In preparation for delivering the International Baccalaureate (IB) Primary Years Programme (PYP) and Middle Years Programme (MYP), PDS faculty and staff have been visiting Whitby School in Greenwich, Connecticut to exchange ideas on the IB learner profile, transdisciplinary instruction, and preparing our students for the world’s future. The following are some faculty reflections from their visits:

 

“My visit to Whitby was incredibly enriching. I was able to observe a wide variety of new experiences and recognize that teaching at our school (PDS) is not so different from the International Baccalaureate (IB) structure. One takeaway that I particularly appreciated was how the teachers made sure to display the students’ work from activities they held, all around the school. This provided the students with a sense of accomplishment, while also giving parents and other classes more insight into what work is being worked on in class. Additionally, they actively involve the entire community in creating art, such as murals that reflect the school’s identity.

Conversing with the students was especially valuable during this visit, as they shared deep insights about their own learning experiences. Through our interactions, I discovered that, regardless of their grade level, all the children are familiar with the teaching methodologies implemented by their teachers. They all speak the same language when it comes to their learning.

Finally, when I had the chance to speak with the teachers, I observed their ability to implement a transdisciplinary approach to education. They place the student at the center of learning and encourage inquiry and project-based teaching. This experience helped me understand that transitioning to the IB structure would be much smoother for our community, as we already incorporate similar methodologies with our students.” – Christian Enrique Sauer, PreK-12 Spanish Teacher

 

“During my recent visit to Whitby School, I was deeply inspired by how thoroughly the IB learner profile is woven into every aspect of the school’s culture and curriculum. The IB learner profile is not simply a list of attributes; it is a living framework that shapes how children see themselves and others. From classroom routines to instructional strategies, the emphasis on nurturing internationally minded, reflective, and principled learners was not just theoretical—it was visible in action.

What struck me most was my conversation with the elementary teachers. They spoke with genuine passion about how the IB framework has not only changed their approach to teaching but has transformed their students’ engagement and understanding. Teachers described how integrating attributes such as inquirer, open-minded, and caring has helped their students become more thoughtful and independent learners. They also noted how the program’s transdisciplinary themes allow them to connect subjects in meaningful ways, encouraging students to see learning as interconnected and relevant to the world around them.

Overall, it was gratifying to see how seamlessly our existing practices at PDS align with the IB framework, which similarly emphasizes inquiry and project-based learning—both core elements of our approach. I left feeling energized, hopeful, and eager to continue learning from schools that place character and inquiry at the heart of education.” – Amanda Thorndike, Grades 1 and 2 Teacher

 

“It was very nice to go to Whitby school and see how they implemented the IB structure. I was impressed with how they incorporated the learner profile characteristics into everything they do. The students get a deep understanding of those traits and behaviors. I liked that they had the students recognize each other for exemplifying those characteristics. It was also satisfying to see that what we already do at PDS can easily fit into the IB framework. It emphasizes inquiry and project based learning, that are central to PDS. I love talking to other science teachers and seeing how they approach the science concepts with their classes. Speaking with people who are passionate about the same subject can be reinvigorating,and it is great to know we have a network to help us through the IB transition.” – Shira Teich, Upper School STEM Teacher and Grades 5-7 Advisor

 

“I recently visited the Whitby School in Connecticut, met with teachers and observed class. The impression I got was that International Baccalaureate holds schools to a high academic standard while allowing room for teacher decisions about curriculum and pedagogy. I appreciated the set of attributes and values that are promoted by IB focus on the nature of the person– to be thinkers who are caring–more than academic territory covered. We can rally around those values, and we already practice them!” – Stephen Haff, Upper School Humanities Teacher and Lower School Drama Teacher