BECOMING CHEECHAKOS: DEVELOPING CAPACITY FOR IMPLEMENTING AN INTERNATIONAL BACCALAUREATE (IB) PRIMARY YEARS PROGRAMME (PYP) AT AN ELEMENTARY SCHOOL.

Abstract

Cheechako originally was a term used to describe a person who newly arrived in the mining districts of Alaska. Currently, cheechako is used describe newly arrived individuals to the state of Alaska. For this dissertation, I used the term to describe the new arrival of the IB PYP program to the state and how I, as the principal, was a cheechako new to the International Baccalaureate (IB) Primary Years Programme (PYP). This participatory action research (PAR) study aimed to understand how one elementary school understood and planned for implementation of an IB program. PAR is used as a qualitative data collection and analysis processes (Herr & Anderson, 2014; Saldaña, 2016). Specifically, this research uses iterative cycles of inquiry to increase the collective understanding of the with particular focus on the IB Learner Profile (LP) attributes. In the project and study, we utilized the Community Learning Exchange (CLE) protocols to engages the IB PYP learning community to examine elements of the IB PYP implementation. This study underscores the importance of shared leadership among administrators, teachers, and parents in enhancing the implementation of IB PYP initiatives. Additionally, co-developing a common understanding of innovations among practitioners ensures success. These elements foster a system that promotes adaptability and continuous improvement. The research also presents potential policy changes for the school district and state, using evidence from the Harbor Bay International Elementary School learning community to inform curriculum decisions aligned with IB principles. This insight can guide the district in determining the viability of alternative and IB school models, ultimately influencing best practices that could improve outcomes across schools.