Hill, I. (2012). Evolution of education for international mindedness. Journal of Research in International Education, 245-261 IBO. (2017, May). What is an IB education? Retrieved from https://www.ibo.org/globalassets/what-isan-ib-education-2017-en.pdf IBO. (2020). Principles into Practice. International Baccalaureate Primary Years Programme Principles into Practice. Geneva, Switzerland: IBO. IBO. (2020). Programme Standards and Practices. International Baccalaureate Programme Standards and Practices. Geneva, Switzerland: IBO. Medwell, J., Cooker, L., Bailey, L., and Winchip, E. (2017) The impact of the PYP exhibition on the development of international mindedness, critical thinking and attributes of the IB learner profile. Retrieved from IBO: https://www.ibo.org/globalassets/publications/ib-research/pyp/pyp-exhibitionfinal-report-en.pdf Oxfam. (2022, February 21). Oxfam.org.uk. Retrieved from Oxfam Education: https://www.oxfam.org.uk/education/who-we-are/what-is-global-citizenship/ Castro, P., Lundgren, U., Woodin J. (2015). International Mindedness through the looking glass: Reflection on a concept. Journal of Research in International Education, 187-197. McCandless, T., Moss, J., Rahimi, M., Chandir, H. (2019). Teacher conceptualisations and enactments of International-Mindedness in PYP programmes in Australia and Singaporean IB World Schools. Singapore: International Baccalaureate Organisation. United Nations. (2022). Sustainable Development. Retrieved from United Nations Department of Economic and Social Affairs: https://sdgs.un.org/goals