Ideal Characteristics
- Global Citizen - uphold the BBIS global citizenship values of ethics, diversity, global issues, communication, service, leadership, and sustainable lifestyle.
- Collaborative - able to work with community members to a common purpose
- Organized – able to meet deadlines, set long range plans and follow through.
- Communicator - strong communication skills, providing clarity, coherence and thoughtful dialogue to discussions.
- Team Builder - understands and works towards the building of strong teams.
- Resilient - able to work through difficulties, and knows how to ask for support when needed.
- Learner - interested in growing skills in themselves, and in the educators they work with.
- Problem Solver - considers multiple ways to solve problems and is able to discern which best serves our population.
Responsibilities of the Role
This role directly links to our strategic aims and definitions of learning and has responsibilities in the following areas:
Student Life
- Coordinate and plan celebratory milestones for the Grade 11-12 Program for students and families.
- Support transition from the MYP to the DP/HS Programme.
- Lead student course choice and provide information and guidance for students and guardians.
- Help program students into courses and review students schedules.
- Ensure assessment is balanced and applied.
- Ensure equitable access to courses, pathways, and subject choices.
- Cooperate with the careers’ advisor to contribute to students’ long-range plans.
- Subject Choice - Oversee any subject changes, providing guidance and support for students.
- Collaborate with the boarding team to provide support for boarding student well-being.
- Work with teams to help plan and execute special events relating to student well-being, care and curriculum.
- Contribute to tiered student support structures (academic, social-emotional, well-being).
- Collaborate with learning support, counseling, boarding, and safeguarding teams within a coherent support framework.
Curriculum and Assessment
- Lead inclusive curriculum design and assessment practices.
- Use assessment data to inform tiered instructional and intervention decisions.
- Ensure accessibility, accommodations, and adjustments are systematically planned and monitored.
- Ensure that all curriculum documentation is up-to-date, implemented and available to pedagogical staff.
- Work with Heads of Department to identify and keep samples of excellent student work.
- Ensure coursework is submitted in a way that it can be accessed for future accessibility if needed.
- Lead the process of developing or reviewing the school’s curriculum documents, including the subject group overviews, ATL, Assessed Criteria and any other scope and sequence documents.
- Lead the development, implementation and continued use and revision of policies (some examples may include: school language policy, assessment policy, special needs policy and academic integrity policy)
- Participate in the cyclical review of subject curricula.
- Propose changes deemed necessary in the interest of better implementation and delivery of the IB curricula.
- Ensure that the curriculum is mapped using the relevant BBIS software.
- Organize (with Admin support) assessments (including mock exams, Diploma subject exams) and oversee where applicable the standardization of internal assessments.
- Organize and oversee all mock exams and final IBDP exams.
- Work with teachers to ensure the timely submission of coursework.
- Contribute to the review and implementation of the reporting process.
- Liaise with the self-taught languages coordinator to ensure that self-taught students are meeting the requirements of the program;
- Work with ToK, EE and CAS coordinators – providing support, mentorship and coordination for the Core
Teaching and Learning
- Support inclusive instructional practices aligned with universal design and differentiation.
- Support teachers in implementing tiered interventions within classrooms and programs.
- Coordinate data-informed decision-making within an MTSS framework.
- Support transition of new faculty with regard to access, understanding and training of new teachers.
- Coordinate professional development - Make recommendations regarding professional development opportunities on and off campus in accordance with the schools budget, action plan and yearly goals Use past PD to plan future attendance to ensure equality of opportunity and to identify on-going needs, and to complete authorization and program evaluation forms. Suggest workshops and conferences to management and staff and attend PD events like regional conferences to keep abreast of general educational and IB developments.
- Serve as an instructional coach.
- Ensure that the curriculum promotes students making connections, thinking conceptually and critically, and reflecting on their own learning.
- Work with HoDs to ensure that teaching and learning are differentiated to meet students’ needs and that there is both vertical and horizontal articulation of the curriculum.
- Lead the learning and implementation of teaching and learning policies and procedures (example: but not limited to, academic integrity, language policy, assessment policy, homework policy)
- Promote inquiry based learning and cooperation.
- Use data to identify, track and support student progress and well-being and coordinate with appropriate faculty/departments to arrange intervention and follow up.
- To facilitate data protocols for internal and external standardized assessments.
- Provide mentorship for faculty members as required by the relevant German ministry/authorities
Communication
- Communicate with the school community about inclusive practices, supports, and pathways.
- Provide transparency around how student support systems function across the DP/HS Programme.
- Promote and bring visibility to the positive outcomes of student experiences.
- Communicate regularly about the process of implementation and how all requirements of the IB concerning the implementation of the program are adhered to.
- Regularly conduct general sessions about the DP/HS Programme for the whole school community and for interest groups within the community, for example, parent information sessions.
- Provide a liaison between the school and the IB. Respond to requests for information from the IB.
- Circulate all relevant information received from the IB and ensure that teachers and other staff are kept up to date with current developments in the program.
- Meet students and parents, as needed, to discuss the DP/HS Programme as part of the admissions and/or transition.
- Support and advise teaching staff regarding the administration of the IB Diploma program and ensuring that all coursework and examination requirements are met by the stipulated deadlines.
- Ensure that the registration, uploaded coursework, post results services are accurate and timely.
- Draft and share important organizational documents such as examination schedules, invigilation schedules, internal assessment calendars etc
- Be available to students for consultation upon results release during the summer holiday to receive, distribute and, if necessary, query and challenge the IB Diploma results.
School Improvement & Growth
- Contribute to the development and refinement of school-wide MTSS and inclusion frameworks.
- Align accreditation and authorization work with inclusion and equity goals.
- Participate on and lead school improvement teams relating to teaching and learning informed by data.
- Accreditation & Authorizations – Lead teams through review and preparation of documentation required for authorization, evaluation or accreditations.
- Participate in teacher recruitment as appropriate.
- Support teacher growth and improvement.
- Contribute to the school’s educational strategic planning, and the implementation of the plan.
- Prepare an annual report of program outcomes (where applicable, exam or assessment results) to management.
- Work with the MYP and PYP Coordinators on school wide matters relating to teaching and learning.
- Participate in the development of the DP/HS action planning, manage and monitor the plans and participate in the formulation of the school’s strategic development plan and other requirements of accrediting bodies.
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