Welcome to IB School Improvement.com

Our Team:

J. Tim Kane

Lead Consultant

Tim Kane has over 30 years in public education and has developed a reputation as gifted classroom teacher, an expert in driving school changes through effective use of data, and catalyst for increasing both participation and performance in the International Baccalaureate Diploma (IB) Program. Tim has worked his entire life as a teacher and instructional coach in an open access IB school in Northern Virginia. His leadership has focused on three areas: IB instruction, using data to inform school improvement, and altering the paradigm around access to the advanced education programs. As a classroom teacher and curriculum team leader, Tim has produced IB History results that consistently outperform the IB world average and has increased participation to over fifty percent of the senior class in a diverse open access school. As Instructional Coach, Tim has used his leadership experience to lead his school and others to gain a deep understanding of how IB assessment works and how to demystify assessment for students. This work led him to partner with IB and the Michael and Susan Dell Foundation's Bridging the Equity Gap Project as a consultant in IB Assessment. Finally, it is Tim's work as a change agent that led him to found IBSchoolImprovement.com as means to share his deep understanding of IB assessment and the school change process to increase participation and performance in the IB.

Sonia Henderson

Professional Development (DP Psychology and DP TOK)

Sonia Henderson is a passionate IB educator and examiner who fully embraces the ethos of the IB. Having begun her teaching career in the UK, moving overseas to teach in international schools opened her eyes to the true value of the IB Diploma Programmes. She enjoys sharing her subject expertise and experience with curriculum planning and examining with other educators. Having taught IB Psychology and Theory of Knowledge for over 10 years, and examining in both subjects, she is fully familiar with the common concerns and questions both teachers and students have and she has many helpful tips and ideas for best practice to share. Sonia's IB Psychology and TOK results are consistently significantly above the IB world average and she credits this due to her students having sound subject knowledge and understanding and also a clear understanding of how they will be assessed. Sonia hopes that by working with other IB educators she is able to increase their confidence with delivering the curriculum and ultimately help more students feel better prepared for their assessments.

Paul Hoang

Professional Development (DP Business and DP Economics)

Paul Hoang is a highly experienced educator having taught Business Education for over 25 years. He has held the position of Vice Principal (Curriculum) and IB Diploma Programme Coordinator at an internationally renowned IB World School in Hong Kong. Paul is the author of several best-selling publications including Economics for the IB Diploma Revision Guide (Hodder Education), IB Business Management, 4th edn (IBID Press), IGCSE Business Studies for Edexcel (Anforme), Cambridge IGCSE and O Level Economics, 2nd edn (Hodder Education), Paper 1 Case Study Packs for IB Business Management, (Level7 Education) and Skills for Success: The Extended Essay (Hodder Education). He is a member of the editorial board for IB Review, Philip Allan's flagship publication for the IB. He is an experienced AQA examiner and has over 10 years of experience as an IB Workshop Leader, having led workshops in Business Management, Economics, TOK and the Extended Essay.

Our Mission:

To empower educators with meaningful data and pedagogy to increase performance and equitable participation in advanced academic programs.

Our Beliefs:

  • The more students who can access the IB curriculum the better.
  • There is no correlation between increased student participation and scores.
  • In order for students and teachers to feel they can tackle the rigor of an IB course, teachers (and coordinators) must understand how the different components interact to produce an IB score of 1-7.
  • Teachers must then use this increased understanding component data to create an assessment model that will be predictive of an IB score.
Years Of Experience
Collectively we share over 100 years of experience working with students, adults, and administration on using data to effect change
Students Influenced
We continue to work in and out of the classroom, with diverse populations to ensure continued success
IB Schools
We already work with a growing number of IB schools.
Educators Trained
We have professionally developed over 1000 educators through free and paid sessions.