Founding International Baccalaureate; IB Coordinator | DCS

About the Opportunity

Danbury International Academy Charter School seeks a mission‑driven, globally minded Founding IB Coordinator to lead the design, implementation, and stewardship of the International Baccalaureate framework s pivotal founding role will shape the school’s instructional model, guide teachers in inquiry‑based practice, and ensure the integrity of the IB philosophy from day one.

Launching with the Middle Years Programme (MYP) and with future expansion into the Diploma Programme (DP), DCS requires an IB Coordinator who is a systems‑builder and an instructional leader. The ideal candidate believes deeply in the potential of all students, is passionate about global citizenship and intercultural understanding, and is eager to build a world‑class IB program in a diverse, multilingual community.

This role is ideal for someone who thrives in a founding environment, brings expertise in IB programme design, and is excited to coach dedicated teachers, lead professional learning, and partner closely with school leadership to bring the DCS mission to life.

• Lead the design, implementation, and ongoing refinement of the IB Middle Years Programme (MYP), ensuring alignment with IB standards and practices.
• Serve as the primary liaison between DCS and the International Baccalaureate Organization (IBO), managing communication, documentation, and authorization processes.
• Develop and maintain the Programme of Inquiry (POI), unit planners, assessment frameworks, and interdisciplinary learning structures.
• Ensure that IB philosophy, learner profile attributes, and global contexts are embedded across all aspects of school culture and instruction.
• Guide the school’s long‑term planning for future DP expansion and potential PYP alignment.

• Lead the development of inquiry‑driven, concept‑based curriculum aligned to IB frameworks and state standards.
• Support teachers in designing units, assessments, and learning experiences that promote critical thinking, global awareness, and student agency.
• Ensure vertical and horizontal alignment across grade levels and subject areas.
• Model best practices in inquiry, interdisciplinary learning, and performance‑based assessment.

• Provide ongoing coaching, feedback, and instructional support to teachers in IB‑aligned pedagogy.
• Design and facilitate high‑quality professional development on inquiry cycles, global contexts, assessment, and the IB learner profile.
• Build teacher capacity to implement rigorous, culturally responsive, and globally minded instruction.
• Lead collaborative planning structures, including unit design meetings, interdisciplinary teams, and reflection cycles.

• Develop and oversee school wide assessment systems aligned to IB expectations and state requirements.
• Support teachers in designing formative and summative assessments that measure conceptual understanding and real‑world application.
• Analyze student data to inform instruction, intervention, and program improvement.
• Ensure consistent use of reflection, feedback, and student self‑assessment practices.

• Partner with families to build collective understanding of the IB model, global citizenship, and inquiry‑based learning.
• Lead community events, workshops, and showcases that highlight student learning and global perspectives.
• Build partnerships with local organizations, cultural institutions, and global learning networks.

• Teach 1‑2 classes such as Global Design, Global Studies, Innovation, or Advisory, depending on program needs and staffing capacity.
• Model inquiry‑driven, concept‑based instruction that reflects IB philosophy and demonstrates best practices for interdisciplinary learning.
• Use classroom teaching as a laboratory for instructional innovation and teacher development.
• Note: Instructional load may evolve as the school grows and as program, staffing, and coaching needs shift during the founding years.

• Build the foundational systems, structures, and documentation…