Dive into the possibilities of moving toward a personalized approach to education. With contributions from educators around the world, PLCs and the IB Primary Years Program examines practices from envelope-pushing schools within the International Baccalaureate Primary Years Program (PYP) and shows how the tenets of professional learning communities can ensure that all students learn at high levels.
Educators will: - Contextualize PLCs and personalized learning within the IB PYP
- Unpack the core components of the PLC process and the IB PYP framework
- Discover how the PLC process can support personalized learning in the early years
- Explore the essential role of educational assistants in a PLC and the PYP
- Discuss the roles that RTI and the PLC process play to support students with special needs in an IB PYP school
Contents: Introduction by Timothy S. Stuart and David (Cal) Callaway
Chapter 1: PLCs at Work in High-Performing Schools by Timothy S. Stuart
Chapter 2: PYP and PLC―A Perfect Pair by Kacey Molloy and Rianne Anderson
Chapter 3: Mathematics and Literacy in the IB PYP by Yodit Hizekiel
Chapter 4: Response to Intervention in the PYP by Jaqueline Olin
Chapter 5: Early Years Education and a Pedagogy of With by Laura Jo Evans
Chapter 6: The Educational Assistant in the PYP and PLC by Eyerusalem Kifle
Chapter 7: Leading Change in the PYP Through PLC by Calley Connelly
Afterword by Timothy S. Stuart and David (Cal) Callaway
Index
Timothy S. Stuart, EdD, is the head of school at the International Community School in Addis Ababa. He was formerly executive director of strategic programs at Singapore American School. In this role, Dr. Stuart served as the chief architect for research and development to support strategic school reform. He is the former high school principal of Singapore American School and Jakarta International School. Dr. Stuart has been an international and cross-cultural educator since 1991, serving schools in Ethiopia, Turkey, Switzerland, Indonesia, and Singapore and on the Navajo reservation in New Mexico in the United States.
Dr. Stuart is the coauthor of Personalized Learning in a PLC at Work. He is the editor and a contributing author of the anthology Global Perspectives: Professional Learning Communities at Work in International Schools. He is a contributing author to It’s About Time: Planning Interventions and Extensions in Secondary School. He is the coauthor of the books Children at Promise and Raising Children at Promise. Dr. Stuart’s research and writing reflect his passion for creating optimal school environments so that all students can learn and engage at the highest levels.
Dr. Stuart holds a doctorate from Seattle Pacific University, a master’s degree from The College of New Jersey, and a bachelor’s degree from Wheaton College. As a child, Stuart lived in and attended schools in France and Germany.
To learn more about Timothy S. Stuart’s work, follow @drtstuart on Twitter.
David (Cal) Callaway, EdD, is the deputy head of school at the International Community School of Addis Ababa, Ethiopia. Dr. Callaway moved to the International Community School of Addis Ababa to join its forward-thinking and innovative team that works to support all students through personalized learning and the PLC process. Dr. Callaway has worked in international education since 1998. He worked as an elementary, middle, and high school teacher before working in administration, first as a director of technology and then as a Primary Years Program (PYP) coordinator, before settling in as an elementary principal. Dr. Callaway has worked in international schools in the United Kingdom, China, Latvia, and Ethiopia.
Dr. Callaway is a member of the National Association of Elementary School Principals, which in 2021 awarded him National Distinguished Principal in recognition of his work as an elementary principal since 2016. Additionally, the elementary school at International Community School of Addis Ababa was awarded Exemplary PLC status in 2021 through his team’s work in driving learning with the PLC process. Dr. Callaway strongly believes in an inclusive approach to education and has adapted learning support services to work closely with students in a PLC.
He has presented on coteaching learning communities, educational environments, and personalized learning for the Central and Eastern European Schools Association (CEESA) and as part of PLC Institute workshops in Africa. He previously worked as a copy editor for the Investment and Development Agency of Latvia (LIAA) and was an editor for a book on Dutch–Latvian historical relationships commissioned by the Netherlands embassy.
Callaway received a bachelor’s degree from the University of St. Andrews in Scotland, a postgraduate certificate in education from Oxford University, a master’s degree from the University of London, and a doctorate in educational leadership from Wilkes University in Pennsylvania.
To learn more about David “Cal” Callaway’s work, follow @Tyrcal on Twitter or visit linkedin.com/in/dr-david-cal-callaway-87652799 on LinkedIn.
