HELEN C. PEIRCE SCHOOL OF INTERNATIONAL STUDIES
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​IB LEARNER PROFILE


​In order to integrate the International Baccalaureate Framework with our instruction at Peirce, we will be using the International Baccalaureate Learner Profile to teach important character-building attributes to our students. The IB Learner Profile is meant to be integrated into all areas of study with an emphasis on shaping globally-minded citizens.
​
Caring
  • Caring learners show empathy, compassion and respect towards the needs and feelings of others. 
  • Caring learners have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Inquirers
  • Inquirers develop their natural curiosity.
  • Inquirers acquire the skills necessary to conduct inquiry and research and show independence in learning.
  • Inquirers actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable
  • Knowledgeable learners explore concepts, ideas and issues with local and global significance.
  • Knowledgeable learners acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers
  • Thinkers exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems.
  • Thinkers make reasoned, ethical decisions
Communicators
  • Communicators understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.
  • Communicators work effectively and willingly in collaboration with others.
Principled
  • Principled learners act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. 
  • Principled learners take responsibility for their own actions and the consequences that accompany them.
Open-Minded
  • Open-minded learners understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities.
  • Open-mined learners are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Risk-Takers
  • Risk takers approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies.
  • Risk-takers are brave and articulate in defending their beliefs.
Balanced 
  • Balanced learners understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
  • Balanced learners recognize their interdependence with other people and with the world in which they live.
Reflective
  • Reflective learners give thoughtful consideration to their own learning and experience.  
  • Reflective learners are able to assess and understand their strengths and limitations in order to support their learning and personal development
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 Helen C. Peirce
School of  International Studies
1423 W. Bryn Mawr
Chicago IL, 60660
Phone: (773) 534 2440
Fax: (773) 534 2577

PK Branch
5300 N. Broadway
Chicago, IL 60640
Phone:  (773) 534-2234
​Fax:  (773) 534-2235

Fax: (773) 534-2577 
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Non-Discrimination Statement It is the policy of the Board to prohibit unlawful discrimination, harassment, and retaliation on the basis of any protected category by the Constitution of the United States, the Constitution of the State of Illinois, and applicable federal, state or local laws or ordinances, including but not limited to Title VI of the Civil Rights Act of 1964 (Title VI), Title VII of the Civil Rights Act of 1964 (Title VII), Age Discrimination in Employment Act of 1967 (ADEA), Title IX of the Education Amendments of 1972 (Title IX), the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act of 1973 (Section 504), specifically, but not limited to, discrimination, harassment, or retaliation on the basis of sexual orientation, gender or sex (includes gender identity, gender expression, pregnancy, childbirth, breastfeeding, and pregnancy-related medical conditions), race or ethnicity, ethnic group identification, ancestry, nationality, national origin, religion, color, mental or physical disability, age, immigration status, marital status, registered domestic partner status, genetic information, political belief or affiliation (not union-related), military status, unfavorable discharge from military service, or on the basis of a person’s association with a person or group with one or more of these actual or perceived characteristics in the educational programs or activities the Board operates.

Concerns or inquiries regarding sex discrimination, harassment, or retaliation can be made to the Board’s Title IX Coordinator in the Office of Student Protections and Title IX (OSP) or the U.S. Department of Education Office for Civil Rights (OCR).

For information on mental health, go to Mental Health and Suicide Prevention Resources
  • Home
  • About
    • Our History
    • Mission & Vision
    • School Tours
    • Enrollment Information
    • Policies & Forms
    • Staff Directory
    • Local School Council (LSC)
    • Continuous Improvement Work Plan
    • Support Peirce
    • Branding Guidelines
  • Family Information
    • Before & After School Programs
    • Case Management
    • Student Door Entry
    • New to Peirce
    • Family Communication
    • Parent Organizations
    • Principal's Newsletter
    • Volunteer Opportunties
  • Academics
    • International Baccalaureate >
      • IB Primary Years Programme
      • IB Middle Years Programme
      • IB Learner Profile
    • Pre K
    • Art
    • English Learner Program
    • Counseling Department
    • Dance
    • Garden
    • Music
    • Physical Education
    • Restorative Practices
    • Spanish
    • Sports Programs
    • Technology
  • Calendar