Clarke Central High School sophomore Destinee Escoe interviews one of her International Baccalaureate Personal Project participants on January 28. CCHS sophomores have the opportunity to complete a Personal Project under the supervision of an assigned teacher. “When I was talking to people downtown, my emotions were mixed,” Escoe said. “If it was a happy story I was happy. If it was a sad story I was sad.” Photo by Chyenne Escoe.
By KENNAE HUNTER – Staff Writer
A number of sophomores are in the process of completing the International Baccalaureate Personal Project. With the help of their assigned project advisers, students have the opportunity to extend their learning.
All sophomores were given the opportunity to complete an International Baccalaureate Personal Project for the 2014-15 school year. This project is a part of the IB Middle Years Programme, which, according to ibo.org hopes to “develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world” and culminates at the end of American high schoolers’ 10th grade year.
“Current sophomores got their brainstorming sheets in 9th grade, towards the end of the semester, so they were able to brainstorm the information,” IB coordinator and foreign language department teacher Larissa Jean said. “Last year, we sent out information in August to the 10th grade advisers (about the personal projects).”
Students were assigned a project adviser to guide them in completing the performance task. Students meet with their project adviser about once a month–usually a few days before upcoming checkpoints. The project adviser could be any teacher or administrator in the school building, and each project adviser was assigned two to three students.
“We paired each tenth grader with a supervising teacher here in the building based on their topic,” Jean said. “For example, we had students who are interested in helping people or being able to give people advice, so those students were probably paired with one of our counselors. Students who are into music would be paired with a fine arts teacher.”
Project advisers are available to answer any questions and help direct students to people and places that can give them useful, reliable sources. They also make sure that each student keeps track of all information involving their projects, such as checkpoints, requirements and deadlines.
“I check in with (my students) and put in the announcements that upcoming checkpoints and deadlines are coming up,” Jean said.
While project advisers have duties to complete, student must also take ownership. They must complete a process journal and minimum 1,500-word research paper. As students work on their project, they are encouraged to reach out to their project adviser.
“I feel like (Towandia Underwood, School Counselor and project adviser) helps me a lot with organizing it. I feel like I would be slightly lost without her. I know she is there whenever I have a problem or questions,” sophomore Destinee Escoe said.
Escoe chose the “Identities and Relationships” category for her project. As part of her project, she goes Downtown Athens and listens to people tell her their story in exchange for one dollar. With no class time allotted to complete the project, Escoe also turns to her mother for support.
“(My mom) is always there to help me because without her I feel like wouldn’t be able to function with it. It’s very nerve wracking,” Escoe said.
Since students and project advisers have different roles in the project, Jean believes that proper match is critical.
“Each project is different and so is each student,” Jean said. “We just find ways to connect, so that we both succeed in the job that we’re doing.”
