How to Master EE Supervisor Meetings: A Parent’s Step-by-Step Guide

Did you know that effective parent guidance can make or break your child’s Extended Essay experience?

As a parent of an IB student, I’ve learned that supervisor meetings are the backbone of a successful Extended Essay journey. These critical check-ins provide structure, feedback, and accountability that many teenagers need to excel in this challenging academic requirement.

Many parents feel unsure about their role in this process. Should you step back completely? Actively participate? Or find some middle ground? The truth is, your support behind the scenes can significantly impact your child’s confidence and performance during these important meetings.

Throughout this guide, I’ll share practical steps to help you navigate the supervisor relationship without overstepping boundaries. From choosing the right mentor to preparing for that crucial final feedback session, you’ll discover exactly how to empower your child while respecting the academic process.

Ready to become your child’s best ally in the Extended Essay process? Let’s get started!

Step 1: Understand the Role of the EE Supervisor

The success of your child’s Extended Essay begins with understanding the unique role played by their supervisor. As a parent, I discovered that knowing what supervisors actually do helps set realistic expectations for both you and your teen.

What supervisors can and cannot do

The supervisor-student relationship forms the cornerstone of the Extended Essay process. However, this relationship has clear boundaries set by the IB.

Supervisors are required to:

• Conduct three mandatory reflection sessions with your child
• Sign and date each reflection on the Reflections on Planning and Progress Form (RPPF)
• Help formulate a focused research question
• Provide guidance on research skills and methodology
• Monitor progress throughout the EE process
• Read and comment on one draft only (after the interim reflection)
• Ensure the essay is submitted before the final reflection session
• Confirm the authenticity of your child’s work ^[1]

Supervisors cannot:

• Proofread or edit your child’s essay
• Correct spelling mistakes or calculations
• Write any part of the essay
• Meet with students beyond the recommended 3-5 hours total ^[1]

Notably, if a supervisor provides excessive support, they must report this to the EE coordinator. The same applies if they suspect academic misconduct ^[2].

As a parent, I’ve found it helpful to remind my child that this relationship should be “an active two-way process” ^[1]. The supervisor is there to guide, not to chase after your teen or do the work for them.

How often students should meet with them

The IB organization recommends that supervisors spend between 3-5 hours total with each student throughout the entire EE process ^[3]. This time includes the three mandatory reflection sessions that bookend the process.

Beyond these required meetings, additional check-ins may occur depending on your child’s subject area and specific needs. These might include:

• An initial meeting to discuss topic selection
• General feedback sessions
• Help with research resources
• Progress check-ins ^[4]

From my experience, the frequency varies considerably based on the supervisor’s teaching style and availability. Some supervisors prefer regular weekly check-ins, whereas others might meet just a handful of times throughout the process ^[5].

I recommend encouraging your child to create a Google folder specifically for their Extended Essay and share it with their supervisor. This organized approach makes it easier for supervisors to track progress between formal meetings ^[4].

Why their feedback matters

Supervisor feedback represents much more than simple academic guidance. Through my child’s EE journey, I’ve observed how their input shapes the entire project.

First, supervisors help students refine their research question—perhaps the most crucial element of a successful essay. A well-focused question sets the foundation for everything that follows.

Additionally, supervisors ensure the essay meets ethical standards and IB requirements, preventing potential disqualification issues before they arise ^[3].

Furthermore, since supervisors have experience with successful EEs, their insights help students avoid common pitfalls. Their comments on the one permitted draft can highlight structural problems, research gaps, or analytical weaknesses that your teen might not recognize independently.

Most importantly, supervisor feedback teaches skills that extend far beyond the Extended Essay itself—research methodology, academic writing, critical thinking, and project management. These transferable skills will benefit your child throughout their academic career.

As a parent, I’ve found it helpful to emphasize that supervisor meetings aren’t about judgment but rather about making their essay stronger. Encouraging your child to approach these sessions with openness rather than defensiveness makes all the difference in how effectively they utilize this valuable resource.

Step 2: Help Your Child Choose the Right Supervisor

Choosing the right supervisor is a pivotal decision in your child’s Extended Essay journey. I’ve found that parents can offer valuable guidance in this selection process without taking over.

Match the subject area with the teacher’s expertise

First and foremost, your child needs a supervisor who is qualified in their chosen subject area. According to IB requirements, the supervisor must be “a suitably qualified member of staff at the school” with appropriate knowledge in the subject of the Extended Essay ^[2]. This expertise matters because the supervisor will help refine the research question and suggest appropriate research methods for that specific discipline.

When guiding your child, remind them that subject alignment is non-negotiable. A Math teacher supervising a History essay simply won’t work ^[6]. The better the match between the supervisor’s expertise and your child’s topic, the more targeted the guidance they’ll receive throughout the process.

I encourage parents to have frank conversations with their children about realistic subject choices. If your teen wants to pursue a less common subject area, check whether qualified supervisors are available at your school before they become too attached to the idea.

Consider teacher availability and willingness

Even the most knowledgeable supervisor won’t be effective without adequate time and commitment. According to expert recommendations, supervisors typically spend between 3-5 hours total with each student throughout the EE process ^[2]. Consequently, many experienced IB schools limit teachers to supervising no more than 4 essays per year ^[7].

When helping your child select a supervisor, suggest they inquire about:

• How many students the teacher is currently supervising
• Their preferred communication style (email, in-person meetings, etc.)
• Expectations about meeting frequency beyond required sessions

The teacher’s willingness to engage with your child’s specific topic also matters greatly. As one resource points out, “If your supervisor is enthusiastic about your topic, they’ll give you better feedback” ^[8]. Passionate supervisors invest more emotionally in their students’ success.

Importance of existing student-teacher rapport

Perhaps the most overlooked factor in supervisor selection is the existing relationship between your child and potential supervisors. I’ve observed that students consistently perform better when working with teachers they already know and trust.

Encourage your child to “choose a teacher they’re familiar with” as “they aren’t likely to agree” to supervise students they don’t know ^[9]. Moreover, working with someone who already understands your child’s writing style and work habits creates a more productive partnership from day one.

The personal connection matters because the EE process can be stressful. When challenges arise, a comfortable working relationship makes it easier for your child to ask questions, seek clarification, or request additional support. As one resource puts it, “forming a positive working relationship with your supervisor will help you through the EE process” ^[1].

In many schools, popular supervisors “get snapped up” quickly ^[10]. Therefore, I recommend encouraging your child to initiate conversations with potential supervisors early—ideally months before formal EE work begins.

Step 3: Prepare for the First Supervisor Meeting

The first supervisor meeting sets the tone for the entire Extended Essay process. As a parent, I’ve found that preparation for this initial session dramatically impacts the quality of guidance your child receives.

Encourage your child to bring topic ideas

Initially, help your teen brainstorm several potential research topics before their first meeting. The IB expects students to “come to this meeting with an update of what you may have found as far as some preliminary sources for your research and perhaps any initial direction changes” ^[11].

Mind mapping is an effective technique for generating ideas. Students can use colored pens on paper or digital tools – whatever works best for their thinking style ^[12]. Remind your child that their topic should be:

• Specific enough to research thoroughly
• Broad enough to cover in 4,000 words
• Something they genuinely enjoy studying ^[13]

I recommend having them write down at least 2-3 potential research questions. This preparation demonstrates initiative and makes the first meeting much more productive.

Help them list questions to ask

Essentially, the first supervisor meeting serves as a collaborative planning session. Your child should prepare thoughtful questions that demonstrate their engagement.

Some valuable questions include:

• Is my topic appropriate for this subject?
• What research methods would work best for my question?
• Are there any ethical issues I should consider?
• What sources would you recommend I start with? ^[14]

Particularly important is getting clarity on expectations regarding future meetings and communication preferences. Many supervisors appreciate when students ask, “How often should we check in between formal meetings?” This question establishes a productive working relationship from day one.

Discuss how to present early research

Before the meeting, ensure your child organizes their initial research properly. According to expert guidance, students should bring:

1. Their Research Proposal document
2. Their Researcher’s Reflection Space (RRS) or journal
3. A preliminary bibliography of potential sources ^[15]

Furthermore, creating a dedicated Google folder for all Extended Essay materials and sharing it with their supervisor proves extremely helpful ^[4]. This organization makes it easier for supervisors to track progress and provide targeted feedback.

Generally, supervisors appreciate when students send materials before the meeting. This allows them to review content and prepare guidance in advance ^[16]. I suggest having your child email their supervisor 2-3 days prior with their research proposal and any specific questions they want to address.

Throughout this preparation process, maintain a supportive but hands-off approach. While you can help your child organize their thoughts, the actual content should be entirely their own work to maintain academic integrity.

Step 4: Support Ongoing Communication and Check-ins

Between mandatory supervisor meetings, your child needs ongoing support to stay on track. As a parent, fostering consistent communication patterns now helps build habits that will serve your child throughout their academic journey.

Tracking progress between formal meetings

Regular check-ins with supervisors between formal meetings prove vital for EE success. Encourage your child to create and share a dedicated Google Drive folder with their supervisor early in the process ^[4]. This organization method makes tracking progress simple for everyone involved and demonstrates your child’s commitment.

Some effective parent guidance includes:

• Helping set mini-deadlines between formal meetings
• Asking open-ended questions about recent supervisor feedback
• Reminding them that the EE is “a student-led process” where they “must take the lead” ^[1]

The supervisor-student relationship works best as “an active two-way process” ^[1]. Hence, teach your child to initiate discussions rather than waiting for their supervisor to chase them about progress.

Using the Researcher’s Reflection Space (RRS)

The Researcher’s Reflection Space represents an essential tool in the Extended Essay process. This personal learning environment can be either physical or virtual ^[17] and serves as a research journal where students record their thoughts, ideas, and progress.

The RRS helps students prepare for reflection sessions with supervisors ^[18]. Students should use their RRS to:

• Record reflections on readings and research
• Respond to artifacts like photos or newspaper clippings
• Create mind maps of emerging ideas
• Note questions that arise during the research process ^[17]

Simultaneously, the RRS provides “benefits in terms of the management of workload” and helps students “retain focus” as competing priorities emerge ^[19]. Furthermore, it serves as evidence of authentic work, allowing supervisors to confirm the essay’s originality ^[20].

When to suggest a check-in with the supervisor

Although supervisors typically spend only 3-5 hours total with each student ^[1], certain situations warrant additional communication. Suggest extra check-ins when your child:

• Encounters unexpected research roadblocks
• Needs clarification on feedback
• Significantly changes their research direction
• Feels stuck or unmotivated

Remind your child to come prepared for every interaction. Having “clear expectations” and preparing questions in advance prevents “ambiguous conversations” ^[6]. Taking notes during meetings ensures they remember what needs improvement afterward.

Comparatively, students who communicate well with supervisors “often write better essays with fewer last-minute hiccups” ^[6]. Your guidance in maintaining this communication proves invaluable to their success.

Step 5: Make the Most of the Final Feedback Session

The final feedback session marks a crucial milestone in your child’s Extended Essay journey. Supporting them through this phase can make a meaningful difference in their overall experience and final product.

Reviewing the first draft together

Once your child completes their first full draft, encourage them to review it thoroughly before submission. Remember that supervisors can only provide feedback on one complete draft of the Extended Essay. This single review opportunity is invaluable, so the draft should be as polished as possible.

As you help your child prepare for submission, remind them to:

• Ensure their research question appears consistently throughout
• Check calculations and experimental work for accuracy
• Verify citations and bibliography formatting

Even though supervisors cannot directly edit the essay, they can offer open-ended comments that prompt your child to improve their work independently.

Helping your child reflect on supervisor comments

After receiving feedback, guide your child to approach comments analytically instead of emotionally. The purpose of supervisor feedback is to “stimulate evaluative reflection” ^[21], helping students assess their research focus and process.

Importantly, ask questions like, “How might you address this feedback?” instead of suggesting specific changes. Likewise, encourage your child to use language from the IB assessment criteria in their reflections, as this directly impacts their score on Criterion E: Engagement ^[21].

Clarifying what can and cannot be changed

The final feedback session, often called the “viva voce,” lasts approximately 20-30 minutes ^[22] and serves as a celebration of the essay’s completion. Undoubtedly, this is when your child reflects on what they’ve learned through the process.

First thing to remember: no changes can be made to the essay after this final meeting ^[23]. Your child should bring extracts from their Researcher’s Reflection Space that demonstrate their growth throughout the process.

In brief, your guidance during this final stage should focus on helping your child understand feedback—not implementing changes for them—as they prepare for the culminating reflection that completes their Extended Essay journey.

Conclusion

Guiding your child through Extended Essay supervisor meetings requires balance—offering support without overstepping boundaries. Throughout this journey, I’ve learned that parents play a vital behind-the-scenes role while students maintain ownership of their academic work.

Remember, effective supervisor relationships begin with thoughtful selection. Your child needs someone knowledgeable in their subject area who also connects with them personally. This foundation sets the stage for productive meetings from start to finish.

Preparation stands as the key difference-maker for successful supervisor interactions. Students who arrive with organized research materials, thoughtful questions, and clear progress updates gain significantly more from these limited meeting opportunities. Your gentle reminders about preparation demonstrate care without taking control.

Additionally, the communication habits formed during this process extend far beyond the Extended Essay itself. Your teen develops professional skills—meeting deadlines, responding to feedback, and managing complex projects—that will serve them throughout college and career paths.

Most importantly, your supportive presence during challenging moments helps transform the Extended Essay from a dreaded requirement into a rewarding growth experience. The pride you’ll feel watching your child confidently navigate their final reflection session makes all the behind-the-scenes guidance worthwhile.

The Extended Essay journey certainly tests both parents and students. Nevertheless, with the right approach to supervisor meetings, your child will develop independence, research skills, and academic confidence that last long after IB exams conclude. Your thoughtful guidance now creates a foundation for their future academic success.

FAQs

Q1. What is the role of an EE supervisor?
An EE supervisor guides students through the Extended Essay process, conducts mandatory reflection sessions, helps formulate research questions, provides guidance on research skills, and monitors progress. They cannot proofread, edit, or write any part of the essay.

Q2. How should students prepare for their first supervisor meeting?
Students should bring several topic ideas, prepare a list of questions to ask, and organize their initial research. It’s helpful to create a dedicated folder for EE materials and share it with the supervisor before the meeting.

Q3. How often should students meet with their EE supervisor?
The IB recommends that supervisors spend between 3-5 hours total with each student throughout the EE process. This includes three mandatory reflection sessions, with additional check-ins depending on the student’s needs and the supervisor’s style.

Q4. What is the Researcher’s Reflection Space (RRS) and how should it be used?
The RRS is a personal learning environment where students record thoughts, ideas, and progress. It helps prepare for reflection sessions, manage workload, and provides evidence of authentic work. Students should use it to record reflections, respond to research materials, and note questions that arise.

Q5. What happens in the final feedback session with the EE supervisor?
The final session, often called the “viva voce,” lasts about 20-30 minutes. It’s a time for the student to reflect on their learning process. The supervisor provides feedback on one complete draft, but no changes can be made to the essay after this meeting. Students should bring extracts from their RRS to demonstrate their growth throughout the process.

References

[1] – https://guide.fariaedu.com/extended-essay/your-ee-supervisor
[2] – http://isgibdiploma.weebly.com/uploads/2/3/5/7/23572084/supporting_the_ee_-_the_supervisor.pdf
[3] – https://www.schoolofthenations.com/wp-content/uploads/2020/11/884_Extended-Essay-Supervisor-Handbook-2018-2020.pdf
[4] – https://sites.google.com/gapps.uwcsea.edu.sg/extendedessay/the-process/supervisor-meetings
[5] – https://www.thestudentroom.co.uk/showthread.php?t=1518944
[6] – https://buytokessay.com/blog/how-to-select-supervisor-for-ib-ee/
[7] – https://philpot.education/mod/page/view.php?id=437
[8] – https://ibwritingservice.com/blog/choosing-perfect-supervisor-for-extended-essay/
[9] – https://iblieve.org/tips-for-working-with-your-ee-supervisor/
[10] – https://www.peakib.com/resources/how-to-choose-your-extended-essay-topic/
[11] – https://isstavanger.libguides.com/c.php?g=695888&p=5189058
[12] – https://libguides.westsoundacademy.org/ee/brainstorming-mind-maps
[13] – https://essayhub.com/blog/extended-essay-topics
[14] – https://huilieducation.libguides.com/c.php?g=961363&p=7015327
[15] – https://ee.isb.ac.th/ee-in-8-steps/3-first-official-meeting
[16] – https://philpot.education/mod/page/view.php?id=463
[17] – https://libguides.westsoundacademy.org/ee/rrs
[18] – https://cis.libguides.com/extendedessay/RRS
[19] – https://isstavanger.libguides.com/c.php?g=695888&p=4994994
[20] – https://extendedessayleregentcollege.wordpress.com/researchers-reflection-space/
[21] – https://www.bradcartwright.com/pages/newsletter-how-to-conduct-effective-extended-essay-interviews
[22] – https://learn.wab.edu/hs/ee/supervisors
[23] – https://isstavanger.libguides.com/c.php?g=695888&p=5189061