35 years of IB at TFS | A moment they’re prepared for
This year, as we mark 35 years of implementing the IB programme at TFS, we’re reminded how this decision continues to shape the experience of every student and staff who walks through our doors. As our Level V students navigate the final stretch of their IB Diploma examinations, we're reminded that this milestone is the culmination of years of intentional preparation. We are pleased to have Dr. Jennifer Elliott, Director of Teaching and Learning & IB Diploma Coordinator, share how our educators build this foundation from the ground up to ensure students are truly ready for this moment. Through an exploration of our IB continuum and insights from our faculty, we look at how the skills, habits and confidence developed at TFS empower students to succeed. Not only in the exam hall, but in the life that follows.
By Jennifer Elliott, Director of Teaching and Learning & IB Diploma Coordinator
With the start of spring, our Level V students have been in the thick of their IB DP examinations. At TFS, this time of year brings a distinct energy. You’ll see students studying intensively, refining projects and essays, and pushing themselves. Study spaces and coffee cups fill, the gym transforms into an exam hall, and there is a shared sense of anticipation – and yes, a sense of healthy pressure. But, there’s something else I notice every year: confidence. Not perfection. Not the absence of stress. But a confidence that comes from knowing they have spent years building toward this moment together.
The culmination of their IB journey
From the outside, the final two years of the IB can seem intimidating. After all, they represent the culmination of their IB journey, and their time at TFS. For younger students and families looking ahead, the Diploma Programme is often viewed as the most challenging stage of the TFS experience. And in many ways, it is. But that perspective misses the reality of the experience. It’s a rewarding, transformative journey that is as much about personal growth as it is about academic achievement.
It is, of course, a demanding program, one that requires commitment and disciplined study. Yet what I see, year after year, is that students gain far more than academic knowledge. They grow into independent thinkers and capable young adults who learn how to balance rigorous academics with leadership opportunities, athletics, artistic pursuits, friendships and life beyond the classroom. Even during exam season, the world of a TFS student is never limited to the IB alone. Just look at the energy of Senior Prank Day; it’s a vital moment of fun and a chance to celebrate their time together before the final exams begin.
A school environment that leads to success
From the Primary Years Programme at La p’tite école, Junior School, and West Campus, through to the Middle Years Programme, students are immersed in the IB long before they enter the Diploma Programme – often without even realizing it. Experiences like the PYP Exhibition and later, the Personal Project, help shape the skills and habits that will support them far beyond exam preparation. Students learn how to approach learning through inquiry, think critically, manage their time and engage with different perspectives. By the time they reach these final years, they are building on a strong cornerstone that has been developed over time.
Another important facet that we sometimes undervalue is who prepares students for the IB. One of the privileges of my role is working alongside colleagues who continuously deepen their own understanding of the program. Our school culture embodies the IB because our educators are active participants in its global community. Many of our teachers serve as IB examiners, workshop leaders and school visitors, contributing to the ongoing development of the program itself. That insider expertise brings an added layer of insight into our classrooms. It means students benefit from teachers who understand the IB from the inside out. It means our staff aren’t just delivering a curriculum, but contributing to the wider IB community and bringing those global insights directly back to our students. For students, this means clearer expectations, more precise feedback and guidance grounded in real experience.
Not a final destination
When our students sit down in that exam hall, they are not encountering something unfamiliar. They have been building toward this moment for years, developing the skills, habits and confidence needed to meet the challenges ahead.
The culmination of their IB journey
From the outside, the final two years of the IB can seem intimidating. After all, they represent the culmination of their IB journey, and their time at TFS. For younger students and families looking ahead, the Diploma Programme is often viewed as the most challenging stage of the TFS experience. And in many ways, it is. But that perspective misses the reality of the experience. It’s a rewarding, transformative journey that is as much about personal growth as it is about academic achievement.
It is, of course, a demanding program, one that requires commitment and disciplined study. Yet what I see, year after year, is that students gain far more than academic knowledge. They grow into independent thinkers and capable young adults who learn how to balance rigorous academics with leadership opportunities, athletics, artistic pursuits, friendships and life beyond the classroom. Even during exam season, the world of a TFS student is never limited to the IB alone. Just look at the energy of Senior Prank Day; it’s a vital moment of fun and a chance to celebrate their time together before the final exams begin.
While the intensity of this season is visible, what is perhaps less obvious is the years of preparation that have already taken place. This foundation is laid long before students enter the Diploma Programme. As the IB Diploma Coordinator, I begin working closely with these students in Level IV, and as I get to know them, I see the clear evidence of the work my colleagues have done in the years prior. By design, the continuum has prepared students through a structured system that has already set them up for success.
A school environment that leads to success
From the Primary Years Programme at La p’tite école, Junior School, and West Campus, through to the Middle Years Programme, students are immersed in the IB long before they enter the Diploma Programme – often without even realizing it. Experiences like the PYP Exhibition and later, the Personal Project, help shape the skills and habits that will support them far beyond exam preparation. Students learn how to approach learning through inquiry, think critically, manage their time and engage with different perspectives. By the time they reach these final years, they are building on a strong cornerstone that has been developed over time.
Another important facet that we sometimes undervalue is who prepares students for the IB. One of the privileges of my role is working alongside colleagues who continuously deepen their own understanding of the program. Our school culture embodies the IB because our educators are active participants in its global community. Many of our teachers serve as IB examiners, workshop leaders and school visitors, contributing to the ongoing development of the program itself. That insider expertise brings an added layer of insight into our classrooms. It means students benefit from teachers who understand the IB from the inside out. It means our staff aren’t just delivering a curriculum, but contributing to the wider IB community and bringing those global insights directly back to our students. For students, this means clearer expectations, more precise feedback and guidance grounded in real experience.
Zein Odeh
Teacher, La p’tite école & accredited school visitor
“The PYP framework reminds me that teaching is a reciprocal process. I learn from my students every day. Their perspectives, questions and experiences continuously shape and enrich our classroom environment.”
Anderson Vidal
Director of Teaching and Learning and PYP Coordinator, West Campus and Junior School
“The most meaningful moment for me is when the IB Learner Profile becomes part of everyday language and practice, that is when the true ‘IB click’ happens.”
Susan Tonin
Teacher, Senior School & IB Examiner
“The IB program has shifted the classroom focus and therefore my approach from content delivery toward active skill development and critical thinking. The goal is to foster a deeper level of engagement, helping students become more reflective and capable of evaluating complex global issues.”
Teacher, La p’tite école & accredited school visitor
“The PYP framework reminds me that teaching is a reciprocal process. I learn from my students every day. Their perspectives, questions and experiences continuously shape and enrich our classroom environment.”
Anderson Vidal
Director of Teaching and Learning and PYP Coordinator, West Campus and Junior School
“The most meaningful moment for me is when the IB Learner Profile becomes part of everyday language and practice, that is when the true ‘IB click’ happens.”
Susan Tonin
Teacher, Senior School & IB Examiner
“The IB program has shifted the classroom focus and therefore my approach from content delivery toward active skill development and critical thinking. The goal is to foster a deeper level of engagement, helping students become more reflective and capable of evaluating complex global issues.”
Not a final destination
When our students sit down in that exam hall, they are not encountering something unfamiliar. They have been building toward this moment for years, developing the skills, habits and confidence needed to meet the challenges ahead.
The IB is designed to develop students who are ready for the next step in their journey: students who can think independently, communicate effectively and engage thoughtfully with complex ideas. These are the skills that matter in university classrooms and beyond. We see it in our graduates every year. They leave TFS academically prepared and ready to navigate new environments, manage demanding workloads and contribute meaningfully to the communities they join.
“As a parent of a Level III student and alumna, I’ve seen firsthand how the IB prepares students for the world. My daughter Isla G.’s ability to balance her time between academics and competitive dance is a direct reflection of the nature of the IB program. She has developed exceptional time management skills, and instead of feeling overwhelmed, she rises to the challenge. These are skills that will serve her well beyond TFS.
Now that Emma ’25 is at NYU, she is thriving. I have no doubt that her ability to apply herself to her learning while also making meaningful contributions to campus life is a result of the core principles she honed while at TFS.”
Now that Emma ’25 is at NYU, she is thriving. I have no doubt that her ability to apply herself to her learning while also making meaningful contributions to campus life is a result of the core principles she honed while at TFS.”
—Karalee LaRochelle, Parent
So while this season can feel intense, it is also a moment of transition. A conclusion, yes — but also a beginning. At TFS, we are not simply preparing students to complete the IB, we are preparing them to move beyond it, ready to thrive at university and for what comes next.
