As a physics teacher, Turner admits that training to become an IB teacher involved “quite a steep learning curve” and that the path was rarely linear.

Firstly, educators who want to teach the IBDP programme must take part in an entry-level Category 1 course focusing on the IB educational philosophy, learner profile, and approaches to teaching and learning, as well as details such as subject content, final assessments and coursework.

“I remember being a little impatient – even frustrated – at first, wanting the workshop facilitator to ‘get to the important stuff already’, such as physics,” says Turner. “For me, and I guess for many other teachers, it took a while to realise that those conversations about the IBO philosophy are the important stuff.”

After 15 years working as an IBO educator, Turner says that he now fully understands how the IB core values taught to educators are not just poster-worthy words to put on a wall while teachers get on with teaching their specialised subjects. Rather, they are the foundations and values that teachers and students need to focus on most.

Since then, Turner has attended Category 2 and multiple Category 3 training workshops in DP physics and Middle Years Programme science, to name a few. He notes that each course includes a refresher on the IBDP philosophy as well as the programme requirements.

“The repetition of the key message was, I believe, instrumental in my development of a full understanding and appreciation of what an IB education is really trying to achieve, and how teachers can make that happen in practice,” he says.

The IBDP takes a fundamentally different approach to education, compared with more traditional national or state-based curricula. At the core of the IBDP is a focus on developing well-rounded, globally minded students using a rigorous interdisciplinary framework.

Rather than siloing subjects, the IBDP encourages students to make connections across disciplines. Courses are designed to foster critical thinking, in-depth research and a holistic understanding of academic topics. This is exemplified in requirements like the extended essay – a 4,000-word independent research paper – and the theory of knowledge course, which challenges students to critically examine the nature of knowledge itself.

With a strong emphasis on experiential learning, the IBDP’s creativity, activity and service (CAS) component requires that students complete a variety of projects that push them out of the classroom and towards real-world applications. Rather than focusing on rote memorisation and standard testing, the IBDP aims to develop versatile life skills such as problem solving, communication and self-management.

To deliver on these goals, IB educators must have the capabilities to encourage students to become self-directed learners with inquiring minds. This fundamental aim lies at the heart of the IB philosophy, explains Simon Misso-Veness, deputy principal and head of the English international stream at German Swiss International School (GSIS).

“The IB has defined approaches to teaching and approaches to learning that are clearly articulated,” he explains. “Teachers are expected to reflect on their practice regularly and to collaborate with colleagues to improve their delivery of the curriculum.”

The unique challenge for IBDP teachers is that they must help students connect their real-world experiences and apply their knowledge to a recognisable context. Misso-Veness says educators keen to teach the curriculum would do well to “accept the fact that you will be finding your way during the first year of teaching, and probably the first two”. He goes on to explain: “The IB diploma is quite layered, so individual units will likely meet different requirements of the course. It’s not linear. It takes time to reflect on the best sequence.”

IB teachers are encouraged to join various online networks, he adds – to maintain a dialogue about the delivery and development of the IBDP. Moreover, the IBO has a dedicated Resource Centre and various forums for teachers, coordinators and school leaders to discuss issues such as IB implementation, development and review. Teachers are also encouraged to engage with the IB Educator Network in a variety of roles, including as examiners, workshop leaders and programme evaluators. Additionally, they are encouraged to build school-based learning communities. Schools are often invited to contribute to subject reviews, where feedback is sought following an examination session.

“Collaboration is a core approach to teaching in the IB,” notes Misso-Veness.

Another challenge for teachers, he explains, involves making every effort to engage students with the curriculum in a meaningful way. This in turn encourages students to develop an internationally minded perspective.

“Staff go to great lengths to connect academic study with contemporary global events in the sciences, arts and humanities,” Misso-Veness says. “Students also continue with [foreign] language acquisition, which promotes deeper cultural understanding and awareness.”

While inspiring students to own their studies is key for the IB, another challenge cited by educators is time management, both for students and teachers. GSIS, for example, makes every effort to support students and the faculty by producing clear calendars and internal deadlines, as set out in the IBDP. Pastoral and academic staff are also on call to deal with any conflicts or “pinch points” before they become a crisis.

“We work closely with students to support their self-management and organisational skills as these will help them not only through the IB diploma but also during higher education,” Misso-Veness explains.

This level of support is key to the IB philosophy – to promote a growth mindset and positive learning environment. Flora Lai, director of upper school and IB coordinator at International College Hong Kong (ICHK), says that a true IBDP teacher is not just a subject specialist, but also a people specialist with awareness of the programme’s unique values.

She notes that ICHK embraces the IB way and emphasises building a culture of trust, as well as promoting a supportive learning atmosphere. The school’s mission is to foster a culture of intrinsic motivation in the classroom, so that students want to learn and want to be in those classrooms, Lai explains.

“We put a lot of emphasis on personalised support for students including [offering alternative learning times and spaces] if, for example, they’re faced with distracting home environments,” she says.

Lai also explains that the school has made every effort to train staff in a “5+1 model”, which is based on the works of five thinkers in education and provides guidance on fostering an adaptive mindset, as well as creating opportunities for students to engage in productive, challenging learning experiences within a safe and trusted environment, she explains.

“Our lessons are stimulating for students at different stages of development,” she adds.

Above all, Lai says, being an IBDP teacher is rewarding and gives the educator every opportunity to lead by example. She notes that on her own professional journey, she has had to develop numerous IB learning profile traits to deliver such a challenging programme.

“In terms of stress levels, emotions, ups and downs, it equips you with the skill set to interact with your students and support them in appropriate ways,” she says.

And because the IB philosophy values learner profile attributes, says Lai, “It’s also done something to me – I wanted more for myself, and it has facilitated that growth mindset in me as well. And I want to share that with my students.”

The ESF’s Turner has some advice for students and parents on how to make the most of the IBDP educational experience.

“Know that the IBDP is tough and needs careful preparation – in particular, in terms of time management skills. But try to focus more on the learning than the grade: it will be the knowledge, skills and attributes you develop through the programme that will set you up for future success.”