1. “What the IB did for me was really stress
the importance of higher order thinking skills that we all know are critical for learning.
The lifelong learner concept really came alive for me as a teacher. The whole experience truly makes you, the teacher, become a lifelong learner.”
- Joe Kennedy, Head of School
West Sound Academy
Washington State
Welcome participants.
Introduce self - role of Field Representative at the IB.
There are a number of IB staff here throughout the conference - we’re available to answer any questions you may have over the next few days.
Introduce workshop – participant data (# of participants, programmes represented).
I would to share the story of the International Baccalaureate with you.

2. An IB education
The IB prepares students to succeed in a rapidly changing world.
The IB is more than a set of rigorous academic standards
The IB is a community forged by passionate educators after the challenges of World War II
What is our mission as IB Educators?
IB Educators give future generations both the skills required to succeed in a competitive global economy and the values that define good world citizenship.
The IB is more than a set of rigorous academic standards. We educate children to be better global citizens.
The IB is a community forged by passionate educators after the challenges of World War II.

4. Can peace be taught?
In the 1950s, a small group of passionate educators asked themselves difficult questions.
Can education cultivate intercultural understanding?
Can education reap peace?
In the aftermath of World War II, educators were looking for ways to develop educational practices that would encourage international mindedness and intercultural understanding, as a way of promoting lasting peace around the world.

5. The dawn of a new era By the 1950s and 1960s the world was changing.
Smaller, interconnected world
International affairs
• Interdependent national economies
In the 1950s and 1960s, air travel and telecommunications made the world smaller and more interconnected.
• International affairs assumed an unprecedented importance.
• National economies became ever more interdependent.
This interdependence was seen as positive because it brought the world together in new ways.

6. An ideal and a necessity
An emerging, highly mobile professional class faced a difficult challenge.
Continuity of education, regardless
of location
A need for international academic standards
“The creation of an international
baccalaureate had ceased to be
solely an internationalist idea and
became a practical necessity.”
The post-war era saw the emergence of a highly mobile population: multinational business executives, international NGO/nonprofit personnel, technicians, diplomats. These new international professionals demanded a continuity of quality education for their children—regardless of location, but international academic standards did not yet exist.
A high school student relocating from Greece to Guatemala might find herself starting from scratch, her previous certificates unrecognized.
Quote information:
Alec Peterson served as the IB's first director general from 1968–1977.
Alec Peterson
“Schools Across Frontiers”

7. Here comes everybody
In a parallel development, many governments all over the world realized they had to invest in higher education to remain competitive.
Increase in university student population
Reevaluation of the role of high school
In a parallel development, governments all over the world realized they had to invest in higher education to remain competitive.
More people than ever—including people whose parents had never seen the inside of a university classroom—would now pursue advanced degrees.
This forced a widespread reevaluation of the role of high school.

8. Time for high school to grow up
Suddenly, high school may not be enough.
Was high school adequately preparing students bound for university?
A need for international academic standards.
High school was suddenly reframed, no longer an end in itself.
Parents fretted.
Were their childrens’ high schools providing adequate preparation for university?
These universal concerns were only magnified for the international, professional parents working overseas.
Where were the international academic standards?

9. Une bonne idée - a single international diploma
Paris, 1949: 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
The idea of a single international diploma emerged, and in 1949, a group of educators convened in Paris to find a solution.
Alfred Roquette, of the International School of Geneva, submitted a resolution that all schools should explore “the award of an international diploma at the end of secondary school.”
Roquette wrote that the exam should require proof of satisfactory knowledge of a second language and research on a topic of global significance.

10. 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
As early as the 1949 conference, we can clearly see the nascent IB community: innovative teachers committed to cultivating critical thinking skills and well rounded students.
But an international diploma remained an ideal, an aspiration, until 1968, the year that saw, with support from The Ford Foundation, the founding of IB and the first International Baccalaureate trial diploma exams in seven cities across the world.
The rest is history, but a history still being written - by educators like you.

11. IB provides an educational continuum
1968: Diploma Programme (16-19 yrs)
1994: Middle Years Programme (11-16 yrs)
1997: Primary Years Programme (3-12 yrs)
Highest concentration of
IB World Schools
Argentina
Australia
Canada
China
Ecuador
Mexico
India
Mexico
Spain
United Kingdom
United States
The IB added two additional programmes in the 1990s: the Primary Years (PYP) and the Middle Years Programmes (MYP).
The PYP, which educates children from 3-12 years, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.
The MYP, for students aged years, provides an academic framework that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.
With the addition of these two programmes, the IB now offers a continuum of educational excellence for children aged 3 through 19, promoting the education of the whole person through an emphasis on intellectual, personal, emotional and social growth.
Today there are close to 4,000 IB programmes (PYP, MYP, DP) in operation worldwide.
Here we’ve listed the 10 countries with the highest concentration of IB world schools. Note that 5 out of 10 of these countries are within the IB Americas region:
Argentina - 49
Australia - 131
Canada - 299
China - 55
Ecuador - 47
India - 73
Mexico - 84
Spain - 49
United Kingdom – 225
United States

12. The three IB programmes form a continuum of education
Key Elements of IB Programmes:
Cross-cultural study of a broad range of subjects
Language learning
• Learning across disciplines
• Learning to learn
Inquiry
• Action and reflection oriented community service
Languages, humanities, sciences, mathematics and the arts: These academic traditions, combined with other key elements of an IB education, develop the intellectual, personal, emotional and social skills of students from Primary Years to Middle Years through the Diploma Programme.
Let’s look at some of the key elements of IB programmes.
They:
require study across a broad range of subjects drawing on content from educational cultures across the world;
give special emphasis to language acquisition and development;
encourage learning across disciplines;
focus on developing the skills of learning … in other words “learning how to learn”;
promote inquiry based learning;
include a community service component requiring action and reflection.

14. Inquirers Knowledgeable Thinkers Communicators Principled
The IB Learner Profile
The IB Learner Profile defines the universal attributes strived for
by members of the IB community around the world.
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
The IB has a developed a learner profile - a set of attributes expressing the values inherent to the IB continuum of international education, infuses throughout all elements of the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme and, therefore, the culture and ethos of all IB World Schools.
The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century.
It provides a long-term vision of education.
The IB learner profile is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.

15. The IB is more than a set of high academic standards
IB educators prepare students to become representatives of their own nations and cultures:
Principled, multilingual, and possessed of the highly-developed critical thinking and interpersonal skills required to bridge gaps in understanding across cultures.
Moving away from a model of traditional, rote memorization, the IB promotes the development of inquiring, knowledgeable and caring students who help to create a better and more peaceful world through intercultural understanding and respect.

17. A tradition of academic excellence designed for the 21st century
“We have learned that it’s not
enough for students to study content
In isolation… they must think deeply
about the big questions of the
disciplines. The IB standards seem to be particularly well suited to
achieving these aims.”
Where do we work? Whom do we serve?
140 countries
880,000+ students
3,000+ schools
Where do we work? Whom do we serve?
Today the IB works with over 3,000 schools, educating more than 880,000 students, in approximately 140 countries around the world.
Regionally, IB World Schools are located in 31 countries and territories across the Americas, in both public and private schools.
David Conley Educational Policy Improvement Center Study 2009

18. The IB believes in investing in educators
The IB has a long-standing, institutional commitment to our educators’ growth. Whether you are brand new to the IB, or a 20-year veteran, the IB strives to offer challenging workshops and other exciting opportunities for your professional development.
The IB believes in investing in educators.
The IB has a long-standing, institutional commitment to educators’ growth and professional development.
We strive to offer the most challenging professional development workshops and other opportunities for both new and experienced educators throughout IB community.
In 2010, more than 20,000 teachers, administrators and IB Coordinators participated in professional development workshops throughout the Americas region.

19. What an IB educator does
“Rather than learning about a subject, an IB teacher learns how to teach a subject and how to assess students.  This is very valuable.  Without the guidance and training from the workshops, we would practically be lost.”
An IB educator helps develop internationally-minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better, more peaceful world.
IB educators collaborate with other teachers, both in their school, and around the world, to develop curriculum which looks at the whole student’s learning. The goal is to develop internationally-minded people who:
recognize our common humanity;
share guardianship of the planet; and
work collectively with others to create a better, more peaceful world.
Dra. Celina Garza Quintanilla,
Centro de Investigacion y Desarrollo de Educacion Bilingue (CIDEB),
Monterrey, Nuevo Leon, Mexico

20. You are the future of the IB
The IB educator
You are the future of the IB
When you become an IB educator, you become part of a 60-year old international movement to create a more peaceful world through education.
“We strongly believe the IB gives students the possibility to study at an international level, compete internationally with other students, and learn many things about the world through very innovative pedagogical methodologies.”
Liliana Gomez, Diploma Coordinator
Gimnasio Feminino
Bogota, Colombia
As an IB educator, you will be building on the work of visionary teachers who foresaw the demands that our fast-paced, ever-changing world would place upon today’s children.
As an IB educator, you will be encouraged to make your own unique contributions to the IB community and to your students.

21. An international network of educators
Online network of 70,000 teachers
Online curriculum centre (OCC) facilitates communication among teachers across the world
Today, IB educators across the planet are plugged into an online network of over 70,000 teachers.
The online curriculum centre facilitates communication among teachers around the world.
It is a forum where teachers can:
take online courses;
exchange insights and resources; and
work together to make the IB experience even more rewarding for their students.

22. Throughout the Americas, governments are funding state schools offering IB
Ecuador
22 state-funded IB World Schools in 19 provinces
United States
Miami Beach, Florida
K-12 IB World Schools
Peru
Free Diploma Programme education for top-performing students
There are a number of interesting initiatives throughout the IB Americas region working to provide more students with an IB education.
Ecuador:
The Ministry of Education in Ecuador is currently supporting the authorization of 22 state-funded IB World Schools in 19 provinces.
United States:
With financial support from its citizens, the city of Miami Beach, Florida, has entered an agreement with the Miami-Dade County School District that all schools, kindergarten through grade 12, will become IB World Schools.
Peru:
President Alan Garcia of Peru has established a public school, offering his country's top performing students an IB Diploma Programme education free of charge.

23. Increasing access to IB
Transforming the educational experience for students around the world.
IB Career-related Certificate (IBCC)
Bill & Melinda Gates Foundation grant
“The Diploma Programme stands out among other high school curricula available today in the US public education system because it offers a rigorous, aligned, and integrated instructional system that … is transformative for minority and low-income students.”
—2008 McKinsey Study Commissioned by the Bill & Melinda Gates Foundation
The IB is developing initiatives to bring its rigorous international education programs to more students around the world, regardless of their socioeconomic background.
IBCC
The IB Career-related Certificate (IBCC), is a new, additional qualification, which will be available to IB schools already offering the Diploma Programme, with applications opening in March 2011, and the first teaching to begin in September 2012.
The IBCC incorporates the educational principles, vision and learner profile of the IB, into a unique offering that specifically addresses the needs of students engaged in a career-related education.
While it has a career-related focus, the IBCC is not a career/vocational qualification. It has been designed to provide a "value added" for schools and other educational institutions that are offering career courses to their students.
Gates Foundation Grant
In 2009, the IB received a three-year, USD$2.4 million grant from the Bill &Melinda Gates Foundation to prepare IB Middle Years students, especially low-income and minority students, for future participation and success in the IB Diploma Programme.
By partnering with school districts and teachers, the IB is creating a variety of materials, assessment, and professional development models that is enhancing teaching and learning.
This project builds on an earlier study in 2008, also funded by the Gates Foundation, and conducted by McKinsey & Company. In their study, McKinsey concluded that “The Diploma Programme stands out among other high school curricula available today in the US public education system because it offers a rigorous, aligned, and integrated instructional system that is … transformative for minority and low-income students.”

24. Preparing students for the future Let’s meet the students…
IB World Schools give students the skills, the values, and the habits of mind the modern world demands of capable, compassionate, productive adults in an ever more challenging world.
IB teachers make a profound contribution to the lives of their students.
We believe those students will make a big difference in their communities and the world at large.
Now, let’s meet those students…

25. The many faces of the IB
“My IB education certainly laid the foundation for many of the successes I am grateful for now. The IB programme taught me how the power to think and the will to act could shape my life. —Darrell Bennett Jr. Morehouse Valedictorian Harvard Law School

26. The many faces of the IB
“My passion is education and I owe my discovery of that passion to the IB programme and the IB community. My personal IB education experience was such an awakening, so inspiring that I’ve committed myself to giving others a rich educational experience both here in America and, one day, in Ethiopia.” —Yourdanos Refu, IB Diploma Graduate / War Refugee

27. The many faces of the IB
“Beyond academics, the Middle Years Programme helped me to discover who I am and who I would like to be.” —Safeena Meckalai, IB Middle Years Programme Graduate Educator / Filmmaker / Activist

28. 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.
You are the IB, and this is our mission (review).
Thank you very much for joining us.
Please use these next days not only for training, but also an opportunity to network with other IB educators.
IB staff is available throughout the workshop to answer any questions.
Please contact us with any thoughts or questions after the workshop as well.
Our website is