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| Included are professional photos of Craighouse |
"Cecilia is expecting you. Head out the
doors, walk down two flights of stairs, and turn in the direction of the
primary area."
These were my directions after two and a half hours of
travel involving the metro, three buses, and a car ride to get to this expansive
campus nearing the final stages of construction. I will spare the details,
except to say that only by luck and a lot of help from strangers did I arrive
on time at 8:30 that morning. The campus itself was difficult to navigate, and
I was grateful when I saw an energetic blond haired woman in a vibrant red
dress heading my direction to help me find her office. Cecilia is a native
Spanish speaker, but communicated with me in impeccable English with an accent
reflective of her years in England. I started by thanking her for welcoming me into
the school, and for arranging a morning of observations in third and fourth
grade PYP classrooms.
"We
are open-minded and collaborative. We live by the principles we teach." After
I finished my observations, Cecilia spent an hour adding to this comment and
walking me through the PYP model. The Primary Years Program is for students from 3 to 12 years old. As part of the IB system, it focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. Cecilia asked me how I enjoyed my visits at the
other two private PYP schools in Los Condes, Dunalaister and Santiago College.
I expressed how warmly I was welcomed, and the enthusiasm from the directors. The teachers also so strongly believed in the method that it appeared as though they almost felt compelled to share, aware that they possessed a treasure with the ability to transform a
child's life and wanting as many people as possible to benefit. Throughout the days, I continually heard comments such as the following: "Let me show you their portfolios. I'll take the kids to lunch, then come back so we can talk more during my break. You need to see this!" What a wonderful experience I have had!
"We
live and breathe the principles and attitudes we practice here," Cecilia
told me. "We can't expect children to comply with ideas that teachers do
not follow." She explained that several years ago, there was very little
collaboration between the three schools. They were, after all, competing for
the same pool of applicants. This all changed after they became certified in
the PYP method. Now representatives from the schools meet several times a year
to discuss the newest research, problem solve together, and share effective
strategies that are working. Cecilia told me that they want to be as open as
possible, and that any PYP school that does not welcome interested visitors is
not worth visiting.
Within
the school, collaboration is essential. Cecilia told me that one of the biggest
struggles has been to help teachers understand the importance of true partnership.
Valuing time, team members used their four hours of team planning time a week
to delegate tasks, then worked separately to fulfill their end of the work.
Cecilia said that teams finally understand that collaboration involves putting
their heads together and creating something as a group, tying it back to the
principles and attitudes of the school. "How can we expect students to collaborate when we are not
doing the same?"
"We
are changing the way that students learn. When you and I were kids, we were
expected to memorize and express this on a test. We worked on point systems. We
all know the value of a 6.5 in comparison to a 7[1].
We don't need to transmit this to our children. They can grow up in a different
system, where thinking process is valued above testing skills. In this age,
students can access facts. What we need in our next generation are open minded workers
who know how to collaborate with people from different cultures and can think
critically." To this end, PYP does not use textbooks. The model feels that
textbooks force teachers into following a prescripted agenda that does not
promote authentic learning. Rather, teachers work as a team to create a unit,
then tie math, science, literacy, social studies and language skills
authentically to the big ideas and concepts. Instead of learning about
Columbus' discovery of America, for example, students investigate the broader
concept of exploration. They talk about the function and delve more deeply into
global implications.
Each
unit is very intentionally planned so that it is relevant, authentic, and
globally minded. Taking the idea exploration for example, students may begin by
sharing experiences where they have been explorers. The teacher will purposefully
engage them in dialogue that looks at their purpose for exploring, the
value, the challenges, and the feelings attached. Even pre-kindergarten
students can connect to any lesson. The idea is that teachers always begin by
helping students to see that they already have a knowledge base to bring to the
lesson. Throughout the unit, students create their own questions. In school
visits, I saw students of all levels raising eager hands to tell the teacher
what they wanted to investigate that evening at home. "I will investigate
plants that have visible roots," one first grader shared. "I will
investigate water plants," added another. This form of home investigation
is not mandatory, but most students do so on a daily basis because they want to
be able to add their expertise to the next day's lesson or group work. After
the unit, there is always an extension component that connects to the broader
community. Students are often the ones who dictate how they want to apply their
knowledge.
"Can
you tell me about your involvement with the families of your students?" I
asked. Cecilia had an answer ready for this as well. There is a counsel of
parent leaders who run the PTA meetings and act as intermediaries between the
school and families. Every classroom also has a set of parent volunteers who
fulfill the role of president, vice president, treasurer, and secretary. These
parents represent and communicate with the parents in the class, and attend the
monthly PTA meetings to have accurate information to bring back to the other
parents. I asked one of the teachers that I observed how he felt about this
system.
"It
is really positive. I moved here from England five months ago, mid-year. The
president of the class met with me, helped me get a feel for the needs of the
class, shared the feelings of the parents, and offered to help with the
adjustment. Just recently, the counsel invited me to their end of year party.
Every classroom has their own off-campus party, organized by the parents, in
which parents, students, and teachers participate." Cecilia told me that
she sees great value in the set up as well. For one thing, it means that the
administration can be more efficient. The school receives lots of nonsensical
complaints, such as the color of a door. The parents are the ones to filter
concerns and placate parents with unnecessary demands. On the other hand, the
system gives a voice to parents who often see things that are overlooked by the
school personnel. For example, they may notice a great system in place at the
elementary level that is not continued in middle school. Their observations in
this case help the school maintain continuity among the levels.
Additionally,
Cecilia offers evening classes to parents in order to help them understand the
PYP model and explain how it is different from their own educational
experiences. It helps them buy into the model. She shows them how to best help
their children at home- not by quizzing them on facts, but by engaging them in critical
thinking questions involving the PYP principles and attitudes and helping with
student led home investigations.
"Whatever you need, don't hesitate to contact me," Cecilia said as she left to greet a group of teachers arriving from Texas to learn from the school. "Information, clarification... we can set up Skype partnerships or pen-pals with your school. We are here to help."
Armed with IB World magazines, an inbox full of reference material sent by Cecilia, and tons of great, practical ideas to implement in my own classroom, I left with a deep sense of gratitude. I am happy that the learners I saw are able to develop in a way that will give them skills to effectively work in the global world. I am happy that there are teachers who are so passionate about their program. I am happy that I was able to learn about a model that makes sense, and eager to see how I can implement some of the philosophies into my own classroom upon my return.
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