IB world conference special

Conference Special www.ibo.org | @IBWorldmag

Education in the gang capital of the US An IB curriculum with a community twist is securing a better future for hundreds of children in east LA

Editor’s letter

Welcome to The IB Global Conference, Orlando 2017

When the IB Diploma Programme (DP) was launched in a public high school in New York in 1976 (p8), it broke down barriers. It challenged misconceptions that the programme was limited to private, fee-paying schools.

Today, 1,635 state schools across the country offer at least one IB programme, and more than 50 per cent of IB World Schools around the globe are state funded.

Authorization may be particularly challenging, but these schools are shining examples of ‘risk takers’. For example, Semillas Community Schools in ‘a local inner city barrio’ are combining indigenous education with international mindedness (p4), while a district in Indiana has brought an IB education to 13,000 children (p11).

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his year’s theme: Inspiring Communities brings together IB educators in North, Central and South America.

The conference provides an ideal professional development opportunity for educational leaders, decision makers and practitioners from schools, universities and governments to share best practice.

Motivated by the IB’s mission, the conference fosters partnership and participation, providing a forum for discussions on educational quality, pedagogical leadership and international mindedness.

Sophie-Marie Odum, Editor Follow me on Twitter: @Sophie_Marie_O

Over the next four days, you will discover new ideas to further develop your IB programme, learn from IB practitioners, reflect on your practice and hopefully leave with inspiration and renewed energy to bring back to your school.

IB World Editor Sophie-Marie Odum IB Editors Jenan Al-haddad, Freddie Oomkens Managing Editors Sarah Dyson, Steph Wilkinson Designer Amy Hanbidge Picture Editor Dominique Campbell Senior Account Manager Steph Allister Account Director Justine Loehry Group Art Director Martin Tullett Group Production Manager Trevor Simpson Senior Editor Robert Jeffery Editorial Director Simon Kanter

Each year, the IB hosts several conferences. The next IB Global Conference will take place in October 2017 in The Hague.

For more information on upcoming events, or to read the IB World Conference Special magazine, presented in Yokohama in April 2017, please visit ibo.org

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Contents July 2017

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4-5 INNER CITY INSPIRATION How teachers in LA are helping to keep children in school and out of gangs

COVER IMAGE: MI VIDA; MI CULTURA BY KRISTY SANDOVAL KSANDOVAL_ PHOTO BY VIOLET SOTO. ADDITIONAL IMAGES: CLASSICSTOCK/ALAMY STOCK PHOTO; SIMON STANMORE

89 Read more stories online

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6-7 WHY I BECAME A TEACHER Educators tweet about what inspired them to join their chosen profession 8-9 THE IB’S 50TH ANNIVERSARY Join us in celebrating this landmark year

You can read more IB World features and community stories online at blogs.ibo. org. If you would like to contribute a feature idea or tell us about your inspiring community projects, please email editor@ ibo.org or Tweet us @IBWorldmag.

Please note that all submissions are subject to editing.

10-13 KEYNOTE SPEAKERS The big issues facing education today, from motivation to mass migration 14 CLASS OF 1987 Florida’s IB Diploma Programme pioneers go back to school 3

An inner city school with a global mindset In a neighbourhood where murder is an everyday occurrence and even students face gun violence, Semillas Community Schools in Los Angeles are using IB programmes to transform lives

by SOPH I E - M A R I E ODUM

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ith a combined membership of over 45,000 individuals, Los Angeles is notoriously known as the ‘gang capital’ of the US. As violent crimes in the city increase for the second year in a row, parents live in fear of losing their child to gangs, drugs, or death.

Despite what goes on outside the school gates, an IB World School in a neighbourhood in east LA is committed to providing a loving learning environment for local children and those at risk of gang membership.

Anahuacalmecac International University 4

Preparatory of North America – part of Semillas Community Schools – became the first public IB World School in LA, in 2009. It offers the Primary Years Programme (PYP) and Middle Years Programme (MYP), and is working hard to transform the neighbourhood.

COVER STORY Semillas engages the indigenous Mexican community. Students learn to speak Nahuatl – language of the Aztecs – study Native Mexican mathematics and practice indigenous visual and performing arts.

Students also learn both Spanish and English.

The organization started in 2002, in a recreational room in a city park, with 139 young students. Today, it teaches 374 students – approximately 300 study the PYP or MYP.

Semillas’ students are well equipped to help solve local and global challenges.

“Beyond changing the face of the local inner city barrio in which our school is rooted, our students have grown to understand how they can transform the world,” says Aguilar.

“For example, students have engaged in questioning the legacy of Christopher Columbus, protested the forced development of petroleum pipelines and danced at the steps of the White

“As a result of our work, our local community has reversed the impending tide of blight” IB World spoke to Semillas’ Executive Director and a co-founder, Marcos Aguilar, in 2011 and, since then, violence has increased in the area.

“A 14-year-old student in our after-school programme was recently shot 10 times near his home and left an inch from death,” says Aguilar.

“Two young girls were also recently murdered in our nearby park.”

The community maintains a united front to ensure students (and educators) remain safe and focused on learning, and don’t fall prey to the glamourized life of gangs and guns.

House, demanding climate justice in the face of crimes against our Mother Earth.”

Semillas also works with the greater community, advocating for climate defense actions across the country, and campaigning for the survival of indigenous language.

Students have partnered with the United Nations (UN) to help address real-world issues.

While Semillas goes from strength to strength, finance and politics still remain the “greatest challenge”.

In the past, Aguilar and his wife Minnie Ferguson (Semillas’ Director of Education and IB 5

Programmes) have had to secure loans on their house to cover teacher salaries due to lack of funding, and this has stunted progress.

Back in 2011, Aguilar said Semillas was still a “decade away from reaching the beginning of its full potential as a transformative institution in the community.”

Six years later, Aguilar says Semillas may “always be 10 years away” from its full potential, but it will not be defeated. “As a result of our work, our local community has reversed the impending tide of blight and continues to build upon the rich cultural context of education our school provides.”

The organization is now partnering with schools in Mexico to develop a Nahuatl language immersion programme.

Aguilar explains: “This visionary programme aims to arrest the decline of Nahuatl language loss, both in Mexico and in our communities here in LA, as we cultivate language nests for our families and opportunities for pedagogical exchanges with Mexican educators.”

Semillas instigated a revolution in LA. Dozens of public schools in the city have since introduced numerous IB programmes.

Why did I become a teacher?

Berni Moreno DP Teacher at Methodist Ladies’ College, Melbourne, Australia

IB World asked educators on Twitter what inspired them to pursue a career in education

Jordan Hannah PYP Teacher at St John’s-Kilmarnock School, Breslau, Canada “I have always been motivated to teach.

Whether it was coaching sports or camps.

However, it was not until my mother told me ‘you are going to make a great teacher someday’ after I helped her learn how to play golf, that I truly felt it was my calling. I became motivated to make this my career. I felt like I could be the person who stayed by my students’ side even when they struggled.”

Brian Lalor Head of Primary at Xi’an Hi-Tech International School (XHIS), China “I arrived in Jakarta, Indonesia, in 2004.

There was no work for engineers, but lots of work for native English teachers. A wonderful Indonesian lady

gave me my first job, teaching kindergarten, and mentored me in the position. For the first time in my life I loved my job. I would read stories to three-

to five-year olds, teach them songs and make them laugh. After a year, I decided to study to be a teacher.

This has been an incredible career opportunity.”

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“As a daughter of an ambassador, my childhood always included new beginnings, whether it was at school, at home or on the streets of cities I would soon call home.

Sometimes it seemed I had accumulated so much information that at times I didn’t know what to do with it, and yet it was only when I shared my knowledge with others that I would fully understand and appreciate the learning that had occurred in me.

Since then, I have realized that knowledge is not very useful unless we are prepared to share it with other people. This process enables us to empower others and ourselves. This transfer of knowledge is what inspires me to teach.”

IB COMMUNITY

Fatima Dif DP Spanish Teacher at Ecole des Roches, France

Rafaela Menoscal DP Teacher at Unidad Educativa Bilingüe Delta, Ecuador “At first, I thought of teaching as a temporary job.

But after meeting my 15-year-old students, it was hard to leave them. Not only did they need

academic guidance, but many needed emotional mentorship.

I realized that I had a front-row seat in their growing up, just

like their parents, and it gave me such a big reward.

After 24 years of teaching, I am convinced I learn more from them than they learn from me.”

“My first Spanish teacher gave me a passion for the language and culture. She instilled my love for teaching and education.

I found my identity in the Spanish culture – I felt I could develop and cultivate my own personality and so I decided to teach the subject.

When I share my Spanish knowledge, I feel very happy. Teaching is a very enriching and exciting career.”

Sana Noor PYP Information Communications Technology (ICT) Coordinator at Pathways School Noida, India “My mother was a teacher, but I never thought I would follow in her footsteps. I got an opportunity fresh out of grad school and it happened by chance. As the years passed by, I started getting a ‘high’ from that sparkle in the eyes of my students, which clearly communicated, ‘Hey, I got that!’ Now, 14 years into my career, I have no regrets and every morning I look forward to the volley of challenges coming my way.”

Join the conversation Do you remember why you became a teacher?

Share your story: Tweet @IBWorldmag or email editor@ibo.org 7

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50TH ANNIVERSARY

A high school revolution

As we count down to the IB’s 50th Anniversary, IB World speaks to former Principal Mel Serisky to find out how the DP was introduced to public high schools in the US

PHOTO: CLASSICSTOCK / ALAMY STOCK PHOTO

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n 1978 – 10 years after the IB began – Francis Lewis High School, in Queens, New York, became the first public high school to graduate IB Diploma Programme (DP) students.

Today, 1,635 US public schools offer at least one IB programme. And this is largely thanks to Mel Serisky, former Principal of Francis Lewis High School (pictured below).

He tells IB World how it all came about: “I was at an education conference and came across a brochure entitled The Time Has Come. I read it and was impressed with what it described.

“It mentioned that the DP was being implemented at the United Nations International School (UNIS), a private school not too far away.

I visited UNIS that day to find out more.

“By coincidence, Alec Peterson, the first IB Director General, was also visiting. After speaking with him about the programme and of my

desire to include it at Peterson to apply for the my high school, he said DP and was accepted. he would send me I then met with my information when he Superintendent for the returned home. He New York City School explained he had to leave System to explain the IB on a plane right away and and to request funding.

I offered to drive him Fortunately, he was to the airport as I was impressed and able to very keen to continue secure the funds. the conversation.

“I didn’t need to employ “But his flight was new teachers. I knew the postponed for 24 hours. strengths of my staff.

I invited him to spend I asked my department the night at my heads to select home, and he their very best In October, a did. I learned teachers. television programme about the history more “These of the IB, produced in about the teachers collaboration with programme happily ITN Industry News, that evening, accepted will be launched and took him to the invitation the airport the and agreed to following day. additional All 2018 events “I immediately training. will be announced wrote a letter to Students loved on ibo.org and social media it – 150 children (@IBorganization) duly rose to the challenge.

“Dozens of principals from US public schools visited me to learn more about the DP soon after. It was a fantastic opportunity, and I feel very satisfied and proud of my innovation.”

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Big ideas to transform the classroom Our inspirational keynote speakers will discuss the importance of access to education for all – as well as the science of timing, and the effects of mass migration

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MEET THE SPEAKERS

“The students I serve are worthy of an IB education, regardless of the red tape I have to fight through” Dr Nikki Woodson, Superintendent for Washington Township Schools, will explain how she brought an IB education to 13,000 students in Indiana’s public schools

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ight years ago, I had a vision for Washington Township’s public schools.

I wanted to ensure that every student in the district was exposed to an IB programme.

At the time, almost 6 out of 10 students lived in poverty.

Today, around 13,000 students are studying the PYP, MYP or IB Diploma Programme (DP).

The IB journey has been tough.

It’s hard work and has high expectations for both educators and students. It took several years to get through the candidacy stage before we became authorized.

Meeting federal and state guidelines as a public school has certainly been a challenge that private schools do not face. But the students I serve are worthy of an IB education, regardless of the

Dr Woodson plans to inspire educators and students alike

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red tape I have to fight through on their behalf.

When we see what our students are able to achieve, the journey is definitely worth it.

We are now in the process of designing two new PYP schools.

And over the next five years, we plan to expand a few of our existing schools due to booming enrolment in our community.

During my keynote presentation, I’ll also share the experiences that have shaped me as an IB educator, such as the students who have touched my life; and discuss why it’s important for IB educators to also live the IB Learner Profile.

It is my hope that delegates leave the conference feeling inspired, and go back to schools recharged and ready to inspire someone else, whether it be a colleague or student.

“Understanding the ‘hidden pattern’ of the day transforms learning and achievement”

Author Daniel Pink will discuss the science of timing and its powerful effects on learning and performance

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iming is everything – but many believe it’s about luck or a gut instinct. However, timing is much more of a science, as I’ve discovered over the past two years.

I’ll be discussing the ‘hidden pattern’ of the day.

For instance, why we should treat breaks more seriously; why beginnings play an outsized role; how midpoints shape our behaviour; the peculiar

power of endings; and how groups synchronize in time.

Evidence shows that students perform differently on standardized tests – and in mathematics and language classes – depending on the time of day. Students also learn more when they take frequent and better breaks.

The broader dimension of timing can have a huge impact. For instance, working in sync with students – whether it’s playing with four-year-olds on a swing-set, or singing with 17-year-olds in a choir – has powerful effects on academic performance and character.

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Paying careful attention to endings (semesters, school years, units, etc) can enhance learning and meaningfulness.

‘When?’ questions play an enormous role in education and wellbeing.

I hope delegates will learn how to configure the school day in light of the research I’ll be sharing.

Delegates can also apply the research to their own lives and learn how to adapt their work days; what to do if they’re in the midpoint of a career and feeling like they are in a slump; or how to make a fresh start if they had a rocky beginning.

MEET THE SPEAKERS

“Educators, take heed of what ‘globalization 2.0’ represents” Professor Marcelo Suárez-Orozco, Dean of UCLA Graduate School of Education and Information Studies, will discuss why now is the best time to be in education

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lobalization is placing new demands on education systems all around the world.

But it has entered a new phase. ‘Globalization 2.0’ is the rapidly changing economies, demographies and technologies that have emerged over the last 20 years.

Globalization has brought tremendous gains, but it’s also created more inequality and exposed concerns over immigration.

This was evident in the French election and the US presidential race.

Marine Le Pen and Donald Trump have spoken candidly about the topic.

Educators, take heed of what ‘globalization 2.0’ represents. The world is changing and we need to work through these challenges.

However, the opportunities and the possibilities that education presents today are greater than ever before. Never have we had the kind of

Professor Suárez-Orozco will speak about the opportunities presented by mass migration 13

opportunities and synergies that we see today.

Connecting with colleagues around the world and learning from others is more possible thanks to technology.

This is the best time to be in education. The tools and best practice ideals are truly breathtaking when you compare the sector to 50 years ago.

IB ALUMNI

The class of 1987 30 years after graduation, St. Petersburg High’s first DP alumni return to school

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heir smiles of relief say it all. The young people in the picture were the first public school students in Florida to study the IB Diploma Programme (DP) – and it can’t have been easy.

Few people in the state had heard of the programme when it was launched in 1983, recalls Dr Ralph Cline, Executive Director of the Florida League of IB Schools.

There was little training available at the time, he says. Teachers designed the curriculum by studying past exams.

The students didn’t know what they were getting into, according

to DJ Wagner, class Valedictorian, but the uncertainty made it feel like an adventure, says classmate Dana Andersen.

Dedication and hard work helped students excel in their exams, and today they are parents, professors, doctors and lawyers.

St. Petersburg High’s class of 1987, along with

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many of their former teachers, recently attended the school’s Senior Celebration, held at The Coliseum, in St. Petersburg, Florida.

All were honoured, and the occasion gave current DP students the chance to learn more about the programme’s roots.

Alumni were awarded with IB induction pins and graduation sashes, which they didn’t receive first time round as it was not tradition at the time.

“Senior Celebration is the final farewell to our DP senior class and is lots of fun. It was made extra special with the honouring of the first graduating class,” says Assistant Principal and DP Coordinator Susan Farias.

“Seniors have seen that these first students were risk-takers and pioneers.”

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