Ann Marie Ryan, Charles Tocci, David Ensminger, Catur Rismiati and Ahlam Moughania—Loyola University Chicago
This study explored how teachers understand the learner profile and integrate it into their teaching practice. Specifically, the study examined how the learner profile is incorporated into instructional practice within the context of the Middle Years Programme (MYP) in Chicago Public Schools (CPS). This study involved a multi-phase, mixed-methods research design. In phase 1, researchers surveyed all CPS MYP teachers and coordinators about their incorporation of the learner profile. Phase 2 consisted of case studies of four programmes, providing qualitative data from interviews, focus groups, observations and curriculum materials. Although teachers, coordinators and administrators varied somewhat in how they understood the role of the learner profile, they saw the learner profile as a central component of the programme. In general, teachers sought opportunities within regular classroom practice to identify or integrate attributes. There was broad agreement among teachers from all schools that the MYP coordinator plays a key role in supporting teacher learning and incorporation of the learner profile. Many teachers, however, expressed the need for further support and opportunities to learn about the learner profile and each of the attributes, particularly at the school or district level.