PYP Coordinator
 
JOB TITLE: PYP Coordinator
EMPLOYER: European Azerbaijan School DUTY STATION: Azerbaijan
PUBLISHED: 2019-08-23 LAST UPDATED: N/A DEADLINE: 2019-09-22

PYP Coordinator

European Azerbaijan School is looking for an experienced PYP coordinator to lead the development of our IB-PYP program. If you have a passion for curriculum, coaching teachers, interacting with the IB community and promoting high academy achievement, then you might be a fit for us.

Key Relationships (Internal and External):

Head of Primary, IB Coordinators, IBAEM Regional Office, Senior Leadership Team, Team Leaders, Primary Teachers and Associate Teachers

Key Accountabilities:

• Display international mindedness in all areas of work; strive to be a critical thinker, inquirer, effective communicator, principled, balanced, caring, risk-taker, open minded, knowledgeable and reflective individual
• Display international mindedness in all areas of work; strive to be a critical thinker, inquirer, effective communicator, principled, balanced, caring, risk-taker, open minded, knowledgeable and reflective individual
• Display respect for and interest in diverse cultures, languages and traditions
• Fulfill a range of duties and responsibilities, as required, to attend to the whole child and to ensure the smooth day to day running of the school
• Attend and contribute to staff briefings and also departmental and regular staff meetings
• Ensure the school achieves its overall educational aims, mission and vision for learners
• Understand the contents and value of all PYP documents for implementing the program and promote their use Ensure that IB publications pertaining to the PYP section of the school are available to all staff members.
• Establish and maintain a record of completed IB Primary Years Program planners. including the exhibition
• Lead the process of developing or reviewing the school’s curriculum documents, including the program of
inquiry and scope and sequence documents.
• Ensure that all teachers, the PYP coordinator and the principal are trained to implement the PYP
• Keep a record of workshop attendance and school visits to ensure equality of opportunity to identify on- going needs, and to complete authorization and program evaluation forms.
• Assist teams or individuals in developing and documenting units of inquiry and individual student inquiries
• Support teachers responsible for, and the students involved in, the PYP exhibition in the final year of the program
• Be responsible for the establishment of an inventory of resources to facilitate efficient collaboration.
• Monitor and evaluate the effective use of educational resources and equipment to ensure that they support student learning and inquiry
• Ensure the pervasive influence of the PYP on all aspects of the functioning of a cohesive school community
• Communicate regularly about the process of implementation and how all requirements of the IB concerning the implementation of the program are adhered to
• Set up systems for communication and collaboration among all staff members involved in implementing the program
• Regularly conduct general sessions about the PYP for the whole school community and for interest groups within the community, for example, parent information sessions
• Publish articles pertaining to the program in the school newsletter and post on the school website.
• 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
• Prepare and submit any documentation required for authorization and evaluation.
• Respond to requests for information from the IB
• Provide a liaison between the school and the IB
• Model and promote the IB learner profile and the PYP attitudes
• Encourage teachers to see themselves as researchers and support their inquiries into pedagogy as per the
school’s professional goals requirements
• Ensure that the curriculum promotes students making connections, thinking conceptually and critically, and reflecting on their own learning
• Ensure that teachers differentiate the teaching and learning opportunities for children with diagnosed special needs
• Ensure the balance between transdisciplinary and disciplinary learning
• Ensure and reinforce the cognitive value of the learning experiences planned for the units and for stand alone

• Monitor the use of inquiry as a pedagogical approach through classroom visits
• Ensure that the curriculum provides opportunities for student-initiated actions
• Ensure that assessment, in the form of feedback, helps students to think about how they learn and to become more proficient and self-directed and is recorded in their portfolios.
• Ensure that summative assessment in a unit of inquiry is an effective way of assessing each student’s
understanding of the central idea
• Ensure that teachers communicate and help learners and parents understand the assessment criteria
• Encourage the learning of everyone, students, staff and parents in a PYP school community.
• Ensure that professional development resources will be linked, to some degree, to individual teacher performance appraisal.
• Organize peer lesson observations and engage in team teaching opportunities that reflect our commitment to providing effective teaching, learning and assessment.
• Where possible, organize an expert or coach to address a defined area for which there is a demonstrated need for development.
• Collect on-going evidence of the school’s implementation of PYP standards and practices.

Person Specification:

Education: Bachelor’s degree, Teaching certification, educational leadership/management workshops
Experience: 2 years’ senior or middle leadership in a similar setting
Competencies: Knowledge of international accreditation, inspection and evaluation frameworks, excellent communication skills in spoken and written form, educational leader and outstanding teacher, sound decision making, solutions focused, knowledge of child protection and health and safety, experience in developing and/or sustaining high performance teams, highly effective relationship management with a variety of stakeholders, expert knowledge of IB Standards and Practices, and expert knowledge of the PYP curriculum framework.
Attributes: Collaborative team player, inspirational speaker, empathetic listener, integrity, strategic thinker, able to convert vision into action, internationally minded, emotional intelligence, intercultural awareness, creative, persuasive, flexible and capable of managing growth and instilling high standards, adept in multilingual settings, spirited, pioneering, professional and nurturing.

APPLICATION PROCEDURES

If you are interested to apply, please send a detailed letter of intent with a CV addressing relevant qualifications and experience to e-mail: hr@eas.az
CVs without cover letters will not be considered. In the subject line of your e-mail message, please, mention title of the position you are applying for. No information inquiries will be handled over the phone. Only short listed candidates will be notified for the interview.

About European Azerbaijan School

The “European Azerbaijan School” Education Complex (EAS) is a private school founded by The European Azerbaijan Society (TEAS) and started in September 2011. The school offers international programs such as the International Baccalaureate (IB) but also meets all requirements for the Azerbaijani national curriculum. EAS is a member of the European Council of International Schools (ECIS), the New England Association of Schools and Colleges (NEASC), Cambridge International Examinations and is currently in the last phase of the accreditation process with the Council of International Schools (CIS).

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