PYP协调员/小学教师 PYP Coordinator/Primary Teacher

KEY RESPONSIBILITIES: TEACHING AND LEARNING -- PRIMARY CLASSROOM PRACTITIONER § Plans, prepares, and delivers high-quality lessons to primary students in assigned subjects/ grade levels, following the PYP framework. § Implements inquiry-based, student-centered approaches to foster student engagement and conceptual understanding. § Assesses and monitors student progress, providing timely feedback to support learning. § Maintains a positive, safe, and inclusive classroom environment conducive to learning. § Contributes to whole-school quality assurance, including maintaining documentation, policies, and evidence required for national, regional, and international accreditation frameworks. CURRICULUM LEADERSHIP AND COORDINATION § Leads and supports teachers in planning, implementing, and reflecting on PYP units of inquiry. § Coordinates collaborative curriculum mapping and scope-and-sequence development across subjects. § Promotes and models inquiry-based, student-centered, and transdisciplinary learning. § Supports professional development and collaborative planning sessions in line with IB standards and practices. § Communicates the philosophy and benefits of the PYP to parents and the wider community. § Ensures curriculum documentation meets IB requirements as well as broader accreditation standards and school policy expectations. PROGRAMME MANAGEMENT AND IB LIAISON § Maintains and monitors the school’s PYP Action Plan for continuous improvement. § Creates systems for evidence generation to support the PYP Action Plan. § Prepares and supports the school during IB authorization and evaluation visits, collecting and organizing all evidence. § Liaise with the International Baccalaureate (IB) regarding program implementation, documentation, and evaluation PROFESSIONAL AND PERSONAL DEVELOPMENT § Actively engages in and leads school-wide PYP training and professional development. § Models best PYP practices and encourages continuous learning among peers. § Works closely with SENCO and Grade Leaders to implement effective support strategies within the PYP framework § Engages in professional learning related to school accreditation, quality assurance, and compliance expectations as required by the school. PERSONAL SPECIFICATIONS Minimum Qualifications: § Bachelor’s degree in Education or equivalent § Minimum five years of teaching experience in primary education § Previous experience teaching in the IB PYP (at least two years). Previous experience as a PYP Coordinator preferred. § Completion of IB-recognized PYP training (Category 1, 2, or 3). PYP Role of the Coordinator preferred. § Recognised teaching qualification (e.g. PGCE, HDipEd, or equivalent). § Hold a current Enhanced Criminal Records Bureau Disclosure for all countries lived in § Compliance with visa requirements for working § A commitment to safeguarding and promoting the welfare of all pupils, and a willingness to undertake appropriate child protection training when required. Skills: § Expertise in the designated subject area, with the ability to make complex topics accessible and engaging to adolescent learners. § Proficient classroom management skills tailored to the developmental and social dynamics of students. § Strong communication skills, essential for effective teaching, mentoring, and guidance of students in preparation for higher education or vocational paths. § Competence in employing technology and digital tools for subject-specific learning and research. § Ability to manage documentation, reporting, and evidence collection for program evaluation and accreditation processes. Knowledge: § Deep understanding of the curriculum, exam requirements, and effective teaching strategies for adolescents. § Awareness of the challenges and opportunities in education, including career guidance, social-emotional learning, and student autonomy. § Understanding of school authorization and accreditation processes, or willingness to develop this knowledge. Attributes: § A commitment to supporting students' academic and personal growth, helping them navigate the challenges of adolescence with empathy and understanding. § The ability to inspire, motivate, and challenge students to achieve their full potential and prepare for their future careers or further education. § A reflective and innovative educator, open to feedback and dedicated to continual professional development. § A collaborative approach, willing to engage with colleagues, parents, and the wider school community to enrich the educational experience and support student success. Other Requirements: § Willingness to contribute to extracurricular activities and school events that support the holistic development of students. § A professional demeanour, exemplifying integrity, respect, and responsibility as a role model for young adults. § Willingness to support schoolwide accreditation, authorization, and quality-assurance activities as required.