1. The IBCC – A Convergence of Knowledge Acquisition and Skills Development Wendie Palazzo and Paula Palmer Minneapolis Public Schools, Minneapolis, Minnesota USA The International Baccalaureate Career-related Certificate (IBCC)

2. © International Baccalaureate Organization 2007 Guiding principles  The IBCC needs to broaden access  The IBCC needs to offer an IB education  The IBCC needs to encourage flexibility  The IBCC needs to provide multiple pathways Page 2

3. © International Baccalaureate Organization 2007 What are the components of the IBCC?  At least two Diploma Programme subjects – one must be a world language (Group 2)  A specially designed IBCC core recognising IB values and the needs of career and technical education students Page 3

4. © International Baccalaureate Organization 2007 Why do the IBCC? “Secondary-level education should provide effective preparation for those proceeding to academic or professional tertiary education as well as for those entering the world of work either as trainees, wage employees or as self-employed entrepreneurs, while inculcating the social skills for productive and peaceful life in today’s interdependent communities. Such an education must necessarily comprise a harmonious balance of academic disciplines, general practical and social skills and civic responsibility”. (UNESCO 2005) Page 4

5. © International Baccalaureate Organization 2007 What the IBCC is not  It is not a career-related/technical qualification  It is not a prescribed curriculum  It is not a crowded curriculum Page 5

6. © International Baccalaureate Organization 2007 The three strands of the core  A community and service programme – emphasises partnership and the principles of service learning based on the zulu maxim umuntu ngumuntu ngabantu (a person becomes a person through others)  An approaches to learning course of study – emphasises the development of transferable skills that students need for further education, in the workforce and in life  A reflective project – based on exploring the ethical dimensions associated with an issue related to the student’s career-related studies Page 6

7. © International Baccalaureate Organization 2007 Assessment Components  DP subjects  Community and Service  Reflective Project  Formative Assessments  CTE subjects  CTE certifications or licensure How are they assessed?  Externally by IB DP  Internally  Moderated externally by the IB (like DP internal assessment)  Internally  Internally or externally  Externally by CTE requirements and regulations Page 7 Using a methodology of a constructivist approach to teaching and learning

8. © International Baccalaureate Organization 2007 To become an IBCC school  Existing IB-DP Schools  Questionnaire/Application  Partnership Model  A non-IB school partnering with an authorized DP school  Will involve a joint, more detailed questionnaire/application  Open to using technology to facilitate partnership  IB Open School (IB Online)  IBCC Providers  Non-IB schools going it independently  Most rigorous authorization process – similar to DP authorization process Page 8

9. © International Baccalaureate Organization 2007 What we have learned along the way… Page 9  Design and implementation is a collaborative, constructive process.  IBCC “casts a wide net.”  Need to create awareness and support at all levels  Carefully choose your IBCC schools.  Leverage your current resources.

10. © International Baccalaureate Organization 2007 For more information  Director of IBCC – Chris Mannix chris.mannix@ibo.org  Presentation Information: https://alwaysthere.info/MinneapolisIBCC.aspx  International Baccalaureate http://www.ibo.org  IBCC http://www.ibo.org/mission/ibcareercertificate/  Wendie Palazzo wendie.palazzo@mpls.k12.mn.us  Paula Palmer paula.palmer@mpls.k12.mn.us Page 10

11. © International Baccalaureate Organization 2007 Questions?