What are the responsibilities and job description for the IB (PYP) Coordinator position at Chicago Public Schools?
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 Department of Advanced Learning and Specialty Programs (DoALSP) serves as a catalyst to empower learners to be successful and positive contributors in their school community, post-secondary pathways, and life. Through programmatic support and collaborative partnerships, ALSP provides equitable access to high-quality, student-centered programs (AP, Gifted, IB, Magnet, and PL) that develop the interests, strengths, and talents of our learners.
The International Baccalaureate (IB) Coordinator, in collaboration with school administration, will support the Department of Advanced Learning & Specialty Programs in instructional development, change management, and school-level continuous improvement to drive success for all students. All IB correspondence regarding the program is addressed to the coordinator. The coordinator will work in conjunction with all IB stakeholders to ensure the program is operated within the guidelines set forth by the IB and Chicago Public Schools. In this capacity, the IB Coordinator will plan and take the steps necessary to continually improve and expand the IB program(s) within the school, thereby enriching the lives of students in Chicago Public Schools.
IB Coordinator Roles & Responsibilities
The IB Coordinator is charged with the responsibility of implementation and management of the school-based IB program.
Programmatic responsibilities
Ensure that all IB administrations and teachers are up-to-date on MySchool and have access to MyIB
Coordinate teacher participation at IB workshops, i.e., registration, airfare, hotel accommodations and Chicago Board of Education release applications to ensure all staff receive up-to-date IB-approved training
Lead the school’s IB authorization/evaluation process by following IB requirements before, during and after the verification/evaluation visit
Execute all components of the 5th grade exhibition, MYP 3 community project, MYP 5 personal project, IB written examinations, service learning, theory of knowledge course, extended essay, reflective project, and language portfolio
Fulfill all IB Coordinator responsibilities regarding IB assessments (exam registration, internal/external assessment submission, MYP/DP/CP core assessments, exam storage, administration and shipping, transcript requests to universities, CAS and Service Learning completion) and distribute results and Diplomas/Certificates to students and parents
Develop promotional programs and recruitment efforts at the school, within the community, and within attendance boundaries
Collaborate with counseling and/or post-secondary team to identify clear pathways and future plans for IB students
Ensure IB school-based policies are revisited and communicated to stakeholders each school year
Provide assistance to students following distribution of results in regard to “Enquiry Upon Results” or university placement
Maintain data on success rates, scholarships, and colleges/universities attended
Utilizing data to ensure equitable access to IB programs
Pedagogical Responsibilities
Develop a yearly school-based IB Professional Learning Plan with a regular cadence of meetings per the school’s CIWP goals and IB area(s) of focus for teacher training
Utilize data from formal/informal and internal/external assessments, teacher/student surveys, class observations, stakeholder feedback, etc. to inform and improve the program
Uphold and make known the IB as the school’s academic identity through open communication and collaboration
Ensure curriculum articulation and alignment occurs among other IB programs in the continuum, as well as other academic programs in the school (e.g. gifted, AP, cluster, etc.)
Organize vertical and horizontal IB team meetings with a regular cadence of meetings, with agendas stored as evidence for the evaluation cycle
Provide opportunities for participation and feedback from multiple stakeholders
Ensure that the concepts of international mindedness and the IB Learner Profile permeate the learning community
Coach and support teachers in curriculum matters, unit planning, instructional practices, and student affairs
Participate in instructional core walks and conduct non-evaluative classroom observations to collect data and trends that inform teaching and learning
Support teachers in finding and executing relationships with local and global partners to promote authentic learning and service experiences
