Meet Erin Tacey

Erin Tacey, ISL’s new Diploma Programme (DP) Coordinator, is a strong advocate for the IB’s holistic and globally-minded approach to education. Recently joining the ISL community, Erin brings fresh energy and insights to her role. We sat down with her to get to know her better and discuss her perspectives on IB education and the Diploma Programme.

Could you please introduce yourself and tell us about your role at ISL?

My name is Erin Tacey, and this is my first year at ISL as the Diploma Programme (DP) Coordinator. I've spent over ten years in IB Continuum Schools, including seven years in Vietnam and three in Indonesia, serving in roles such as DP Coordinator, language and literature teacher, and extended essay coordinator. Before that, I worked briefly in Australia and taught in the UK across various curricula.

You joined ISL this year as the Upper School DP Coordinator. What attracted you to this role, and how has your experience been so far?

Coming from smaller IB schools in Vietnam and Indonesia, I was looking for a new challenge. The role at ISL appealed to me because of its larger, more established DP program and greater flexibility in course offerings, which allows for a more personalized approach to students. Additionally, ISL's connections with IBO offices in The Hague and its established reputation were exciting prospects. I also knew some staff who spoke highly of ISL, which reinforced my decision. Returning to Europe after years in Asia was a big change, but the opportunity to work in a dynamic, internationally-minded environment has been rewarding.

What brought you into the world of IB education?

My journey in education began in the UK, where I grew disillusioned with the rigidity of standardized testing and sought an alternative that emphasized critical thinking and international-mindedness. I discovered the IB while interviewing for a role in Indonesia and was immediately drawn to its global perspective and emphasis on student-driven inquiry. The IB's encouragement of real-world engagement resonated with me, especially when guiding students to take action on global issues, which has been a cornerstone of my teaching philosophy.

What does a typical day look like for you as the DP Coordinator?

My day involves a mix of meetings, teaching, and administrative tasks. I start with emails and communication with students and parents about subject selection, academic progress, or support needs. In addition to being DP coordinator, I also teach IB English.Teaching allows me to connect with students on a personal level, which I enjoy. I collaborate with colleagues like Kelly, MYP Coordinator, and Amy, Upper School Deputy Principal for Teaching and Learning, as well as academic leaders, to address departmental needs and share ideas from recent conferences. 

Throughout the day, I also handle administrative tasks like exam registration and coordination, organizing paperwork, and supporting students during exams. There’s a lot of interaction with students and staff, which keeps my role dynamic and engaging.

What sets the IB program apart from other educational systems?

The IB program is unique in its holistic and balanced approach. Students take six subjects alongside core components like Theory of Knowledge (TOK), Creativity, Activity, Service (CAS), and the Extended Essay (EE), providing both academic breadth and depth. These elements develop critical thinking, research, and communication skills, preparing students for a dynamic and interconnected world.

CAS, in particular, showcases the program's innovation. Unlike traditional service requirements, CAS encourages self-driven, meaningful projects. For instance, the widely used ManageBac platform was originally developed by grade 11 students as a CAS project, highlighting the IB’s capacity to inspire creativity and practical problem-solving. This combination of academic rigor and personal growth makes the IB globally recognized and transformative.

How do you communicate with parents who are used to more content-driven systems and open their thinking to the IB approach?

Communicating the benefits of the IB to parents accustomed to content-heavy systems requires clear explanations. The IB program combines academic rigor with skill development, encouraging students to think critically, work collaboratively, and engage globally—qualities not always emphasized in content-driven systems.

We organize information evenings for parents to provide detailed insights into the benefits of our program offerings. On October 14th, we hosted a Curriculum Pathways Parent Information Meeting for Grade 9 and 10 parents, where we presented the IB Programme and subject options. In January, we will hold another Curriculum Pathways Information Evening, offering parents a valuable opportunity to explore the IB Programme and other curriculum pathways available at ISL.

Workshops have been particularly effective as well. In the past, I’ve run mini TOK lessons where parents experience its value firsthand, helping them understand how it develops students’ analytical and reflective abilities. Highlighting CAS as an opportunity for meaningful, self-directed projects also helps parents see how the IB fosters creativity, independence, and practical application, making the program both innovative and forward-looking.

What are some of the unique challenges and opportunities students face in the IB Diploma Programme, and how do you help them navigate these?

Each student faces their own unique challenges in the IB Diploma Programme, but one common theme is managing the workload. The program requires a high level of self-management—an Approaches to Learning (ATL) skill that many students find difficult to master. Balancing six subjects, along with core components like CAS, TOK, and the EE, demands effective time management, focus, and organization. Helping students develop these skills through guidance and structured support is a key part of my role.

On the other hand, the IB DP also offers exceptional opportunities. For example, the requirement to study two languages prepares students for an increasingly globalized world, opening doors for communication and cultural understanding. While demanding, the program equips students with the tools they need to thrive in an interconnected future, turning its challenges into opportunities for growth and learning.

What are the most important skills students should acquire today, particularly within the IB Diploma context?

In the IB Diploma Programme, Approaches to Learning (ATL) skills are among the most critical for students. These include research, communication, social, thinking (creative, critical, and transfer), and self-management skills. These skills are emphasized across all IB programs, from PYP to DP, and prepare students to adapt and thrive in a rapidly changing world.

Beyond academic content, the IB focuses on teaching students to think critically aIBbout media, approach problems creatively, and develop independent solutions. These competencies are essential for navigating the complexities of the modern world and represent the most valuable outcomes of the IB education.

How do you define the success of a student in the DP, both academically and in terms of personal growth?

Success in the DP is about more than academics—it’s about growth, resilience, and happiness. Academically, it’s not just about high scores but the progress each student makes. A student who works hard to earn a 24 can be as successful as one who easily achieves a 44, as both reflect unique journeys of effort and improvement.

Equally important is how students leave school holistically. Are they happy, well-adjusted, and supported by strong friendships? Do they have strategies to navigate challenges independently? Are they resilient and prepared to face the complexities of the world? Success is defined not just by what students achieve academically but by how they approach life as confident, balanced, and well-rounded individuals.

Please describe ISL in five words.

Established. Friendly. Welcoming. Risk-taking. Open-minded.