The IB Career - related Programme

Marietta High School

4 November 2015

IBGA & IB AMERICAS

Agenda

Welcome & Opening remarks IBGA

IB 101 Debbie Woolard

CP Overview Natasha Deflorian

Career-related studies & DP

courses

Marietta HS

Personal and professional skills Hardaway HS

Service learning South Forsyth HS

Language development Hardaway HS

Reflective project Marietta HS

Authorization process Natasha Deflorian

Q&A

The International Baccalaureate:

A Continuum of international

education for the 21st Century

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

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

The IB continuum of international education

IB mission statement

PYP MYP

Programme standards and

practices

IB learner profile

PYP MYP DP CP

1997 1994 1968 2012

Why the IB continuum in Marietta City Schools

PYP MYPPYP MYP DP CP

2007 2008 1995 2013

Increase in rigorous

course enrollment

Prestigious universities’

acceptance

College exemplars

Improved test scores

Better self-management

Fewer discipline

referrals

Increased IB Diploma

candidates

Confidence

Higher level thinking,

sophisticated projects

More students in IB

coursework

Ethical thinkers

4-year colleges

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.

The IB learner profile: The IB mission in action

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-taker (Courageous)

Balanced

Reflective

What is an IB Education? (2012)

Available at:

http://www.ibo.org/become/resources/

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)

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: 1569

-90% public

Programmes in the

United States: 1867

PYP: 440

MYP: 544

DP: 828

CP: 75

IBGA-•PYP- 26

•MYP-34

•DP-29

•CP- 9

IB Career-related

Programme (CP)

Finland 2004- desire for

vocational students to have

access to an international

education

Global pilot 2006- select

schools from 3 regions

Mainstream offering 2012-

all authorized DP schools

eligible for CP authorization

CP standalone 2016- non IB

schools can apply for CP

authorization

History of the CP

CP worldwide:

IB Asia Pacific

Authorized:-4

Candidate-1

IB Americas

Authorized-78

Candidate-30

IB Africa, Europe, Middle East

Authorized-27

Candidate- 8

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

CP in Georgia:

Breaking news….

100th CP school authorized

What’s in a name…CP? IBCC?

• As of 16 November 2014, the programme

has been renamed IB Career-related

Programme (CP), in line with the other

three IB programmes

IBCP

IB's Career-related Programme (CP)

launched as a standalone programme

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

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

CP framework:

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

Career-related studies

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

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

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:

http://mhscp.marietta-city.org/

Possible future Career-related studies at

MHS

• Visual Arts

• Performing Arts (Chorus, Dance, Drama, Instrumental)

• Journalism

• World Languages/Language Interpreting and

Translating

Diploma programme

courses

• Each student must study at least 2 DP

subjects.

• Students must take one 2 year course (SL or

HL)

Diploma Courses

Accounting

• IB Business & management

• IB Math studies

Nursing

• IB Biology

• IB Sports exercise and health science

Pre-engineering

• IB Design technology

• IB Physics

Diploma Subjects

• All our DP subjects are taught

over 2 years

• We require students to take IB

English

• Students choose their 2nd 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

Marietta IB Diploma Courses

Diploma Subjects

Diploma Course Choices at Marietta

Early Childhood Education

• IB English

• IB Psychology

• IB Biology

Culinary Arts

• IB English

• IB Chemistry

Pre- engineering

• IB English

• IB Physics

• IB Math

Career Pathways + Diploma

Subjects Possible Combinations

Graphics

• IB English

• IB Film

Air Force JROTC

• IB English

• IB History

• IB Physics

• IB Math

Pre- architecture

• IB English

• IB Physics

• IB Math

What DP subjects would best

complement the following CRS:

Nursing

Computer Science

Accounting

Engineering

HVAC

Automotive Tech

Culinary Arts

Career related studies and DP courses

Available DP Courses

English

Literature

Language & Literature

Literature & Performance

Individuals & Societies

Anthropology

Business Mgmt

Economics

Geography

History

Human Rights

Psychology

Philosophy

Politics

World Religions

Science

Biology

Computer Science

Chemistry

Design Technology

Physics

Environmental

Systems

Sports & Exercise

Math

Math Studies

Math

Arts

Dance

Film

Music

Visual Arts

Language Aquisition

Scores of spoken

languages

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?

Personal and professional

skills (PPS)

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

PPS learning outcomes:

Learning outcome 1 identify their own strengths and develop

areas for growth

Learning outcome 2 demonstrate the ability to apply thinking

processes to personal and professional

situations

Learning outcome 3 recognize and be able to articulate the value

of cultural understanding and appreciation

for diversity

Learning outcome 4 demonstrate the skills and recognize the

benefits of communicating effectively and

working collaboratively

Learning outcome 5 recognize and consider the ethics of choices

and actions.

5 learning

outcomes

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

From: PPS guide

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

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

Contents Allocated

Time

Resources

Personal Development:

Emotional Quotient

Self-Awareness

2 sessions http://www.humanmetrics.com/cgi-win/jtypes2.asp

http://www.literacynet.org/mi/assessment/findyourstrengths.

html

https://www.globalleadershipfoundation.com/geit/eitest.html

Communication: Empathy,

Group Dynamics,

Conflict Resolution,

Leading Others.

Thinking: Problem

Solving, Ethical Thinking—

Personal and Professional

Values

2 sessions http://www.mindtools.com/fulltoolkit.htm

Communication:

Presentation

Skills;

Personal Development:

Reflective Writing

1 session http://www.mindtools.com/CommSkll/ActiveListening.htm

http://www.mindtools.com/pages/article/newLDR_82.htm

http://www.mindtools.com/pages/article/newLDR_81.htm

http://www.mindtools.com/pages/article/newTCS_06.htm

https://www.youtube.com/watch?v=QoI67VeE3ds

Thinking: Creative and

Critical

1 session http://www.onlineexpert.com/elearning/user/pdf/natsem/

managingdiverseworkforce/team-

buildinggamesactivitiesideas.pdf

Intercultural Understanding:

Your Culture, Other Cultures,

Intercultural Engagement

2 sessions http://www.nafsa.org/findresources/Default.aspx?id=8568

http://ocw.mit.edu/courses/global-studies-and-

languages/21f-019-communicating-across-cultures-spring-

2005/assignments/

Contents Allocated

Time

Resources

Personal: Process

Skills

2 sessions https://gecd.mit.edu/career/act

Galileo

http://www.allstarjobs.com/articles/career_action_plan.html

Self-Expression:

Interview Skills

1 session https://www.mindtools.com/CommSkll/FirstImpressions.htm

https://www.mindtools.com/pages/article/newTMC_88.htm

https://www.mindtools.com/pages/article/newTMM_82.htm

Thinking: Problem

Solving,

Ethical Thinking

1 session College professors speaking on ethics in Pathways

Presentation Skills:

Appropriate use of IT,

Speaking to an

audience. Thinking:

Critical Thinking

1 session Dept. of Labor

Chamber of Commerce

Communication:

Numeracy

Skills

1 session https://www.bankofamerica.com/deposits/manage/creating-a-

budget.go

Personal: Emotional

Intelligence;

Process Skills;

Presentation

Skills; IT Skills

1 session http://www.instructables.com/id/College-Students-How-to-

Create-Your-Professional-/

http://www.livecareer.com/resume-templates

Service learning

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

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

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

Community & service

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

Service learning

at

South Forsyth High

School

Service learning - Junior Year (~5 hours)

Step 1: The Startup

Sell them the Idea

Brainstorming

Reflection

Step 2: Ideas

Proposal Phase

Presentation Phase• sell to class

• sell to CP Coordinator

• sell to Principal

Interview & Reflection

PPS Class

and

Instructional

Focus

PPS Class,

Independent

Work, &

Instructional

Focus

Decision: Mentor Me Fundraiser

– Festival Format

Service learning - Senior Year (~25 hours)

Step 3: Planning

Develop & Follow-up

Contacting Appropriate Personnel• Sponsors

• Community

• Administration

Feedback & Reflection

Step 4: Implementation

Final Check

Day of Service

Post-op Interview

Final Interview & Reflection

PPS Class,

Independent

Work,

and

Instructional

Focus

PPS Class,

Day of Service

“Fall into Your

Future”

Festival

Instructional

Focus

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

Language development

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.

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 3rd DP course the DP language course

will satisfy the language development requirement

Hardaway Language Development

• Some complete additional DP language course

• Some work with language teacher to develop career-

specific 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

Reflective project

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.

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.

Reflective project

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.

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 (1500-

2000 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

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 norm-

referenced approach to assessment for the

reflective project; instead it uses a criterion-

based 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

Assessment & resources

Ethics: What Students Don’t Know

• Ethics are fluid• What is ethical now may not be later

• Few absolutes exist

• Everything can be rationalized

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 Community

Work Region

School World

Ethics: What Students Develop

• Ability to explore ethical issues

• Awareness that ethics can be

• Discussed

• Debated

• Incorporated into their lives

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.

Ethics Scenario: Reflective Project ActivityYour 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

Ethics: Sample Student Topics

• To what extent is it ethical or

accepted for outside elements to

profit from disaster?

• To what extent is it ethical to throw

away food?

• 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?

• Under what circumstances is it

ethical for troops on the ground to

disobey orders if new information

is found on the scene?

• How ethical is it to hold the fast

food industry accountable for the

amount of waste produced?

• How much should a child’s

background life influence a

teacher’s educational decisions?

Assessment in the CP

Authorization process

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

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)

Questions…Preguntas…Questions…

7

4

Natasha Deflorian

CP Associate Manager

301-202-3102

Natasha.deflorian@ibo.org

http://www.ibo.org/en/programmes/career-

related-programme/