The IB programme continuum of international education

IB learner profile booklet

IB learner profile booklet

Published November 2008
Updated January 2009
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Introduction to the IB learner profile

Nature of the IB learner profile
The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21stcentury. The attributes of the profile express the values inherent to the IB continuum of international
education: these are values that should infuse all elements of the Primary Years Programme (PYP), Middle
Years Programme (MYP) and Diploma Programme and, therefore, the culture and ethos of all IB World
Schools. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire,motivate and focus the work of schools and teachers, uniting them in a common purpose.
The IB’s concept of an educational continuum, and of a coherent, broad-based international curriculum,
was fully realized in 1997 with the introduction of the PYP. The IB is now able to offer three programmes ofinternational education and, with them, the prospect of a continuous international educational experiencefrom early childhood to pre-university age. While the IB now offers a sequence of three programmes—thePYP, the MYP (introduced in 1994) and the Diploma Programme (introduced in 1969)—each programmemust continue to be self-contained, since the IB has no requirement for schools to offer more than oneprogramme. However, they must also form an articulated sequence for those schools that teach all threeprogrammes or any sequence of two.
With the development of a continuum of international education, it is intended that teachers, students andparents will be able to draw confidently on a recognizable common educational framework, a consistent
structure of aims and values and an overarching concept of how to develop international-mindedness. TheIB learner profile will be at the heart of this common framework, as a clear and concise statement of the aims
and values of the IB, and an embodiment of what the IB means by “international-mindedness”.

Aims of the IB learner profile
The attributes and descriptors of the learner profile define the type of learner the IB hopes to develop
through its programmes. It originated in the PYP where it was called the “PYP student profile”, but
practitioners from all three programmes identified it as a set of qualities that could also enhance learning in
the MYP and the Diploma Programme—learning that should not come to a stop at the age of 11, but should
carry through to the completion of the Diploma Programme. It is now called the “IB learner profile” to makeit applicable to all students and adults involved in the implementation of IB programmes, that is, to the IBcommunity of learners.
The IB has incorporated the learner profile into all three programmes so that it is the common ground on
which all IB World Schools stand, and contains the essence of what they, and the three programmes, areabout.
IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotionaland social growth through all domains of knowledge. By focusing on the dynamic combination ofknowledge, skills, independent critical and creative thought and international-mindedness, the IB espouses
the principle of educating the whole person for a life of active, responsible citizenship. Underlying the threeprogrammes is the concept of education of the whole person as a lifelong process. The learner profile is a
profile of the whole person as a lifelong learner.

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As a key cross-programme component, the learner profile will become the central tenet of the IB programmes
and central to the definition of what it means to be internationally minded. Thus, the IB is placing the focus
for schools where it belongs: on learning. It is not intended to be a profile of the perfect student; rather, it
can be considered as a map of a lifelong journey in pursuit of international-mindedness. It places the learner
firmly at the heart of IB programmes and focuses attention on the processes and the outcomes of learning.
It is the IB’s intention that the learner profile will help develop coherence within and across the threeprogrammes. It provides a clear and explicit statement of what is expected of students, teachers and school
administrators in terms of learning, and what is expected of parents in terms of support for that learning.

The IB learner profile in schools
Implementing the IB learner profile
A school’s curriculum includes all those student activities—academic and non-academic—for which theschool takes responsibility, since they all have an impact on student learning. The development of the written
curriculum, the expression of ideas on paper, is necessary, but alone is not sufficient. The curriculum can bedefined as what is to be learned (the written curriculum), how it is to be learned (the taught curriculum) and
how it is to be assessed (the learned curriculum). This gives equal focus to content, teaching methodologies
and assessment practices. The IB prescribes, to varying degrees in each of its three programmes, the written,taught and learned curriculum, but relies on schools for its implementation.
The successful implementation of these three dimensions of the curriculum in each IB programme depends
on the culture and ethos of the school. The values and attitudes of the school community that underpin
the culture and ethos of a school are significant in shaping the future of its young people. In a school thathas a commitment to the values inherent in the IB learner profile, these values will be readily apparent
in classroom and assessment practices, the daily life, management and leadership of the school. The IB
believes that the learner profile will provide a shared vision that will encourage dialogue and collaboration
among teachers and administrators about how to create the best environment for learning.
The IB recognizes that the introduction of the IB learner profile may present a challenge for schools.
It invites schools to evaluate critically their learning environment and make the changes necessary toenable all its students and teachers to work towards developing the values of the profile. Such changes
should lead to a truly collaborative learning environment, the strengthening of professionalism among theteaching staff and a commitment by the school to invest in professional development. For most schools
this will not mean starting from the beginning, but may involve a refocusing of attention, creative thought
and resources. For some schools the introduction of the learner profile will necessitate a major shift indirection.

The IB learner profile as a tool for school development
For the IB learner profile to become the central tenet of each IB programme, schools will need to adopt aholistic view of school as well as student development. The learner profile provides a tool for whole-school
reflection and analysis. Individual teachers, faculty groups, school administrators and school governors
should ask themselves “To what extent do our philosophy, our school structures and systems, our curriculum
and units of work enable students, and the adults who implement the programmes, to develop into thelearner described in the profile?”
In addition, teachers, IB programme coordinators and school administrators are encouraged to ask
themselves questions like the ones presented here.

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Classroom practices•

Is it possible to create more experiences and opportunities in the classroom that allow students to begenuine inquirers?

•How much attention do we pay to how students interact with other students in group-work activities?
Could we give more time to helping them work effectively as part of a team?

•

Could we create more opportunities to discuss the ethical issues that arise in the subject(s) we teach?

•How well do we model empathy, compassion and respect for others in our classrooms and aroundthe school?

Assessment and reporting practices•

In formative assessment tasks, do we provide students with enough opportunities to take intellectualrisks, and then support them in taking such risks?

•To what extent does the range of assessment strategies we use meet the diverse needs of students
and encourage creative and critical thinking?

•Can we provide time for students to reflect on an assessment task and what they have learnt from it?

•

What aspects of student development do we report on?

Daily life, management and leadership•

Do all our teachers see themselves as responsible for the nurturing of lifelong learners?

•What is the quality of interaction between students and teachers around the school?

•Does the structure of the school day and the schedule facilitate the development of the learner as awhole person?

•Are support structures in place to oversee the personal, social and emotional welfare of students, aswell as their academic development?

•Are students empowered to take responsibility for their own learning?

•Are we investing appropriately in ongoing professional development for our teachers?

The learner profile provides a common language for teachers and administrators across the IB programmes
to discuss student progress, the articulation of the curriculum and the issues of transition between
programmes and school divisions. The profile does not provide ready answers to these areas, but it focuses
attention on what aims and values underlie the programmes and, therefore, provides a basis on which
important decisions can be made. The same applies to a school that implements only one IB programme:
the profile provides a focus and reference point for teacher collaboration and the development of truly
concurrent learning.

Monitoring the IB learner profile
In PYP schools teachers are required, on behalf of all students, to assess and report on progress in thedevelopment of the attributes of the learner profile. This is done by using the learner profile for self andpeer assessment, as the basis for teacher/student/parent conferences and through reporting to parents.
MYP and Diploma Programme schools are expected to focus on monitoring student development in lightof the profile in as many ways as possible, by engaging students and teachers in reflection, self-assessment
and conferencing. Each IB World School, as a whole, is also encouraged to reflect on the success of theimplementation of the learner profile.
The IB has developed programme standards and practices that are common to all its programmes. The
implementation of the IB learner profile is specified in these practices, and schools will be expected toaddress them as part of the self-study in the programme evaluation process. The IB Programme standards
and practices document can be found on the IB public website and the online curriculum centre (OCC).

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Sharing practice
One of the great advantages that the IB has recognized and benefited from since its inception is the “creativeprofessionalism” (a term created by Hargreaves in 1998) of its IB World School teachers, and their willingness
to explore and share ideas and practices. Innovative and creative teachers of IB programmes from manydifferent cultures have played a very significant role in the development of each programme. Their rolecontinues with the introduction of the IB learner profile and ensures that the implementation of the profilein the three programmes benefits from the extensive practical, diverse and up-to-date experience that only
they are able to provide. Such a role is pivotal in the IB’s model for the development and implementationof each programme, and it will be the same for the successful introduction of this key cross-programmecomponent.
To facilitate the sharing of practices and experiences in the implementation of the IB learner profile, apage of the OCC is dedicated to the continuum of international education. On this page there is a section
containing the IB learner profile, as well as discussion forums and areas where teachers can exchange
resources. In addition, workshop leaders for all three programmes will be asked to provide participants with
opportunities to discuss the profile, to share practices and experiences, and to facilitate reflection on thedegree to which the values of the profile are developed in a particular subject or programme component.
The IB learner profile is inserted into all major IB publications. It also strongly informs the process ofcurriculum development in the IB as a basis for evaluating the strengths and weaknesses of a subject orprogramme component against the aims and values of the whole programme.
Successful implementation of the IB learner profile in a school will result in a learning environment inwhich the aims and values of the IB programmes are strongly evident and embraced by all members of thecommunity. This is the challenge for both IB World Schools and the IB. We all must strive to put into practicewhat we believe.

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The IB learner profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance.
In so doing, they acquire in-depth knowledge and develop understanding
across a broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively
to recognize and approach complex problems, and make reasoned, ethicaldecisions.

Communicators

They understand and express ideas and information confidently and creatively
in more than one language and in a variety of modes of communication. They
work effectively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice andrespect for the dignity of the individual, groups and communities. They takeresponsibility for their own actions and the consequences that accompany
them.

Open-minded

They understand and appreciate their own cultures and personal histories, andare open to the perspectives, values and traditions of other individuals andcommunities. They are accustomed to seeking and evaluating a range of pointsof view, and are willing to grow from the experience.

CaringThey show empathy, compassion and respect towards the needs and feelings ofothers. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.

Risk-takers

They approach unfamiliar situations and uncertainty with courage andforethought, and have the independence of spirit to explore new roles, ideas
and strategies. They are brave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance
to achieve personal well-being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order tosupport their learning and personal development.

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