International Baccalaureate Primary Years Program (PYP) Facilitator

 

 

 

QUALIFICATIONS:        

 

  1. Five years of successful, proven teaching experience.

  2. A proven record of providing formal and informal leadership in working constructively with other professionals for continuous growth and development toward meeting the needs of students and the goals of the campus/district.

 

REPORTS TO:          Principal

 

TERMS OF EMPLOYMENT:  Teacher pay scale - 187 days - Wage/Hour

                                              

MAJOR RESPONSIBILITIES AND DUTIES
 

  1.  
 Provide for two-way communication about the Primary Years Program with principal, teachers, staff, parents, students, and community.
  1.  
 Comply with all district and local campus routines and regulations; demonstrates skill in conflict resolution regarding IB program issues.
  1.  
 Take responsibility for ensuring that pedagogical aspects of the program are discussed, information is disseminated, and the program is planned, taught, and assessed collaboratively.
  1.  
 Assist the principal in acting as the pedagogical leader of the program in the school.
  1.  
 Develop an IB program evaluation design and coordinates a continuing evaluation of the program based on that design, as well as the design of the IBO and implements changes based on the findings.
  1.  
 Respond to requests for information (questionnaires) from the IBO.
  1.  
 Provide outreach and a calendar of events tot he wider community of learners through such media as the PTA discussion forum, e-mail contact with colleagues and school visits.
  1.  
 Facilitate the daily organization of the Primary Years Program.
  1.  
 Work with the Director of Advanced Studies to place potential advanced/gifted students in the program including receiving applications, communicating with parents, and taking part in testing.
  1.  
 Established and maintain a record of completed planners; publish the school's programme of inquiry; and lead the process of reviewing the school's scope and sequence documents.
  1.  
 Provide a liaison between the school and the IBO.
  1.  
 Conduct parent information sessions.
  1.  
 Monitor IB classrooms to assess the utilization of inquiry and appropriate critical thinking strategies to encourage success for IB students.
  1.  
 Facilitate the alignment of the IB curriculum to the appropriate state and International standards.
  1.  
 Ensure that copies of the IBO publications pertaining to their sections of the school are available to all staff members.
  1.  
 Ensure that essential agreements are formulated for assessment.
  1.  
 Make recommendations regarding training opportunities on and off campus and ensure that staff members are made aware of professional development opportunities available.
  1.  
 Set up systems for communication and collaboration among all staff members involved in implementing the program.
  1.  
 Coordinate materials requests for submission to the Director of Advanced Studies.
  1.  
 Comply with district policies, as well as state and federal laws and regulations.
  1.  
 Coordinate staff and student travel, including student transportation, and submits travel plans to the Director of Advanced Studies for final approval.
  1.  
 Publish articles pertaining to the program in the school newsletter.
  1.  
 Participate in the formation of the school's Plan of Action.
  1.  
 Circulate all relevant information received from the IBO.
  1.  
 Participate in professional development programs that lead to personal improved job performance, as well as keeping a record of workshops and school visits in order to achieve equality of opportunity and identify ongoing needs.
  1.  
 Assist teams or individuals in developing units of inquiry.
  1.  
 Coordinate exchange programs and communications with other PYP schools.
  1.  
 Prepare and submit any documentation required for authorization and evaluations.
  1.  
 Ensure that all requirements and procedures set by the IBO concerning the program are adhered to.
  1.  
 Make recommendations for the purchase of suitable resources to support the implementation of the program; establish an inventory of those resources purchased to facilitate efficient management; identify local people and resources that can be used to support the program.
   31. Improve leadership skills through self-initiated professional development activities.
    32. Performs duties in a professional, ethical, and responsible manner as defined in the TEA Code of Ethics for Educators.
    33. Uses information provided through the District appraisal process to improve personal performance.
    34. Receive the required annual site visits from a trainer, clinical trainer, or mentor Teacher Leader.
    35. Attend an annual Reading Recovery conference and an annual Teacher Leader Institute.
    36. Participate in opportunities for interaction with other Reading Recovery trainers, clinical trainers, Teacher Leaders/tutors, and teachers, including instructional personnel.
    37. Articulate the district's mission and goals to community and solicit support in realizing the mission.
    38. Demonstrate awareness of district-community needs and initiate activates to meet those needs.
    39. Use appropriate and effective techniques to encourage community and parent involvement.
    40. Performs other tasks and assumes such responsibilities as related to the position and as assigned.

 

 

EQUIPMENT USED: Computer, copier, fax and related office equipment and audio logical equipment.
Working Conditions: Mental Demands: Reading, ability to communicate effectively (verbal and written); maintain emotional control under stress; work cooperatively with others.
Physical Demands: Frequent district wide and occasional statewide and international travel; occasional prolonged and irregular hours.
 

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. 10/04 SR