10 April 2012

IPC Professional Development mentors school coordinators

IPC Professional Development helped the International School Eindhoven in the Netherlands, to introduce the IPC into the Dutch-speaking sector of the school. IPC was already being used in the school’s international sector.

Here is an interview with the International IPC Coordinator, Fiona Knol about the way the school benefited from IPC Professional Development and you can see more information about the IPC at the International School Eindhoven at

IPC: How was the IPC progressing in your international sector prior to the Dutch launch?
Fiona: Actually nothing concrete was happening throughout the school. We had done the initial IPC training but then hadn’t followed it up with any further IPC PD and had just got on with the IPC ourselves, individually. For some it was going very well but not for everyone. We didn’t all do the learning goals and there was very little communication between teachers. Plus, a lot of the teachers who had initially launched the IPC had left.

IPC: So how did you go about improving this?
Fiona: Well, our aim for this year was to become one school; a cohesive learning environment of Dutch learners and International learners. We knew how much potential there was with the IPC and knew it could meet the needs of both sectors of the school. So we decided to reintroduce the IPC for everyone and started by going to the IPC Summer School.

IPC: Was there anything from Summer School that helped you to move forward?
Fiona: Yes. We came back knowing that we needed to appoint two IPC coordinators; one for International and the other for Dutch. The hope was that the two coordinators would assist and guide the rest of the staff to make sure that all the children were getting the most out of their IPC learning. The goal was to work together on the IPC to unify the whole school.

IPC: That was a big job for the coordinators!
Fiona: It was, but we had a lot of support from IPC Professional Development. They came on several times for PD study days and to do classroom observations where they worked with us coordinators to advise, encourage and support the teachers during their IPC time. They also gave us huge confidence as coordinators because it is actually very nerve-wracking running a meeting or giving your peers constructive advice when you’ve never done that before. They guided us through the process and were constantly available by email or telephone if we ever needed their help or encouragement.

IPC: What difference did this make to your introduction of the IPC across the school?
Fiona: Everyone is so much more enthusiastic. It has helped us to get everyone involved because, as coordinators we are taking the lead.

IPC: Can you give some examples?
Fiona: We now have milepost meetings where all the teachers and assistants involved in that milepost work together to regularly review and plan their IPC units. This has created the opportunity to meet in small groups which has encouraged everyone to contribute more. Sharing of ideas and resources has become really big and everyone is now participating. Also, the classrooms are no longer closed doors. They used to be like little islands within the school. Now staff go in and out of each other’s classrooms and we actively take time in the middle of our units to pull teachers from different mileposts to see what the other mileposts are actually doing.

IPC: Do you anticipate any more IPC Professional Development in the near future?
Fiona: Yes, we will definitely be planning one more day this year but IPC has done a great job of helping us to help ourselves and so now there’s lots that we can do within the school.