Embedding the IB Learner Profile into Instruction at GCSD: PYP, MYP, and DP

At Greenburgh Central School District (GCSD), the IB Learner Profile is the foundation of instruction across the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). Our educators are committed to developing internationally minded learners who embody the ten attributes of the Learner Profile: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. These attributes are intentionally woven into every aspect of teaching, learning, and assessment.

In the PYP (Grades K–6), inquiry-based learning and transdisciplinary units guide students to question, investigate, and take action. For example, during a Unit of Inquiry on sustainability, students research waste reduction strategies, present their findings to peers and families, and implement a school-wide recycling initiative—demonstrating attributes such as inquirer, caring, and communicator. Teachers use reflection journals and class meetings to help students connect their academic and personal growth to the Learner Profile regularly.

In the MYP (Grades 7–10), the Learner Profile is deeply integrated into interdisciplinary projects, service learning, and personal reflection. During the Personal Project, students take ownership of a significant learning goal, whether developing a mental health awareness campaign or building a model of renewable energy solutions. These projects challenge students to be principled, risk-taking, and reflective, while honing research and critical thinking skills.

In the DP (Grades 11–12), the Learner Profile is embedded through academic rigor and meaningful self-reflection. Through components such as the Extended Essay, Theory of Knowledge, and Creativity, Activity, Service (CAS), students engage in complex problem-solving, ethical decision-making, and community action. A CAS project might involve launching a tutoring program for younger students or coordinating a fundraiser for a global cause, embodying attributes like caring, principled, and balanced.

Crucially, at GCSD, we have developed our own Social Emotional Learning (SEL) standards, aligned with the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. These standards explicitly reinforce the development of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, creating a seamless connection between SEL and the IB Learner Profile.

Examples of this integration include:

• Self-Awareness and Reflection: In all grade levels, students set personal goals related to Learner Profile attributes (e.g., becoming a more confident communicator) and reflect on their progress during student-led conferences and advisory sessions.

• Social Awareness and Collaboration: In group work and service initiatives, students practice empathy and respectful listening, strengthening their open-mindedness and collaboration skills.

• Responsible Decision-Making: In inquiry units and CAS projects, students examine ethical dilemmas and take principled action, reinforcing responsible citizenship.

By embedding both the IB Learner Profile and our district’s SEL standards into instruction, GCSD ensures that students are not only academically prepared but also equipped with the emotional intelligence, resilience, and global perspective needed to navigate and contribute to an ever-changing world.