Primary Years Programme Making the PYP happen - ITARI

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Making the PYP happen How can I make sure it is happening While implementing new curriculum is a multi-faceted and gradual process, it does involve some definite steps which should be part of the plan of any principal wishing to enhance the quality of education in his or her school. Hewitt, 1988 To ensure that using PYP materials has a real impact in classrooms, it is essential to guide the process. Guidelines for implementation ! Make sure that the PYP planners are used. ! Develop the library/media centre collection around units of inquiry, so that teachers have the resources they need. ! Visit classrooms to see inquiry in action. Most significantly: ! evaluate what you value: since we value risk taking, critical thinking and the use of a range of teaching and assessment strategies, make them the focus of any job description, professional appraisal or teacher evaluation system, and professional development programme. The logic of this approach to professional appraisal and development is: ! the school’s philosophy should clearly express a set of beliefs and values about student learning ! these beliefs and values can be well expressed through the PYP student profile which serves to drive the curriculum ! these outcomes must be the major shaping force for classroom practice, the taught curriculum ! if these outcomes are to shape practice then they must shape the description of that practice. The PYP has therefore designed a job description which is a direct reflection of the practices described in this volume. The job description: ! focuses solely on activities relating to student learning (as other professional duties would be described in a staff working agreement/staff handbook/contract) ! encompasses practices which represent observable activities (the job description forms the basis for a system of professional appraisal or teacher evaluation) ! enables the professional appraisal system to form the basis for a programme of professional development ! enables professional development to be linked, through a series of logical steps, to the school’s beliefs and values about student learning, as shown on page 102. © IBO 2000 101
Making the PYP happen Beliefs and values Student profiles PYP practices Job description Professional appraisal Professional development Figure 30 Linking philosophy to professional development PYP teacher’s job description Our school’s beliefs and values are contained in the school’s statement of philosophy. The philosophy commits us all to certain learning outcomes for students and, therefore, to the types of teaching which will produce these outcomes. The fundamental responsibility of every teacher is to embrace the values and beliefs expressed in the philosophy of the PYP and to work constantly to translate them into daily classroom practice. The school’s primary purpose is student learning and the job description is therefore structured according to the PYP’s three central questions relating to this learning. However, in an international community of learners such as ours, everyone is a learner. In recognition of this, we have added a final question which focuses on our responsibility for our own learning, and links the job description to the systems of professional appraisal and development. What do we want to learn Planning The teacher is accountable for: ! planning collaboratively for student learning ! planning, based on agreed student learning outcomes and in the context of a coherent, school-wide programme ! involving students in planning for their own learning and assessment 102 © IBO 2000
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Contents Introduction 1 What are th
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