Regular Teacher) IB Coordinator

IB Coordinator Job Description

IB Coordinator Job Description The Chicago Public Schools (CPS) has set ambitious goals to ensure that every child—in every school and every neighborhood—has access to a world-class learning experience from birth, resulting in graduation from high school college- and career-ready. The IB MYP coordinator will be charged with the responsibility for the application for, and management and administration of the International Baccalaureate Middle Years Programme contained within the school. The coordinator will work in conjunction with the District IB Administrator as well as with the administration and staff at the school level to ensure the program is operated within the guidelines set forth by the International Baccalaureate. Together with the senior management of the school, the coordinator is involved in the school application for and implementation of the programme. The coordinator maintains contact with the parents and community, subject departments and teachers and with the IB. All IB correspondence regarding the programme is addressed to this coordinator. The IB Coordinator will be held accountable for the following responsibilities: • Commitment to complete 36 hours of training in International Baccalaureate and related topics for three years and as required in subsequent years. Training will be outside of school hours, sometimes on weekends and possibly during summer months. Some training may involve travel to training programs. CPS will pay registration, hotel and airfare in compliance with Chicago Public Schools Policy Manual guidelines. The successful candidate must comply with the terms listed in the offer letter. • Commitment to develop and implement professional development opportunities. • Commitment to participate in other training and professional development annually. • Commitment to actively promote the program to the community. • Commitment to coordinate, participate in and sponsor after-school activities involving students, parents, colleagues and/or community stakeholders. In order to be successful and achieve the above responsibilities, the IB Coordinator must possess the following qualifications: Type of Education Required: • Type 09 or 03 certification or alternative certification issued by the Illinois State Board of Education, as appropriate to the position. • Content area certification or endorsement. Type of Experience and Number of Years: • Four years teaching experience • Knowledge and experience in curriculum mapping • Experience teaching in an International Baccalaureate Programme preferred • Experience coordinating an International Baccalaureate Programme preferred Knowledge, Skills, and Abilities: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The programme offers a rigorous curriculum that encourages students across the world to become active, compassionate and lifelong learners with understanding and appreciation of cultural differences. SUCCESSFUL CANDIDATES MUST DEMONSTRATE THE FOLLOWING MINIMUM INTERESTS, SKILLS, ABILITIES, PROFICIENCIES AND/OR EXPERIENCES: • Experience planning, implementing and modifying curriculum; • Oversee implementation of all facets of the International Baccalaureate (IB) Programme; • Direct and coordinate activities that have as their specific function the development and delivery of a model IB Programme; • Provide collaborative leadership to all staff for implementing curriculum and instructional strategies; • Maintain a flexible schedule capable of multiple task undertakings and spontaneous adjustments to circumstances as they arise; • Demonstrated ability and/or experience in diversifying instructional strategies and employing a variety of assessment tools to inform instruction; • Demonstrated proficiency in making data-driven pedagogical decisions, i.e., ability to conduct data analysis with respect to student performance and make modifications, adjustments or changes to instruction, curriculum and teaching techniques based on data analysis; • Experience, ability and/or willingness to lead collaborative instructional planning and curriculum development with professional colleagues, including the creation of curriculum units; • Demonstrated ability to work collaboratively in, and with, a diverse school community, including parents, guardians and other community stakeholders, in providing top-quality education, e.g., experience and/or ability to engage parents and guardians in collegial and collaborative effort to address students’ educational needs; • Demonstrated excellence in oral and written communication; and • Demonstrated excellence in interpersonal and organizational skills