The IB Career - Related Programme - Forsyth County Schools
The IB Career - related ProgrammeMarietta High School4 November 2015IBGA & IB AMERICAS
AgendaWelcome & Opening remarksIBGAIB 101Debbie WoolardCP OverviewNatasha DeflorianCareer-related studies & DPcoursesMarietta HSPersonal and professional skillsHardaway HSService learningSouth Forsyth HSLanguage developmentHardaway HSReflective projectMarietta HSAuthorization processNatasha DeflorianQ&A
The International Baccalaureate:A Continuum of internationaleducation for the 21st Century
Une bonne idée - a singleinternational diplomaA group of educatorsconvened to find a solution. An international diploma atthe end of high school Knowledge of a second language andconduct research on a topic of globalsignificance
1968: The Birth of the IBThe first International BaccalaureateDiploma exams were piloted in sevencities: BeirutCopenhagenGenevaManchesterNew York CitySt. Donat's (Wales)Tehran
The IB continuum of international educationIB mission statementIB learner profileProgramme standards andpracticesPYP1997PYPMYP1994MYPDPCP19682012
Why the IB continuum in Marietta City SchoolsImproved test scoresBetter self-managementFewer disciplinereferralsPYP2007PYPIncreased IB DiplomacandidatesIncrease in rigorouscourse enrollmentMore students in IBcourseworkConfidencePrestigious universities’acceptanceEthical thinkersHigher level thinking,sophisticated projectsCollege exemplarsMYP2008MYP4-year collegesDPCP19952013
What is the IB?(Our mission)The International Baccalaureate aims to develop inquiring, knowledgeable and caringyoung people who help to create a better and more peaceful world throughintercultural understanding and respect.To this end the organization works with schools, governments and internationalorganizations to develop challenging programmes of international education andrigorous assessment.These programmes encourage students across the world to become active,compassionate and lifelong learners who understand that other people, with theirdifferences, can also be right.
The IB learner profile: The IB mission in rincipledOpen-mindedCaringRisk-taker (Courageous)BalancedReflective
What is an IB Education? (2012)Available at:http://www.ibo.org/become/resources/
Programme impact studies Investigate the impact of IBprogrammes and seek to understandthe value of an IB education Commissioned studies (with over 45universities and research institutions) Internal studies Research key findings (on eachprogramme and region)
IB Worldwide:1,263,000 students, 3,923 IB World Schools in 147 countriesProgrammes inIB Americas: 2619PYP: 579MYP: 717DP: 1286CP: 78Schools in theUnited States: 1569-90% publicProgrammes in theUnited States: 1867PYP: 440MYP: 544DP: 828CP: 75
IBGA PYP- 26 MYP-34 DP-29 CP- 9
IB Career-relatedProgramme (CP)
History of the CPFinland 2004- desire forvocational students to haveaccess to an internationaleducationGlobal pilot 2006- selectschools from 3 regionsMainstream offering 2012all authorized DP schoolseligible for CP authorizationCP standalone 2016- non IBschools can apply for CPauthorization
CP worldwide:IB AmericasAuthorized-78Candidate-30IB Africa, Europe, Middle EastAuthorized-27Candidate- 8IB Asia PacificAuthorized:-4Candidate-1
CP in Georgia:Authorized:Benjamin HardawaySouth ForsythMarietta High SchoolSol C. JohnsonDecatur High SchoolShiloh High SchoolDalton High SchoolWindsor Forrest HighSchoolWest Hall High SchoolCandidateSchool: Academy ofRichmondCounty
Breaking news .
100th CP school authorized
What’s in a name CP? IBCC?IBCP As of 16 November 2014, the programmehas been renamed IB Career-relatedProgramme (CP), in line with the otherthree IB programmes
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 wholeperson. incorporates the educational principles, vision andlearner profile of the IB into a unique programme thatallows students to specialize in a career-relatedpathway provides the freedom to schools to create and designtheir own distinctive career-related programmes
CP framework:Students must: successfully completea career-related studywhich meets IB criteria successfully completea minimum of 2 DPsubjects successfully completethe CP core PPSLanguage developmentService learningReflective project
IB Learner Profile & the CP In today’s marketplace, employers look forqualified individuals who are: ledOpen-Minded CaringCourageousBalancedReflective
Career-related studies
Career related studiesThe career-related course of study must: Be accredited by a local or national education authority or ahigher 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 schoolDelivery of the CP: can be done in a variety of ways, including campus-based, onlineand/or off campus courses can include work placement (for example, internship at a localbusiness) during the last two years of secondary education whenthe CP is implemented
Career related studies Accounting Architecture AutomotiveTechnology Bio medical science InformationTechnology Computer Science Culinary Arts Early Childhood EngineeringHVACMarketingNursing AssistanceVeterinary technician
Career related studies at Marietta High Air Force JROTC (Aerospace Science/Leadership Ed.)Culinary ArtsEarly Childhood Care & EducationGraphic Communications (Production)Graphic DesignPre-ArchitecturePre-EngineeringMarietta High School Career Pathways Site:http://mhscp.marietta-city.org/
Possible future Career-related studies atMHS Visual ArtsPerforming Arts (Chorus, Dance, Drama, Instrumental)JournalismWorld Languages/Language Interpreting andTranslating
Diploma programmecourses
Diploma Courses Each student must study at least 2 DPsubjects. Students must take one 2 year course (SL orHL)Diploma SubjectsAccountingNursing IB Business&management IB Mathstudies IB Biology IB Sportsexercise andhealthsciencePreengineering IB Designtechnology IB Physics
Marietta IB Diploma CoursesDiploma Subjects All our DP subjects are taughtover 2 years We require students to take IBEnglish Students choose their 2nd DPsubject Students may take as many DPsubjects as they like IB EnglishIB FrenchIB SpanishIB HistoryIB PsychologyIB BiologyIB ChemistryIB PhysicsIB MathIB Math StudiesIB FilmIB TheatreIB Music
Diploma Course Choices at MariettaCareer Pathways DiplomaSubjects Possible CombinationsEarly ChildhoodEducation IB English IB Psychology IB BiologyGraphics IB English IB FilmCulinary Arts IB English IB ChemistryAir Force JROTC IB EnglishIB HistoryIB PhysicsIB MathPre- engineering IB English IB Physics IB MathPre- architecture IB English IB Physics IB Math
Career related studies and DP coursesWhat DP subjects would bestcomplement the following CRS:NursingComputer ScienceAccountingEngineeringHVACAutomotive TechCulinary Arts
Available DP CoursesEnglishLiteratureLanguage &LiteratureLiterature &PerformanceIndividuals& SocietiesScienceAnthropologyBusiness MgmtEconomicsGeographyHistoryHuman RightsPsychologyPhilosophyPoliticsWorld nologyPhysicsEnvironmentalSystemsSports al ArtsLanguageAquisitionScores ofspokenlanguages
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 aspecific 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 resourcesand 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 professionalskills (PPS)
Personal and professional skills (90 hours)Each school must develop a 90 hour discrete “personal andprofessional skills” course which is run concurrently withthe 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 1identify their own strengths and developareas for growthLearning outcome 2demonstrate the ability to apply thinkingprocesses to personal and professionalsituationsLearning outcome 3recognize and be able to articulate the valueof cultural understanding and appreciationfor diversityLearning outcome 4demonstrate the skills and recognize thebenefits of communicating effectively andworking collaborativelyLearning outcome 5recognize and consider the ethics of choicesand actions.
Personal and professional skills:assessment Assessment determined by schools Teachers should develop own assessmentcriteria 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 ofplanning, organisation and delivery5 learningoutcomesFrom: PPS guide
ThemesTopicsApplied ethics Introduction to ethical dilemmasCase studies in applied ethicsProfessional ethicsEffective communication Interpersonal skillsLiteraciesSelf- expressionIntercultural understanding Cultural identifyCultural diversityIntercultural engagementPersonal development Self-awarenessSelf- managementRelationship managementThinking processes Critical thinkingCreative thinkingApplication 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
ContentsPersonal Development:Emotional QuotientSelf-AwarenessAllocated ResourcesTime2 sessions om/geit/eitest.htmlCommunication: Empathy,Group Dynamics,Conflict Resolution,Leading Others.Thinking: ProblemSolving, Ethical Thinking—Personal and ProfessionalValues2 sessions ion:PresentationSkills;Personal Development:Reflective WritingThinking: Creative andCritical1 ewLDR R S 06.htmhttps://www.youtube.com/watch?v QoI67VeE3ds1 session vitiesideas.pdfIntercultural Understanding: 2 sessions http://www.nafsa.org/findresources/Default.aspx?id 8568Your Culture, Other -andIntercultural ultures-spring2005/assignments/
ContentsAllocatedTime2 sessionsResourcesSelf-Expression:Interview Skills1 e/newTMC MM 82.htmThinking: ProblemSolving,Ethical ThinkingPresentation Skills:Appropriate use of IT,Speaking to anaudience. Thinking:Critical ThinkingCommunication:NumeracySkills1 sessionCollege professors speaking on ethics in Pathways1 sessionDept. of LaborChamber of Commerce1 ge/creating-abudget.goPersonal: EmotionalIntelligence;Process Skills;PresentationSkills; IT Skills1 ivecareer.com/resume-templatesPersonal: ohttp://www.allstarjobs.com/articles/career action plan.html
Service learning
Service learning (50 hours)The aims of service learning are for students to: develop and apply knowledge and skills towards meeting anauthentic community need develop as leaders who take initiative, solve problems and workcollaboratively 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 communityand society through meaningful reflection enhance and strengthen their experience with the existingschool
Service learning overview Students undertake single SL experience or seriesof 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
Community & serviceThe concept of service in the CP is basedon the principles of service learning.Service learning is a teaching and learningstrategy that integrates meaningfulcommunity service with instruction andreflection to enrich the learningexperience, teach civic responsibility, andstrengthen communities.- National Service-Learning Clearinghouse 2007
Student ResponsibilitiesPlan Identify a community need Identify an organization that is aligned with the need Work with a mentor/teacher/CP Coordinator to develop a planDo Implement plan Adapt plan as needed Document and reflect on experience using weekly log Share experiences and log with mentor/teacher/CPcoordinatorReflect Question, post ideas and make comments
Service learningatSouth Forsyth HighSchool
Service learning - Junior Year ( 5 hours)Step 1: The StartupSell them the IdeaBrainstormingReflectionStep 2: IdeasProposal PhasePresentation Phase sell to class sell to CP Coordinator sell to PrincipalInterview & ReflectionPPS ClassandInstructionalFocusPPS Class,IndependentWork, &InstructionalFocusDecision: Mentor Me Fundraiser– Festival Format
Service learning - Senior Year ( 25 hours)Step 3: PlanningDevelop & Follow-upContacting Appropriate Personnel Sponsors Community AdministrationFeedback & ReflectionStep 4: ImplementationFinal CheckDay of ServicePost-op InterviewFinal Interview & ReflectionPPS Class,IndependentWork,andInstructionalFocusPPS Class,Day of Service“Fall into YourFuture”FestivalInstructionalFocus
Brain Writing – Service Learning Group together based on projected career pathwaysdiscussed in earlier activity Take a sheet of paper and list as many communityconnections (activities, projects, groups) you can think of thatwill provide learning in the specified career pathway and are ofreal service to the community (5 minutes) Pass the sheet of paper to your left and add your ideas to theoriginal (2 minutes per rotation) Each participant will now have a list of ideas for ServiceLearning
Language development
Language development (50 hours)The IB acknowledges the crucial role of language in an IBeducation and, as such, is committed to providing languagedevelopment for all CP students.The aims of language development are to: enable students to understand and use the language they have studiedin context encourage an awareness and appreciation of the different perspectivesof people from other cultures provide students with a basis for further study, work and leisure throughthe use of an additional language provide the opportunity for enjoyment, creativity and intellectualstimulation 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 selfstudy language program (i.e. development of technicalterminology 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 50hours must serve as an extension of the DP language coursetopics and materials. NO DOUBLE DIPPING ALLOWED* If the student takes a 3rd DP course the DP language coursewill satisfy the language development requirement
Hardaway Language Development Some complete additional DP language course Some work with language teacher to develop careerspecific 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) forprogress checks Portfolio Defense
Reflective project
Reflective project (50 hours)The reflective project aims to give students theopportunity to: produce an extended piece of work engage in personal inquiry, action and reflection on aspecific 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.
Reflective projectIn developing the reflective project, studentsshould: identify an issue show an awareness of an ethical dilemmaregarding the issue engage in critical discussion of theethical dilemma of the issue, whichnecessarily means examining differingviewpoints develop a personal and relevantevaluation of the ethical dilemma of theissue.eth·i·cal di·lem·ma : An ethicaldilemma is a choice betweentwo (or more) conflicting moralperspectives where neitherchoice provides a perfectsolution.
Reflective project updates: Recommended minimum number of hoursincreased to 50 hrs Criteria for the reflective project revised andreduced to 5 The focus of assessment in the reflective projectwill include both process and product Two options provided for the reflective project :Option 1Option 2A written essay (maximum3000 words) plusreflections (Maximum1000 words) on aReflections on planningand progress form.A written essay (15002000 words) accompaniedby an additional format(film, oral presentation,interview, play or display)plus reflections (maximum1000 words) on aReflections on planningand progress form
Assessment & resourcesThe reflective project is assessed RESOURCES:(found on the OCC)by the school and moderated bythe IB. In line with its general assessmentphilosophy, the IB does not take a normreferenced approach to assessment for thereflective project; instead it uses a criterionbased approach.Teachers must use the assessment criteriapublished in the guide to assess studentwork internally. CP Core guide Reflective projectteacher supportmaterial Reflective project:Student guide
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 ofyears of civilization How outside forces shape our ethical behavior How our ethics impact all aspects of our livesFamilyWorkSchoolCommunityRegionWorld
Ethics: What Students Develop Ability to explore ethical issues Awareness that ethics can be Discussed Debated Incorporated into their lives
Directions: Reflective Project Activity1. Read the following scenario.2. Discuss in your groups how the implementation ofthe plan has the potential to cause ethical concernsfrom a variety of perspectives.3. Work with a single perspective and share theirfindings.
Ethics Scenario: Reflective Project ActivityYour school has a new initiative that tries to identify students from thelowest socio-economic quintile. The teachers, counselors, corporatepartners, and city services are mobilized to offer a full range of supportfor these students. The goal is to improve the grades of this cohort ofstudents to the school average.What are some of the possible ethical dilemmas that could concerneach of the following stakeholders? What are possible consequencesor concerns?1. Personal (student) issues4. Family issues2. Student body issues5. Community issues3. Faculty issues6. American culture
Ethics: Sample Student Topics To what extent is it ethical oraccepted for outside elements toprofit from disaster? To what extent is it ethical to throwaway food? Is it ethical to “transform” another Under what circumstances is itperson’s work into a criticism or aethical for troops on the ground toparody, even if it results indisobey orders if new informationincreased sales for the newis found on the scene?designer? How ethical is it to hold the fastfood industry accountable for theamount of waste produced? How much should a child’sbackground life influence ateacher’s educational decisions?
Assessment in the CP
Authorization process
Authorization ProcessConsiderationPhaseRequest forCandidacyRequest forAuthorization School submits online Expression of Interest form School submits Application for Candidacy: IBCC School begins working with remote consultant (10 hours) School submits Application for Authorization: IBCC Verification site visit
CP professional developmentopportunities: CP Administrators – Category 1 CP Service learning- Transforming academicsinto action - Category 1 CP Personal and professional skills- Category1& 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 74
Natasha DeflorianCP Associate /
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 MYP . Visual Arts Performing Arts (Chorus, Dance, Drama, Instrumental) Journalism World Languages/Language Interpreting and Translating.
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
