What Makes a Great IB Teacher?

What Makes a Great IB Teacher?

June 6^th, 2025

What makes a great IB teacher?

I used to think I knew the answer.

At first, I thought it was all about content mastery.

The best teachers, I believed, were the ones who knew their subject inside and out—the ones who had the best command of terminology, who could answer any question, who knew every nuance of the syllabus. And don’t get me wrong—that still matters.

Then I thought it was about creativity in lesson planning.

The best teachers were the ones who found ways to make every lesson feel alive. Engaging. Memorable. The ones whose students left the room still talking about what they’d learned that day.

Later, I became convinced it was about assessment.

Understanding how students are assessed, what the rubrics and mark schemes really mean, how to design tasks that align with IB expectations. I still believe that’s essential—especially in a system like the IB, where clarity around expectations can mean the difference between a 5 and a 6.

But as the years have gone on—after many exam cycles, workshop sessions, and one-on-one conversations with teachers from around the world—my thinking has shifted again.

And here’s where I’ve landed:

Great IB teachers are the ones who see the whole picture.

They’re the ones who understand that their subject—whether it’s IB Economics, Literature, Biology, or anything else—is just one part of a student’s IB world.

They remember that students aren’t just writing your IA. They’re also trying to finish their Extended Essay. They’re figuring out how to fit in a CAS project. They’re drafting a Theory of Knowledge essay. They’re navigating six subjects—three of them at Higher Level—while also managing sports, family commitments, social stress, and sometimes, their own mental health challenges.

Great IB teachers know all of this. And they teach accordingly.

They don’t lower expectations, but they build flexibility into the way they work.

They show empathy when deadlines stack up.

They provide structure without rigidity.

They help students feel seen—not just as learners, but as whole people.

Because teaching in the IB Diploma Programme isn’t just about delivering content.

It’s about guiding students through a transformational experience.

The best teachers never lose sight of that.

One of the things I’ve always loved about the IB is that it was never designed to be a compartmentalized academic checklist. It’s a program that, at its best, seeks to shape curious, capable, globally minded students.

And that transformation—the one we talk about in workshops and brochures—only happens when teachers step into that broader role.

When we connect the dots between subjects.

When we coordinate across departments.

When we pause to check in with a student, even when it’s not “our job” to do so.

That’s the magic.

And yes, it’s hard.

Because teaching in the IB often feels like you’re carrying a lot more than just your subject content.

And in many ways—you are.

But here’s the thing: our students remember the teachers who understood that.

They remember the ones who guided them through, not just to the exam, but through the whole experience.

They remember the ones who took the time to zoom out. To see the full picture.

So if you’re heading into a new term, or a new cycle, or maybe even into your very first year teaching IB—here’s my encouragement for you:

Yes, master your content.

Yes, be creative in your planning.

Yes, get comfortable with the assessments.

But most of all? Zoom out.

Remember the student in front of you is juggling more than you can see.

Your subject matters—but it’s one part of a much larger, much more complex journey.

And the more you keep that in mind, the more powerful your impact will be.

Thanks for reading.

Be good out there.

See you next week.