Grand Rapids Public School District
International Baccalaureate (IB) Primary Years Program (PYP) Coordinator
Grand Rapids Public School District, Grand Rapids, Michigan, us, 49528
To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.
GRPS MISSION : Our mission is to ensure that all students are educated, self-directed and productive members of society.
International Baccalaureate (IB) Primary Years Program (PYP) Coordinator
Department:Instruction
Unit:Professional and Administrative Exempt
Salary:Grade 108 - Specific salary based on experience
JOB SUMMARY
The PYP Coordinator serves as an instructional leader of the school as they enable, empower, and energize all aspects of education and administration. The PYP Coordinator will ensure the GRPS Mission, Beliefs and Objectives are articulated within the school and promotes a shared vision of learning and action. The PYP Coordinator will bring a diverse range of qualities, competencies, and experiences to the role to ensure continued growth and sustainability of the International Baccalaureate (IB) Primary Years Program (PYP). Achieving academic excellence requires that the PYP Coordinator work collaboratively with the entire community of learners including: IB Principal, school staff, parents, members of the community, and colleagues in other districts and schools. Inherent in the position are the responsibilities for planning, PYP curriculum development, program evaluation, extracurricular activities, personnel management, financial management, emergency procedures, resource scheduling, and facilities operations. Modeling strong instructional leadership, the PYP Coordinator maintains a professional school culture with a focus on equity for all members of the school including staff, students, and parents. The PYP Coordinator is responsible for ensuring that the school is implementing the IB PYP program with fidelity and evaluating its ongoing effectiveness. This position reports to the IB Principal.
ESSENTIAL JOB FUNCTIONS
Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:
Work with the IB Principal and Instructional Leadership Team (ILT) to coordinate and implement the district's instructional program ensuring that student achievement is the focus within the PYP framework. Ensure that teachers understand and deliver standards-based instruction through the utilization of the district's approved curriculum through the transdisciplinary IB framework and provide appropriate assessments to ensure student learning and growth Ensure that staff is fully trained in the Primary Years Programme (PYP) and receives continued professional learning including utilizing professional learning communities, IB workshops and trainings Ensure that data is utilized to drive, inform, and differentiate instruction Ensure that culturally responsive teaching techniques and strategies are utilized to enhance student learning and growth Utilize the teacher evaluation process to provide timely feedforward for staff and student development and growth according to the district tool and timelines. Provide appropriate social-emotional and community-oriented services and supports for students to promote whole-child well being With the assistance of special education administrative staff, support the special education referral process and 504s. Provide for the appropriate inclusion of special education students in the total school environment Implement and monitor Positive Behavior Support (PBIS) systems as a means of nurturing school climate and an Effort-Based Learning Environment Ensure that the Multi-Tired Systems of Support for the school is implemented to best support student needs Ensure that resources for English Language Learners are allocated and that students are receiving appropriate services Support IB Principal in creating a safe school environment that will enable learning to occur in a meaningful manner in a climate of high expectations for self, staff, student and parents Ensure building compliance with the: District's Uniform Discipline Code of Student Conduct Student uniform and dress code policies per handbook District attendance and discipline policies and procedures notification, documentation, reporting Assist IB Principal in utilizing restorative justice practices and implement alternatives to out-of-school suspensions Provide ongoing mechanisms for family and community collaboration Develop and maintain community partnerships that enhance and support instruction leading to student achievement Interact with students, parents, staff, and community in positive, supportive, and collaborative ways Utilize and implement relationship restorative alternatives to out-of-school suspensions Support the building principal in school adherence to district policies and procedures for all staff and students Support the building's work in establishing and maintaining working relationships with the community and parents Ensure compliance of discipline and attendance notification, documentation, and reporting Demonstrated regular and predictable attendance Other responsibilities as assigned QUALIFICATIONS
Education and Experience:
A bachelor's degree A minimum of three years successful teaching (PreK-12, college, or university level) A valid Michigan school administrator's certificate, or not later than 6 months after employment begins, enroll in a program leading to certification as a school administrator. Completion of the program must occur within 3 years of hire Preferred Qualifications:
Master's Degree in secondary administration, supervision, or education A minimum of three years successful teaching in elementary Experience as an assistant principal or Instructional Leadership Team member in a school in a culturally and economically diverse district or region Understanding or prior experience working within an IB PYP school Knowledge, Skills and Abilities:
Demonstrated advocacy for students and staff Demonstrated leadership skills in effective problem solving, human relations, interpersonal communication skills, and providing a safe and orderly learning environment that is conducive to learning Demonstrated ability and desire in managing diversity by creating an environment for all in the school community regardless of differences and similarities, to reach their full potential in accomplishing the objectives of the school and the district Demonstrated administrative ability and experience as a change agent including awareness, flexibility, and adaptability Demonstrated use of technology to include-mail, internet, Microsoft Office, and ability to learn and utilize District standard software Provides demonstrated evidence of leadership and positive relationships with staff, students, and parents
ADA REQUIREMENTS
The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
PHYSICAL DEMANDS
The work is medium work which requires exerting up to 50 pounds of force occasionally, and/or up to 30 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.
WORK ENVIRONMENT
The noise level in the work environment is usually loud to moderate. Work is performed indoors although there may be some outdoor activities.
MENTAL FUNCTIONS
While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.
Non-Discrimination
The Grand Rapids Public Schools will not discriminate
against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.
Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at (
616) 819-2022
or humanresources@grps.org.
GRPS MISSION : Our mission is to ensure that all students are educated, self-directed and productive members of society.
International Baccalaureate (IB) Primary Years Program (PYP) Coordinator
Department:Instruction
Unit:Professional and Administrative Exempt
Salary:Grade 108 - Specific salary based on experience
JOB SUMMARY
The PYP Coordinator serves as an instructional leader of the school as they enable, empower, and energize all aspects of education and administration. The PYP Coordinator will ensure the GRPS Mission, Beliefs and Objectives are articulated within the school and promotes a shared vision of learning and action. The PYP Coordinator will bring a diverse range of qualities, competencies, and experiences to the role to ensure continued growth and sustainability of the International Baccalaureate (IB) Primary Years Program (PYP). Achieving academic excellence requires that the PYP Coordinator work collaboratively with the entire community of learners including: IB Principal, school staff, parents, members of the community, and colleagues in other districts and schools. Inherent in the position are the responsibilities for planning, PYP curriculum development, program evaluation, extracurricular activities, personnel management, financial management, emergency procedures, resource scheduling, and facilities operations. Modeling strong instructional leadership, the PYP Coordinator maintains a professional school culture with a focus on equity for all members of the school including staff, students, and parents. The PYP Coordinator is responsible for ensuring that the school is implementing the IB PYP program with fidelity and evaluating its ongoing effectiveness. This position reports to the IB Principal.
ESSENTIAL JOB FUNCTIONS
Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:
Work with the IB Principal and Instructional Leadership Team (ILT) to coordinate and implement the district's instructional program ensuring that student achievement is the focus within the PYP framework. Ensure that teachers understand and deliver standards-based instruction through the utilization of the district's approved curriculum through the transdisciplinary IB framework and provide appropriate assessments to ensure student learning and growth Ensure that staff is fully trained in the Primary Years Programme (PYP) and receives continued professional learning including utilizing professional learning communities, IB workshops and trainings Ensure that data is utilized to drive, inform, and differentiate instruction Ensure that culturally responsive teaching techniques and strategies are utilized to enhance student learning and growth Utilize the teacher evaluation process to provide timely feedforward for staff and student development and growth according to the district tool and timelines. Provide appropriate social-emotional and community-oriented services and supports for students to promote whole-child well being With the assistance of special education administrative staff, support the special education referral process and 504s. Provide for the appropriate inclusion of special education students in the total school environment Implement and monitor Positive Behavior Support (PBIS) systems as a means of nurturing school climate and an Effort-Based Learning Environment Ensure that the Multi-Tired Systems of Support for the school is implemented to best support student needs Ensure that resources for English Language Learners are allocated and that students are receiving appropriate services Support IB Principal in creating a safe school environment that will enable learning to occur in a meaningful manner in a climate of high expectations for self, staff, student and parents Ensure building compliance with the: District's Uniform Discipline Code of Student Conduct Student uniform and dress code policies per handbook District attendance and discipline policies and procedures notification, documentation, reporting Assist IB Principal in utilizing restorative justice practices and implement alternatives to out-of-school suspensions Provide ongoing mechanisms for family and community collaboration Develop and maintain community partnerships that enhance and support instruction leading to student achievement Interact with students, parents, staff, and community in positive, supportive, and collaborative ways Utilize and implement relationship restorative alternatives to out-of-school suspensions Support the building principal in school adherence to district policies and procedures for all staff and students Support the building's work in establishing and maintaining working relationships with the community and parents Ensure compliance of discipline and attendance notification, documentation, and reporting Demonstrated regular and predictable attendance Other responsibilities as assigned QUALIFICATIONS
Education and Experience:
A bachelor's degree A minimum of three years successful teaching (PreK-12, college, or university level) A valid Michigan school administrator's certificate, or not later than 6 months after employment begins, enroll in a program leading to certification as a school administrator. Completion of the program must occur within 3 years of hire Preferred Qualifications:
Master's Degree in secondary administration, supervision, or education A minimum of three years successful teaching in elementary Experience as an assistant principal or Instructional Leadership Team member in a school in a culturally and economically diverse district or region Understanding or prior experience working within an IB PYP school Knowledge, Skills and Abilities:
Demonstrated advocacy for students and staff Demonstrated leadership skills in effective problem solving, human relations, interpersonal communication skills, and providing a safe and orderly learning environment that is conducive to learning Demonstrated ability and desire in managing diversity by creating an environment for all in the school community regardless of differences and similarities, to reach their full potential in accomplishing the objectives of the school and the district Demonstrated administrative ability and experience as a change agent including awareness, flexibility, and adaptability Demonstrated use of technology to include-mail, internet, Microsoft Office, and ability to learn and utilize District standard software Provides demonstrated evidence of leadership and positive relationships with staff, students, and parents
ADA REQUIREMENTS
The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
PHYSICAL DEMANDS
The work is medium work which requires exerting up to 50 pounds of force occasionally, and/or up to 30 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.
WORK ENVIRONMENT
The noise level in the work environment is usually loud to moderate. Work is performed indoors although there may be some outdoor activities.
MENTAL FUNCTIONS
While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.
Non-Discrimination
The Grand Rapids Public Schools will not discriminate
against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.
Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at (
616) 819-2022
or humanresources@grps.org.