Academic Coordinator- Primary School

**Role Background**:
The Academic Coordinator is responsible for the overall management of the Redbricks Primary Years Program (PYP) for Class 1 to Class 6.

(This role is similar to the role of a PYP coordinator in an IB or Cambridge school). It

involves planning and leading the end-to-end processes for the successful

implementation of the academic and holistic program across these grades. It involves

working with multiple stakeholders such as teachers, students, parents, curriculum

team, consultants, other academic leadership team members & administrative

department members of the school. This role directly reports to the School Principal

with a dual reporting and close working relationship with the School’s Founder.

About Redbricks School: Redbricks School is a PreK-12 school established in 2009

and affiliated with the CISCE board. The school follows a balanced progressive

pedagogy which focuses on teaching Indian content through inquiry-based and modern

pedagogical techniques. Students develop as independent thinkers and curious

learners, with strong content understanding and transferable skills. They also develop

as responsible characters with a strong moral compass through the school’s unique

socio-emotional program, community focused environment and positive discipline

policy. The school has designed its own unique curriculum until the completion of Class

6, which helps prepare students to face any Indian or International board after Class 6.

The school also strongly focuses on holistic development of its students through a

range of activities which focuses on developing their physical, socio-emotional and

creative capacities. Unique initiatives such as student-led exhibition, design thinking

projects, field trips and visiting experts, community events such a literature fest, etc.,

contribute to the overall enriching experience of learners and educators.

**Minimum Qualifications**:

- Masters degree in any field
- B.Ed / MA Education is preferred

**Preferred Prior Experience**:

- Should have taught in Primary or Middle School Grades for at least 8-10 years
- Should have been in a coordination or leadership capacity, preferably in a

primary education set-up, for atleast 5 years
- Prior leadership experience in IB school or an International Cambridge school

would be well-suited (eg Academic Coordinator or Assistant Academic

Coordinator)

school or in other educational leadership and management positions may also be

considered

planning and supervision of teaching-learning processes. They should have a strong

leadership aptitude with an acumen for guiding, supervising and motivating teachers.

They should also have strong interpersonal skills helpful in dealing with students,

parents and other stakeholders. This role would require a minimum 5 year commitment.

Required Skills: Pedagogical expertise, Leadership Skills, Planning and Organizing

skills, Multi-tasking ability, Thinking skills, Communication skills, Technological skills,

Strong Emotional Intelligence

Required Knowledge: Curriculum design, Teaching Learning Processes/Innovative

Pedagogy, Educational Management

**Specific Responsibilities**:
1. **Academic Planning**:Engaging in overall academic planning regarding school

schedules, policies and processes in collaboration with other academic leaders

of the school.

2. **Curriculum Design**: Collaborating with the curriculum design team for effective

curriculum development, and providing feedback & suggestions to the team

based on curriculum implementation, stakeholder feedback and student learning

outcomes.

3. **Program Implementation**:
a. Ensuring processes are in place for effective implementation of the

academic program by the teaching team.

b. Monitoring effective program implementation through observations,

discussions, tracking output and outcomes, and other mechanisms.

c. Monitoring student learning outcomes and guiding teachers to adopt

strategies for improving student learning.

d. Overseeing the identification of students with academic and/or

socio-emotional challenges and implementation of support mechanisms to

help them succeed.

e. Keeping a track of student behavioral issues and guiding teachers for

effective implementation of the school’s positive and restorative

discipline policy.

f. Supporting the planning and implementation of important student

exposure activities such as field visits, visiting experts, student led

exhibitions, etc.

4. **Team Management**:
a. Preparing team requirements and coordinating with HR for timely and

effective selection of teachers and team members.

b. Planning and leading the implementation of training and coaching

initiatives for teachers, and engaging in ongoing performance

management of teachers.

c. Supervising and coaching the team of grade level integrators who work

closely with teachers for effective program implementation.

d. Supporting teachers to navigate their own challenges (person