Ask classroom teachers, especially in the lower grades, their opinion of IB and what studies they have to ignore in order to push IB ideas. I know many teachers who are fed up with gimmicks forced upon them by school boards and administrators. Boards decide, assign implementation to local administrators who are politically motivated (head-nodders), who force IB on teachers who have no say in the matter. We then judge teachers by how well they perform their jobs given whacky ideas imposed upon them from non-teachers. The more consultants become involved in the schools, the more pieces of paper teachers must fill out, taking time from preparing and teaching. Several teachers have told me that they are beyond caring any longer. Who can blame them?

I have read and read about IB programs. Reports are replete with jargon, fluff, and high sounding ideas. There is no objective substance, however, to positive statements about IB. The author’s critique of IB is nothing more than a rehash of what others (who?) have said. That is what consultants do.

Take any problematic area of education, business, government, society, defense, you name it and there will be flocks of consultant vultures telling us what to do. IB is just such a solution. There will be many more until we identify root causes and address problems employing the intimate knowledge of true, experienced educators.