UNIT 6 - THE IMPACT OF SCHOOL LEADERSHIP ON PUPIL OUTCOMES

MAKING THE PYP HAPPEN

PEDAGOGICAL LEADERSHIP IN A PYP SCHOOL

CONNECT	EXTEND	CHALLENGE
Regarding the PYP, I was already aware of the main elements of the programme (transdisciplinary themes, units of inquiry, the learner profile, subject areas, key concepts, assessment…) as well as the role of the teacher, the existence of some of the leadership team members (the principal, the PYP coordinator) and the need of collaborative planning. Thanks to this reading I have been able to make connections between all the information I already had and the perspective of leadership in the PYP. One of the terms I have included into my IB vocabulary after reading this guide is “transparency”, which is linked to the philosophy of the programme.  I think it shows very well how all the planning should be, as all the members of the school community should be informed about the leadership decisions involving the learning process. Another aspect I had thought a lot about and that is very well treated in this guide is time, because I find it really hard to find time in schools for the meetings, the workshops and professional development. I was also really interested in finding more about single-subject teachers and their role in PYP schools and in leadership teams. As I’ve understood, they have to be aware of all the changes and processes and have the opportunity of developing a wide knowledge about the IB programme.	I have learnt a lot about the role of the PYP coordinator. The fact that this person needs to prove teaching ability and knowledge of the programme, ensures more effectiveness in the management and in decision-making based in real experience in IB schools. The issue of time is also important here, as the coordinator needs time outside specific teaching to meet the requirements of his role in the school. I have been searching for information about coordinators of PYP schools and there is a lot of research data available and a lot of workshops. Many coordinators are also part of evaluation committees for new IB schools, which I think is a right choice. I have read some other information about the process of authorization of IB schools, especially about how schools sometimes struggle to develop the language and the assessment policies. It is difficult presumably because as each school has its particular characteristics and the context is unique, even if there are examples available, these policies have to be very well thought and planned since the beginning. The leadership model is chosen by each of the schools. Nevertheless, the IB gives some clear advice by explaining that is has to be a model of shared, collaborative and pedagogical leadership (the primary aim is the learning), sustainable and empowering.	As ¡I want to become a PYP teacher, this document was really helpful and interesting. Nevertheless, I still have some doubts. I wonder if the school coordinator should be a native-speaker of the language of the country where the school is or if it is better that this person is a native-speaker of the language used in the school (if these two languages are different). Should all the educators of the school speak English? I think that at least pedagogical leaders such as the PYP coordinators or the principal are supposed to but the rest? As parents have to be aware of the leadership decisions that have to do directly with the learning of their children, I wonder which is the most effective way to communicate everything to them in the school (workshops, meetings or blogs). The economic investment needed to pay for the resources and workshops required to become an IB school, can it be achieved by state schools?