C145: Specialist and Supporting Teachers: Leaning into the Learner Profile

​​Welcome to the eighth episode of our specialist and supporting teachers series.

​​We are going to spend our time unpacking the learner profile in a new way.  Oftentimes, the learner profile attributes are reduced as a way to connect with behavior and they are much more than that.   

As specialist and supporting teachers you have a possibility to use the learner profile as a set of skills that create a learning disposition in your classes. It won’t take too much planning, but it requires you to have them in your mind while you plan.  I hope that makes sense.  

​Using the correct language

​The first thing, let’s broach the subject of what the learner profile is called. It’s quite simple. 

• Correct way:  learner profile attributes

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• Incorrect way:  learner profiles, learner profile traits

Why does this matter?  Whole school language is so important to learning transfer.  The learner profile are so much more than a bunch of character traits.  They are dispositions of an internationally minded learner.  As such, we need to look at them differently in our practice. 

Here is mental image that completely changed my idea about the learner profile attributes.  In the age prior to photography, an artist would often place a person behind a screen with a lit candle.  This would create a side profile of what the person might look like and the artist would cut out their profile and it would be framed in the home.  

A learner in our school also has a profile of who they are and how they learn best.  Although each learner is different, we use common language to describe the skills and dispositions to describe the learning experience.  We want them to use this language to describe themselves, their peers, and the learning happening around them.  By giving such rich language, we raise the bar of expectation and rigor of our thinking. 

​Honesty time

​I haven’t been the most consistent with my learners this year with regards to the learner profile attributes.  My class of learners went through a lot of change in second grade, so I spent most of the first term establishing routines and systems for their success.  Now that we have this in place, I can be a bit more consistent with the learner profile in their use. 

Why do I share this?  We all have moments when we just can’t do everything, even when you are highly experienced.  The needs of our learners are great and we try to work with them where they are at.  This takes energy and gobbles up times. 

Now that I feel our systems are working, I am going to be more experimental and consistent in the second half of the year reflecting through the lens of the learner profile. Let’s take a moment to understand how to use the attributes in our practice, so we can modify them to our learners' needs. 

​Understanding the attributes

In my eighth year of the PYP, I realized that I truly did not understand them.  It was teacher appreciation week and our fabulous PTO provided lunch for a week. One day, I was lined up waiting my turn when I read the learner profile attributes definitions on a poster in the teacher’s lounge.  In particular, I zoomed into what it means to be a risk-taker in the world.

Up to that point, I related being a risk-taker as being open to others, trying new things, and taking risks like jumping out of an airplane.  The actual descriptor is: 

We approach uncertainty with forethought and determination; We work independently and cooperatively to explore new ideas and innovative strategies.  We are resourceful and resilient in the face of challenges and change.

When I read this descriptor, I realized that my personal opinion of being a risk-taker was overriding the IB’s interpretation.  This was largely due to the poster set that I downloaded from Teachers Pay Teachers for $1.99.  They were cute and kid-friendly, but completely misaligned to the actual definition. 

This really began to bother me.  How could I have misunderstood the attributes for so long?  How did I miss something that is clearly on page 5 of every IB document?  It’s very simple. I was busy and I couldn’t see what was right in front of me.  This happens to everyone, but I knew I had to change my practice. This is what we are going to focus on together. 

​Applying the Learner Profile

​Take a look at the learner profile descriptors on page 5 of any IB document.  What do you notice?  Personally, I see a lot of writing on one page and it kind of gives me the hives.  I’m a type of learner that gets easily overwhelmed by too much print.  I need white space between each idea and each descriptor is chock full of 2-3 ideas each. 

How can we remedy this?  This is going to be your challenge.  How do you take a paragraph descriptor for each learner profile attribute and make meaning of it?  Will you make a mind map, bullet points, visuals, etc.?  This is completely up to you. 

I’ve deviated from the normal thing, because this can be done by specialist and supporting teachers.  I can’t wait to see what you come up with and I’ll share my process in the next episode.  It's an inquiry in action!