1. AEL 35 (2)20
teaching
T
he first question I was asked in the interview for the
inaugural International Baccalaureate Coordinator at
Canberra Grammar School was, “How would you make
the School the premier IB School in Australia”? Just like
being shot at, it focused my mind on the task at hand, and still
prompts reflection on what I have done and what is still left to do.
Implementing an IB program is hard work and highly reward-
ing. It means working with a wide range of factors and personal-
ities (the latter being the most important ingredient for success).
However, the process is also rewarding as it forces a school to have
fresh conversations about key issues in education. Although I don’t
claim that we did everything perfectly, the process on the whole
was successful and student take up for the foundation year has
been astounding. From my experience, I would like to offer five
simple tips for other schools considering implementing the IB.
Construct a narrative
It is important to create a compelling case for the introduction
of something new as you will undoubtedly come up against the
old adage of “if it ain’t broke, why fix it?” The hard work and
sacrifices have to have a point and it is important to present
the option of adopting a new initiative as a natural and obvi-
Five tips for implementing
the IB at your school
Julian H Jefferys, IB Coordinator/Assistant Head of Boarding Canberra Grammar School
The IB appeared to be a logical extension to what was already
taking place in the school.
Julian Jefferys and IB students

2. AEL 35 (2) 21
teaching
ous decision for an organisation to take. Canberra Grammar
School (CGS) is located in the diplomatic and political heart of
Australia which added much weight to the case of “going IB”.
Furthermore, the school has had exceptional language results
recently which added to the international focus of the school
and therefore the IB appeared to be a logical extension to what
was already taking place in the school.
Get a team
It is important to realise that change cannot be effectively
achieved or communicated to a school community by a single
person. Therefore it is important to build a team and foster their
potential to influence and inform the wider school community.
At CGS we were very lucky to have a number of staff who were
already very experienced with the IB and they formed the nu-
cleus of the implementation team. They all shared the common
experience of being trained, planning the curriculum and gener-
ally relied on each other for support and encouragement.
Always have the right information
Tony Blair said in his recent autobiography that in order to convey
a political message, you must say it, then say it again, and then
when you think that it has been understood, repeat it. Throughout
the year I became increasingly aware of my role as a “guardian of
correct information”. It was important to face rumours and misin-
formation head on and with vigour. Information is key in a period
of change and upheaval in a school and if the supporters of change
fail to make enough noise, those opposed will happily fill the void.
Plan for success
It is vital to set realistic and achievable short and medium term
goals and make sure you celebrate them when you reach them.
This will give your initiative an aura of realisation and momen-
tum. At CGS we celebrated key goals like the number of students
who expressed an initial interest in the IB. We also celebrated
when the school completed its pre-verification requirements and
we were told that we were well and truly on track. Although these
points were only markers along a continuum, by acknowledging
them we gave all the main stakeholders a chance to breathe and
reflect on the success and energy that was emanating from the
implementation of something new.
Attract attention and build momentum
Teachers are the engine room in the process of effectively ex-
plaining and selling any new program within a school. Obvious-
ly, they are also the single most important factor in the delivery
of an educational program. At CGS we offered the opportunity to
be involved with the program as a way of encouraging renewal of
their expertise and developing new and exciting career pathways.
Parents are also very receptive to change. They embraced the
IB and could see the obvious benefits of the program and the
amount of effort and resources that the school was devoting to
its implementation. Perhaps the program tapped into a sense of
nostalgia in adults that forced them to reflect on their own edu-
cation and ask themselves questions like “Should I have contin-
ued to study a language?” They were undoubtedly the keenest
advocates for the IB at CGS.
Students, on the other hand, can be surprisingly conservative.
It was clear that from the outset, they needed first to have their
interest sparked by the broad strokes of the program. Then, they
had to have the details explained carefully. Ultimately, with many
students at CGS, the IB connected with their desire for a holistic
education. It also proved, for many, an opportunity to test them-
selves and gain recognition.
In conclusion, implementing the IB has been an incredible in-
sight into the inner workings of a school. Not just in a structural,
organisational or surface level but in a deep sense of what un-
derpins the fabric of an institution. The mood of an organisation
can be incredibly fickle and difficult to read and after this year, I
strongly believe that the true test of an educational leader is their
ability to stand downwind of their organisation, correctly gauge
the mood and then make courageous decisions.
It was important to face rumours and misinformation head on
and with vigour
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About the author
Julian Jefferys is the inaugural IB Coordinator at Canberra Gram-
mar and he is also the Assistant Head of Boarding. Before that he
was the Head of the Humanities Department at Wesley College, Mel-
bourne. He has worked and studied in educational settings through-
out Australia and internationally. He has begun studying a Masters of
Business Administration and is specialising in change management
in education.