Great Expectations
by Bradley Richardson, Regional Director, IBNA
Benjamin Disraeli once said, “The greatest good you can do for another is not just to share your riches, but to reveal to him his own.”

It seems that Disraeli’s observation is as succinct an insight into the enterprise of education as any I have seen.  Certainly, those of us who have the privilege of building and nurturing IB learning communities, whether through the Primary Years, Middle Years, or Diploma Programmes, understand that IB’s mission is to reveal – in ourselves as well as in our students – one of humanity’s greatest treasure:  its capacity for compassion and respect. 

In IBO’s mission statement this capacity is described in the language of defined outcomes:  “…to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” To “…encourage students…to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

We cannot do this alone.  Success can only be achieved if we forge strategic partnerships with allies of all sorts.  I am speaking here not only of the vital role of teachers, parents, and campus administrators, but also of the critical support of groups behind the scenes:  the local, state, provincial, and national departments or ministries of education, legislative bodies, universities, professional associations and the business community.  These often-unsung groups work heroically in the background to provide funding, secure recognition, align curricula, open up programme access, and create favorable environments for schools that offer IB programmes. 

In return, these partners must satisfy the general public and policy makers that these noble objectives are being achieved through a rigorous curriculum.  Increasingly, ongoing funding of IB programmes depends upon substantive research, data and case studies that confirm what we believe to be true: IB students meet and exceed academic expectations.

This newsletter explores the issues we face as we work with these important partners and the issues schools face as they seek to satisfy the conditions of their partnerships.   “No Child Left Behind” and the implications to IB for those schools designated “In Need of Improvement” are two articles that have special relevance to all public US IB schools.  One article looks at the curriculum alignment of the British Columbia provincial program with IB, and another the ongoing partnership between the IB sub-regional group of Ontario and the provincial ministry of education.  Also included is a special look at how the state of Washington uses federal money to support IB and AP programmes, particularly for low-income students.

Over 85% of the IB schools in this region are public, which means they are funded by taxpayer dollars and are available to students from all social and economic backgrounds.  That phenomenon makes the importance of our strategic partnerships even greater.  These relationships open doors and promote still wider student participation in IB programmes.  However, these partnerships also carry with them increased demand for accountability, and a more urgent need to demonstrate concrete results.

The importance of these issues is the central theme of the IBNA annual regional conference, which will take place July 15 – 18 in Monterey, California.  The title of the conference is “IB: Opening Doors.”   Together we will explore the meanings and consequences of growing student involvement in IB programmes.  Look for the registration soon in your mailbox or click here.

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