HOW THE IB-PYP AFFECTS SCHOOL CLIMATE
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October 11, 2024
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Research by the International Baccalaureate looks into how the IB-PYP improves student and teacher engagement, open-mindedness, student action and community service — and even parent involvement.
Background
The International Baccalaureate (IB) Primary Years Program (PYP) is a school-wide curriculum framework for children aged 3 to 12 taught in over 109 countries. This study, authored by Ashley Boal and Jonathan Nakamoto (WestEd, California), examined the IB PYP’s impact on school climate within elementary schools, in this case, located in California. Because the state's sample group was so large, it can be assumed that many of the key findings of this report apply fairly consistently throughout PYP schools across the United States, including Notre Dame Prep. NDP first became authorized by IB to offer the PYP in 2010.
Diana Atkins, principal of Notre Dame Prep's lower school, who has been at the school since it adopted the PYP, says the implementation of the innovative program significantly transformed its educational perspectives from the very beginning.
"By giving students a voice in their learning, the Primary Years Program has fostered a more engaged and reflective learning environment across the board," she said. "This shift was particularly evident, for example, in the introduction of student-led parent teacher conferences, where students take the lead in discussing their progress with parents and teachers. This approach encourages honesty and self-reflection, contrasting with traditional conferences that primarily focus on teacher evaluations."
School climate improves
Atkins adds that overall, since it was introduced to the younger students, the PYP has promoted a much deeper, more collaborative approach to education, and a climate that she said has greatly benefited students, faculty and families alike.
Paul Frank, longtime teacher, current math specialist and PYP coordinator at the lower school, agrees. He says that when NDP implemented the IB Primary Years Program, specific observable impacts on school climate quickly emerged, including in fostering critical thinking and solving problems.
"Teachers ultimately observed a real change with the way students implemented critical-thinking and problem-solving skills for everyday work," he said. "They make connections between subjects, work on student-initiated actions, and find creative solutions to any challenges they encounter. This led directly to a school culture that values deeper thinking, innovation, and student agency, which enhances overall academic success and intellectual growth of our kids."
He added that changes brought in by the PYP have led to long-term improvements in school culture, where everyone in the school community — students, teachers and parents — share a more collaborative, reflective and positive outlook."
How IB defines school climate
The latest IB research reinforces what both Atkins and Frank have observed at Notre Dame Prep. For the purposes of its study, "school climate" refers to the ways in which a school fosters safety, promotes a supportive academic, disciplinary and physical environment, and encourages and maintains respectful, trusting and caring relationships throughout the school community (National Center on Safe Supportive Learning Environments, 2019).
The IB PYP’s orientation and corresponding resources emphasize an approach towards learning, student supports, staff supports, and community building that aligns with school climate improvement. Considering the alignment and that previous research on the PYP suggests the program may have positive impacts on numerous outcomes, including school climate (Gough et al, 2014), the current study aimed to understand more deeply the PYP’s impact on school climate.
Key findings (from the research)
The qualitative data revealed numerous improvements to school climate that participants at all or most of the case study schools attributed to the PYP. Participants at every school reported an increase in the focus on social and emotional learning (SEL) and the whole child, use of transdisciplinary instruction, and teacher collaboration due of the PYP. Further, participants from at least three-quarters of case study schools attributed the following improvements to the PYP:
• Increased use of inquiry
• Student voice
• Global perspectives
• Open-mindedness
• Individualization in instruction
• Celebration of diverse student accomplishments
• Student learning for life
• Student action and community service
• Student agency and ownership over learning
• Student engagement
• Teacher relationships
• Teacher creativity and sense of safety to take risks
• Teacher engagement
• Teacher reflection
• Parent involvement
• Parent belief that their children are set up for success
The proportion of case study schools that reported experiencing these improvements suggests that there may be common impacts associated with strong PYP implementation, according to the report.
PYP-related contributors to school climate
Case study participants viewed the PYP exhibition as particularly contributing to positive school climate outcomes. They considered it a useful tool for encouraging student action and community service, increasing the use of student voice and choice, expanding horizons, reflection, and for engaging parents, students and the larger community.
Other aspects that helped promote positive school climate at case study schools included the IB learner profile, PYP professional development and supports, the PYP coordinator, use of essential agreements, the PYP’s focus on public speaking, the PYP framework, a strong sense of PYP identity and the PYP’s focus on individualization (see table 1).
Changes in school climate following PYP authorization
Findings from the quantitative analyses also showed small, but statistically significant, changes post-authorization at the PYP schools in six out of nine school climate outcomes assessed using the California Healthy Kids Survey (CHKS): perceived safety, caring relationships, fairness, parent involvement, bullying and victimization. In addition, two outcomes showed non-statistically significant increases (school connectedness and meaningful participation) and one outcome (schoolwork) showed no change post-authorization (see table 2).
Summary
This study focused on in-depth exploration of the PYP’s role in fostering school climate from the perspective of key stakeholders at PYP schools that demonstrate strong implementation, as well as on determining the extent to which PYP authorization impacts the trajectory of school climate outcomes. The qualitative data revealed numerous improvements to school climate that participants at all or most of the case study schools attributed to the PYP. Participants at every school reported increased focus on SEL and the whole child and the use of transdisciplinary instruction and teacher collaboration because of the PYP. The quantitative data showed small, but statistically significant, improvements post-authorization on the following six school climate outcomes: perceived safety, caring relationships, fairness, parent involvement, bullying and victimization.
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About Notre Dame Preparatory School
"At Notre Dame Prep, we inspire our students to become the best versions of themselves. We challenge them through an experience of academic excellence, focused on active, project-based learning. We invite them to explore a world of opportunities beyond the classroom. We guide them as they grow in spirituality within a community strong in its Catholic and Marist identity."
Notre Dame Preparatory School is a private, Catholic, independent, coeducational day school located in Oakland County. Notre Dame Preparatory School's upper school enrolls students in grades nine through twelve and has been named one of the nation's best 50 Catholic high schools (Acton Institute) four times since 2005. Notre Dame Prep's middle and lower schools enroll students in pre-kindergarten through grade eight. All three schools are International Baccalaureate "World Schools." NDP is conducted by the Marist Fathers and Brothers and is accredited by the Independent Schools Association of the Central States and the National Association of Independent Schools. For more on Notre Dame Preparatory School, visit the school’s home page at www.ndprep.org.