Supporting Student Success in IB Diploma Programme

Social Emotional Considerations

 for

IB Diploma Programme Students

3 Goals

•

 Look at SEI Model & Unpack

•

 Explore the value of each support system/role

•

 Put Model into practice (2 activities)

 @ UNIS

•

PK-12 International School in NYC; just under 1400 students

•

Over 125 countries represented in faculty and students

•

Close to or about 90% are IB DP and about 10% are CP

•

Student Support Team

•

Weekly referral system (formal)

•

Consultations (informal)

•

Principal, AP, IB Coordinator & Counselor meet with Parents 

prior

to DP process

Definition

Social Emotional Intelligence (SEI) refers to the “…competencies linked

to self-awareness, self management, social awareness and relationship

management, which enable people to understand and manage their

own emotions…” in their environments.

-Teleos Leadership Institute, 2016

"Emotional intelligence is the ability to perceive emotions, to access

and generate emotions so as to assist thought, to understand emotions

and emotional knowledge, and to reflectively regulate emotions so as

to promote emotional and intellectual growth."

- Mayer & Salovey, 1997

Social Emotional Intelligence Model

- Daniel Goleman

A Continuum….

How Do We Use SEI Lens?

•

Make a “checklist” of what 

we already know

about our student population.

What are the constants? What is “true” about our student population and the 

demands of our

academic programs each year? Is there a COMMON LANGUAGE/   CULTURE?

•

Consider 

what the IB wants 

its students to uncover or learn, as global citizens, as

reflective learners, as critical thinkers?

•

Consider what the 

strengths and weaknesses 

are of your students?

•

Consider how do our 

students react and “receive” 

peer opinions /critiques? Is

there a spirit of collaboration or competition? Or both?

LAB #1:

CONSIDERATIONS

5 min.

*You are counseling/advising a group of students with

regards to entry into the IB Diploma Programme.

Given the various situations that can often happen

with students, discuss in your pair/small group what

you think is important to consider and why, as it

relates the students’ success.

Rate the “AREAS AFFECTED” on a scale of 1-7 and

explain why.

1=least important to be considered

7=most important to be considered

AREAS AFFECTED

•

Student’s goals, post-secondary?

•

Student’s home life (i.e. parent divorce/separation, family

member illness?)

•

Transient? (i.e. how is the student adjusting? Is this the 1

st

move, or 5

th

 move?)

•

Previous challenges that might have impacted previous learning

experiences (i.e. social-emotional, clinical concerns,

depression, anxiety, loss of a family member)

•

Resiliency? (i.e. how does the student deal with “set backs” or

challenges in academics? What are their overall coping skills

like?

•

Any learning challenges or disabilities? Should this matter?

Learning Accommodations?

•

Social relationships (i.e. Difficulty relating to others? Level of

involvement in school community)

WHAT DID YOU CONSIDER?

Quick Share Back

Top 3 Most Important?

What Is in Place NOW?

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School Counselor? 

Social Emotional/addt’l information

•

Learning Support? 

Learning differences/accommodations plans

in place?

•

Advisor/Pastoral Care? 

Advisory sessions on stress

management/reduction; building community and cohesiveness; social

support system for students

•

Grade Level Coordinator? 

Oversees the grade year and

coordinates any additional programs needed for successful IB years.

•

MYP? 

A natural bridge to IB and IB Learner Profile

•

IB Coordinator

•

College Advisor/Counselor

•

Advisory/

Learning

GLC

Support

       Guidance Counselor &/or

      School Psychologist

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@ UNIS

POSSIBLE SYSTEMS OF

COLLABORTATIVE SUPPORT

IB Coordinator 

& Advisor

 IB Coordinator 

& Grade Level Coordinator

IB Coordinator 

& Counselor & Learning Support

= SUCCESS FOR THE WHOLE STUDENT!

LAB #2:

Best Practice Labs

15 min.

1) 

Scenario

2) 

If you could create your own model

regarding advising for IB candidates, what

would it look like? Before, During, After?

Who would be apart of your team? Why?

*ADDITIONAL COMMENTS….

Scenario

/Case Study

Linda recently transferred to your school from a State

school in Malaysia. Her parents’ goal is for her to study

in your school because of the wonderful opportunities

your curriculum provides, particularly the DP. This is

Linda’s 1

st

 move, internationally. Her grades mostly fall

in the 4 range. Her older brother died in a car accident

3 years ago, but the family relays on one another for

support, only. She reports she is “fine”. Linda is worried

about disappointing her parents. She has also had a

difficult time making and keeping friends, most recently

because during class discussions, she consistently

criticizes and puts down her fellow classmates who do

not think the same way she does on important matters.

How do you support the situation overall, for best

outcome, given your role? What do you consider?

Share Back….

LAB #2

Sarah Kay on Mrs. Ribeiro

- video

SEL Programs are Proven to Improve:

1.

Personal and social competencies

1.

 Decreased negative behavior and aggression

1.

 Fewer serious discipline problems and school

suspensions

1.

 Increased acceptance among peers

1.

 Better school attendance

1.

 Higher grade point averages

1.

 Higher academic achievement scores

2.

Connectedness, Learning, and Safety

Kenya Washington

kwashington@unis.org

www.unis.org

RESOURCES

Dimmock, C., & Walker, A. (2000). International Education and IB Programs.

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9

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f

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Hare, J., 2010. Holistic Education: An Interpretation for Teachers in the IB

Programmes.

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.

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http://www.haygroup.com/leadershipandtalentondemand/ourproducts/item_detail

s.aspx?itemid=58&type=1

Salovey, P., PhD. (1986). Dean and Professor of Psychology, Yale University.

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,

2

0

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6

http://www.teleosleaders.com/howwedoit/emotional.php

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k

http://www.6seconds.org/pdf/casefor_EQ_school.pdf

http://www.unh.edu/emotional_intelligence/

http://www.edge.org/q2005/q05_print.html#goleman

http://www.danielgoleman.info/topics/emotional-intelligence/