Purpose

 
The job of the IB Diploma Programme Coordinator is to lead IB teachers and staff to implement the IB framework with fidelity. Managing the IB program, includes curriculum development, teacher training, and assessment.
 
 
Qualifications
 

Required

 

1. Valid Arizona secondary teaching and administrative certificate.
2. Master’s degree in Education, Administration, or other related field.  
3. Minimum of five (5) years teaching experience at the secondary level. 4. Must have a minimum of three (3) years IB-related experience and/or training.

1. Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card.
2. Experience in supervising and evaluating classroom instruction.
3. Expertise in curriculum and instructional strategies and development; student assessment development and analysis; and instructional technology. 8. Demonstrated background in instructional leadership and ability to work collaboratively.

1. Demonstrated leadership and ability to work effectively with various groups, individuals, and a demonstrated ability to organize ideas and present with clarity and conciseness. 
2. Knowledge of dropout intervention best practices that lead to connection to the school community and student success.

Preferred

1. Bilingual in English and Spanish.
2. Knowledge of the school district and its departments, policies, and procedures.

 

Essential Functions

 

1. Market the school’s programme via weeklymonthly school newsletters, school letterhead, email signature, school marquee, visual school aesthetics, PTO/PTA meetings, school website, etc.
2. Utilize school and/or district social media to share information about the school’s IB culture.
3. Provides leadership in the development, implementation and assessment of the IB instructional program, including preparation of a formal annual reflection prepared for the International Baccalaureate Organization (IBO).
4. Consistently promote Learner Profiles and Attitudes
5. Attend summer IB leadership workshops/training as appropriate.
6. Maintain and monitor the school’s IB programme documentation
7. Manage and monitor the school’s IB Committee
8. Organize training needs and manage training documents
9. Meet with staff regularly and collaboratively to support vertical and horizontal articulation of the Programme
10. Research and present information on inquiry-based best practices during PD sessions
11. Ensure teachers receive consistent training around IB
12. Take a lead role in curriculum planning, design, delivery and review by working with staff (subject teachers, counselors, administrators) and external stakeholders (parents and IBO) to continuously model highly effective principles of teaching and instructional differentiation.
13. Assist teachers with orientation to subject or grade level curriculum and to develop appropriate learning targets for students.
14. Oversees IB curriculum review and facilitates curriculum development.
15. Counsels students and parents on appropriate curriculum/course choices for each IB Program.
16. Plans and facilitates all staff development and IB workshop participation as required by IBO and as necessary for effective program implementation.
17. Design controls to continuously monitor, record and analyze DP Teaching and Learning efficacy.
18. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

 

Skills, Knowledge, and Abilities

 
SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including utilizing pertinent software applications; planning and managing projects; preparing and maintaining accurate records; maintaining confidential and sensitive information; communicating effectively with individuals of varied cultural and educational backgrounds; communicate in oral and written form; prepare and present materials in a professional manner; manage personnel and programs; and work collaboratively with colleagues and the public.
 
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledgebased competencies required to satisfactorily perform the functions of the job include: knowledge of classroom management, collaboration, communication, curriculum development, lesson planning, curriculum management software, curriculum mapping, education technology, instruction, leadership, pedagogy, andragogy, and training skills; knowledge of federal, state, county, local, and District codes; knowledge of federal, state, county, local, and district policies, regulations, and laws.
 
ABILITY is required to schedule activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to direct others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is high. Specific ability-based competencies required to satisfactorily perform the functions of the job include: ability to provide consistent, fair, and policy-based direction to others and make independent judgments; ability to possess a high moral personal standard; maintain a high degree of integrity in all facets of work; ability to meet deadlines; ability to be courteous and able to effectively manage job responsibilities as well as being cooperative, congenial, service oriented, and to promote these qualities; ability to work in an environment with frequent interruptions; ability to be respectful and empathetic; and ability to promote team-building and shared responsibilities among administrative and professional personnel.
 

Responsibility

 
Responsibilities include daily monitoring of IB program implementation, assess and react to teacher training needs, and ensure our actions are in alignment with being an IB World School.
 
 

Working Environment

 
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. The employee may occasionally lift and/or move up to 50 pounds and occasionally move up to 120 pounds. Generally, the job requires 50% sitting, 15% walking, and 35% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. Working conditions may require work to be performed in both the field with extreme weather conditions and in an indoor environment with minimal temperature variations and some hazardous conditions. The employee will regularly work indoors and outdoors. The noise level in the work environment is moderate to extreme. Travel between District campuses and to locations outside the District is required. The working hours are somewhat flexible as the job may require hours beyond normal business hours.
 
 
Reports to:                             Assistant Principal of Curriculum and Instruction
 
Term of Employment:           Twelve-month, full time
 
Evaluation:                            This position will be evaluated annually as outlined in Governing 
                                                 Board Policy Manual.
 
FLSA Status:                         Exempt            
 
Salary Range:                                   Initial Placement Salary Schedule for Administrative/Support
                                                            Exempt Personnel, Coordinator
 
Board Approval:                   August 1994 (original adoption)
                                                May 13, 2010 (Revised)
                                                April 14, 2011 (Revised)
                                                January 23, 2024 (Revised)
                                                February 6, 2024 (Revised)
                                                February 25, 2025 (Revised)
                                                March 4, 2025 (Revised)