Teacher Guidelines &
Professional Standards
1. Class Conduct
Maintain a professional, respectful, and academically focused environment throughout every session, with classroom interactions remaining conducive to effective learning.
Teachers are expected to maintain appropriate professional boundaries and ensure that discussions remain relevant to the student’s academic development.
Encourage students to participate actively, ask questions, express their understanding, and engage in constructive academic discussion.
Personal conversations, distractions, or activities that may compromise the quality or professional nature of the session should be avoided.
2. Teaching, Learning & Student Progress
IB Learning Star does not seek to interfere unnecessarily with the teacher’s teaching methodology; however, teachers are expected to maintain appropriate academic standards, demonstrate consistent preparation, and ensure meaningful progress throughout the engagement.
Teachers are encouraged to assign regular homework, practice work, quizzes, and tests wherever academically appropriate, with suitable follow-up to assess understanding and reinforce learning.
Teachers should remain aware of the student’s school assessments, upcoming examinations, assignments, and other significant academic requirements so that tutoring support can complement and strengthen the student’s ongoing schoolwork.
Student progress should be monitored continuously, with significant academic concerns, persistent gaps, or notable changes in performance communicated to the coordination team where necessary.
3. Academic Work, IA & EE Support
Teachers may provide appropriate academic guidance, conceptual clarification, structural feedback, and constructive recommendations while ensuring that the student retains complete ownership of their academic work.
Support relating to IA, EE, TOK, coursework, and other assessed components must remain within the boundaries of legitimate academic guidance and the applicable academic-integrity requirements.
4. Trial Classes & First-Session Expectations
Trial sessions should be approached with the same level of preparation, professionalism, and academic engagement expected of a regular class, while allowing sufficient scope to understand the student’s academic requirements and learning objectives.
Teachers should use the initial interaction to establish the student’s current level of understanding, identify relevant academic priorities, and gain clarity regarding the areas in which support is expected.
The session should provide the student and parent with a clear understanding of the teacher’s academic approach, subject expertise, and expectations, without making commitments regarding fees, scheduling, continuation, or other organisational matters.
Following the trial, teachers should provide the coordination team with relevant observations regarding the student’s academic level, areas requiring attention, and any other information that may assist in determining the appropriate academic plan.
Any significant concerns, special requirements, or observations arising during the trial should be communicated to the coordination team rather than being independently negotiated with the student or parent.
5. Punctuality, Timetable & Rescheduling
Punctuality is a shared responsibility, and both the teacher and the student are expected to be present and ready for the class at the scheduled time.
We follow a structured timetable for every student; therefore, teachers and students are expected to adhere to the assigned schedule and conduct sessions at the designated time.
Repeated delays, last-minute cancellations, or failure to maintain the agreed timetable should be avoided, as they may disrupt the student’s academic continuity.
6. Communication Standards, Channels & Parent Interaction
All communication with students, parents, colleagues, and the coordination team should remain professional, courteous, clear, and appropriately documented where required.
Communication with students and parents should primarily concern academic progress, class requirements, scheduling, and matters directly associated with the student’s learning only.
Teachers should communicate significant academic or scheduling concerns proactively rather than allowing such matters to remain unresolved.
All communication relating to students, classes, scheduling, academic updates, and other matters concerning the student must be conducted through the designated WhatsApp group created for the student and relevant stakeholders.
Where a matter requires clarification or involves sensitive academic or administrative concerns, teachers should communicate it through the designated group or escalate it to the coordination team rather than shifting the conversation to a private channel.
Teachers are expected to maintain professional transparency in all student-related communication, ensuring that relevant academic and administrative discussions remain accessible to the appropriate members of the IB Learning Star team.
7. Professional Boundaries & Direct Solicitation
All students introduced through IB Learning Star are to remain within the organisation’s academic and communication framework, and teachers must not attempt to establish independent tutoring arrangements with students or parents.
Personal social-media accounts, private messaging channels, or personal contact details should not be exchanged with students or parents for the purpose of establishing communication outside the authorised IB Learning Star framework.
- Teachers should not encourage students or parents to bypass IB Learning Star for scheduling, payments, academic services, or continuation of tuition directly with the teacher.
- Any request from a student or parent to engage with the teacher independently should be referred to the coordination team rather than being accepted, negotiated, or facilitated directly.
Teachers must not make independent commitments regarding fees, services, refunds, schedules, or organisational policies without prior authorisation from the coordination team.
8. Teacher Portal & Class Records
Session duration, topics covered and relevant remarks should be recorded accurately on the portal.
Teachers are responsible for ensuring that their logbook and portal records remain complete, accurate, and up to date.
Any discrepancy or required correction should be communicated to the coordination team.
9. Reporting & Escalation
Any matter that may materially affect a student’s academic progress, attendance, conduct, or continuity of learning should be brought to the attention of the coordination team in a timely manner.
Teachers are expected to exercise professional judgement while recognising situations that require organisational intervention or management approval.
Transparent and timely communication is expected whenever circumstances arise that may require intervention, clarification, or administrative action.