Key Responsibilities

1. Teaching and Learning Leadership

- Provide strategic leadership for teaching and learning across the school from Primary through High School.
- Establish and communicate clear expectations for high-quality teaching, learning, assessment, and student outcomes.
- Lead the school's teaching and learning improvement strategy and ensure its effective implementation.
- Monitor the quality and consistency of teaching across different sections and academic programmes.
- Promote student-centred, inquiry-based, evidence-informed, and differentiated teaching practices.
- Encourage the development of critical thinking, creativity, collaboration, communication, and independent learning.
- Use academic data and evidence to identify priorities and drive continuous improvement.
- Promote consistency in teaching, learning, assessment, and reporting practices across the school.

2. Curriculum Leadership and Progression

- Lead the development, implementation, review, and evaluation of the school's academic curriculum.
- Ensure clear vertical and horizontal curriculum alignment from Primary through High School.
- Ensure appropriate progression of knowledge, skills, competencies, and learning outcomes across grade levels.
- Coordinate curriculum mapping and identify gaps, overlaps, and opportunities for greater coherence.
- Ensure that curriculum development reflects the school's educational philosophy, institutional objectives, and international standards.
- Collaborate with Academic Coordinators and Heads of Departments to establish clear curriculum priorities and improvement plans.

3. Jolly Phonics Programme

- Provide academic oversight of the implementation of the Jolly Phonics programme in the relevant Early Years and Primary stages.
- Ensure consistency in the teaching of phonics and early literacy skills.
- Monitor the progression of students' phonological awareness, phonics, reading, spelling, and early writing skills.
- Support teachers in the effective use of Jolly Phonics methodologies and resources.
- Analyse student literacy data to identify areas requiring intervention or additional support.
- Coordinate professional development related to phonics, early literacy, and reading instruction.
- Ensure appropriate transition from early literacy and phonics programmes into the subsequent Cambridge English curriculum.

4. Cambridge Curriculum Leadership

- Provide strategic oversight of the implementation of the Cambridge curriculum from Primary through Secondary and High School, as applicable.
- Ensure that Cambridge curriculum frameworks, learning objectives, and assessment requirements are appropriately implemented.
- Monitor curriculum progression and ensure continuity between Cambridge Primary, Lower Secondary, IGCSE, and relevant post-16 programmes.
- Support Academic Coordinators and teachers in understanding Cambridge curriculum expectations.
- Promote effective Cambridge assessment practices and ensure alignment between teaching, learning objectives, and assessment.
- Monitor student achievement data and Cambridge examination results to identify trends and improvement priorities.
- Support teachers in preparing students effectively for external Cambridge assessments and examinations.
- Maintain awareness of Cambridge curriculum updates, programme requirements, and developments.
- Coordinate or support communication with Cambridge representatives, trainers, and external academic partners when required.

5. IB – International Baccalaureate Coordination

- Serve as the school's IB Coordinator and primary point of contact for IB-related academic matters.
- Lead the implementation, monitoring, and continuous development of the IB programme in accordance with IB standards and practices.
- Ensure the school remains aligned with relevant IB requirements, policies, standards, and programme expectations.
- Coordinate the school's IB programme development and improvement plan.
- Support teachers and programme leaders in understanding and implementing the IB philosophy and approaches to teaching and learning.
- Promote the development of the IB Learner Profile, international-mindedness, inquiry, reflection, and student agency.
- Coordinate IB-related meetings, professional development, documentation, and programme reviews.
- Maintain accurate IB documentation and evidence required for authorization, evaluation, accreditation, or programme review processes.
- Coordinate communication with the IB organization and ensure that required submissions, reports, and documentation are completed within established deadlines.
- Support the implementation of IB assessment practices and ensure appropriate alignment with programme requirements.
- Lead or coordinate preparations for IB evaluation and review visits.
- Ensure that recommendations arising from IB evaluations are incorporated into school improvement plans.




- Promote coherence between the IB philosophy and the school's broader curriculum and educational model.

6. Leadership Development and Academic Coordination

- Lead and develop a strong academic leadership structure across the school.
- Line manage and provide professional guidance to Academic Coordinators, Heads of Departments, and/or other learning leaders, as applicable.
- Establish clear objectives, performance expectations, and development priorities for academic leaders.
- Provide regular coaching, mentoring, and feedback to academic leaders.
- Identify opportunities to develop future academic and instructional leaders.
- Promote collaboration and the sharing of effective practices across academic sections.

7. Professional Development

- Design and lead the school's professional development strategy for teaching staff.
- Identify professional learning needs through classroom observations, academic data, staff feedback, and school improvement priorities.
- Coordinate training related to:
- Teaching and learning.
- Jolly Phonics and early literacy.
- Cambridge curriculum and assessment.
- IB philosophy and programme implementation.
- Differentiation and inclusion.
- Assessment for learning.
- Educational technology and innovative pedagogy.

- Lead professional development days, workshops, INSET sessions, and academic training.
- Promote a culture of professional reflection, collaboration, and continuous learning.
- Evaluate the impact of professional development on teaching quality and student outcomes.

8. Student Achievement and Academic Improvement

- Monitor academic performance and student outcomes across the school.
- Analyse internal and external assessment data to identify trends and areas for improvement.
- Establish academic improvement priorities in collaboration with school leadership and academic teams.
- Support the development of intervention and enrichment strategies.
- Monitor the effectiveness of academic interventions and improvement initiatives.
- Promote high expectations and academic achievement for all students.
- Ensure that academic decisions are informed by reliable evidence and student learning needs.

9. Assessment and Quality Assurance

- Lead the development of a coherent assessment strategy across the school.
- Ensure alignment between curriculum objectives, teaching, learning, and assessment.
- Promote effective formative and summative assessment practices.
- Monitor consistency and reliability in assessment and grading practices.
- Review academic data and prepare reports for school leadership.
- Ensure academic documentation is complete, accurate, and readily available for audits, inspections, accreditation, Cambridge reviews, and IB evaluations.
- Develop and monitor academic quality assurance processes.
- Support the implementation of improvement actions resulting from internal and external reviews.

10. School Development and Strategic Planning

- Work closely with the School General Director and Principals to develop and implement the School Development Plan.
- Ensure that teaching and learning priorities are reflected in the school's strategic direction.
- Contribute to the development of academic policies, procedures, and standards.
- Lead academic improvement projects across different sections of the school.
- Support strategic decisions related to curriculum, staffing, resources, and professional development.
- Evaluate the effectiveness and impact of academic initiatives.

11. Communication and Collaboration

- Maintain clear and effective communication with the School General Director, Principals, Coordinators, teachers, students, and families.
- Represent the academic and learning strategy in leadership meetings and institutional forums.
- Communicate curriculum developments, academic priorities, and programme requirements effectively.
- Collaborate with other schools and international educational networks to share best practices.
- Build positive and productive relationships with Cambridge, IB, and other external academic organisations.
- Communicate with parents when appropriate regarding curriculum, academic programmes, or student achievement.

12. Safeguarding and Student Wellbeing

- Promote a culture in which student safety, wellbeing, inclusion, and safeguarding are central to teaching and learning.
- Ensure compliance with all school Safeguarding and Child Protection policies and procedures.
- Promote inclusive educational practices that recognise and respond to diverse student needs.




- Ensure that academic policies and practices support students' overall wellbeing.
- Report and appropriately follow up on any safeguarding or student welfare concerns in accordance with institutional procedures.

Skills

- Strong strategic and academic leadership skills.
- Excellent understanding of curriculum development and educational standards.
- Strong knowledge of Cambridge curriculum frameworks and assessment.
- Strong understanding of the IB philosophy, programmes, and standards and practices.
- Knowledge of Jolly Phonics and early literacy development.
- Excellent coaching, mentoring, and teacher development skills.
- Strong analytical and data interpretation skills.
- Excellent communication and interpersonal skills.
- Strong project management and organisational abilities.
- Ability to lead change and manage complex academic initiatives.
- Strong decision-making and problem-solving skills.
- Ability to build effective relationships with diverse stakeholders.
- Strong understanding of international and student-centred education.
- Excellent English communication skills, both written and spoken.
- Ability to work effectively in a multicultural and international school environment.

Qualifications

- Bachelor's degree in Education, Educational Leadership, Curriculum Development, or a related field.
- Master's degree in Education, Educational Leadership, Curriculum, or a related discipline is highly desirable.
- Valid teaching qualification.
- Advanced English proficiency, preferably C1/C2 or equivalent.
- Recognised professional development or certification in Cambridge programmes is desirable.
- IB professional development and/or recognised IB training is highly desirable.
- Training or certification in Jolly Phonics is desirable.
- Additional qualifications in educational leadership, assessment, curriculum, or school improvement are an advantage.

Experience

- Minimum of 7 years of experience in education, including significant teaching experience.
- Proven experience in academic leadership, curriculum coordination, or school improvement.
- Previous experience in a leadership role within an international, bilingual, Cambridge, and/or IB school.
- Demonstrated experience leading curriculum development and implementation across multiple grade levels.
- Experience with Cambridge Primary, Cambridge Lower Secondary, IGCSE, and/or post-16 programmes.
- Experience as an IB Coordinator, IB Programme Leader, or equivalent academic leadership role is highly desirable.
- Experience with Jolly Phonics and early literacy programmes is desirable.
- Proven experience designing and delivering professional development for teachers.
- Experience analysing academic data and developing improvement strategies.
- Experience preparing for or participating in Cambridge inspections, IB evaluations, accreditation, or external academic reviews is highly desirable.
- Demonstrated ability to lead teams, manage change, and deliver measurable improvements in teaching and learning.

ISP Principles

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.

Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.

Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.

Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.

📌 IB Coordinator /Head of Learning (Ciudad de México)
🏢 International Schools Partnership
📍 Ciudad de México