Head – Curriculum

Position Summary

Neev seeks to build knowledge, self-awareness and relationships with people and the environment to seek happy, healthy, impactful lives - keeping in line with the IB mission of producing global citizens. Curriculum articulation aligned with our philosophy is important scaffolding for achieving our mission across all our environments. The head of curriculum will lead design, articulation, and implementation of an aligned curriculum across all Neev’s programmes, building a cycle of design - plan - do - reflect - refine over the next few years.

Key Deliverables

Curriculum coordination involves the responsibility for developing, implementing, and evaluating curriculum, assessment, and instructional services. You will collaborate with teachers, administrators, and external stakeholders to ensure the delivery of a high-quality educational program that aligns with the philosophy and standards of the organization.

Development and reviewing the curriculum

Development and reviewing the curriculum

  • Assessing the educational needs, and understanding how the philosophy of the school translate to teaching and learning.

  • Lead a cross functional team for articulating the layers of curriculum that form the scaffolding for sustainable, high quality teaching practise.

  • Develop a framework that drives wholistic learning through disciplinary thinking, but also reflection and self-awareness recognising that ‘pastoral care’ is not an independent silo, but a result of healthy, self-driven and reflective teaching / learning.

  • Align the curriculum horizontally and vertically to establish continuity and create opportunities for transition where needed.

  • Provide guidance in organizing and integrating learning experiences with relevant content keeping in mind the teaching-learning process.

  • Develop and implement policies and practices for the Curriculum.

  • Monitor the progress made in achieving Curriculum plans and targets and their effects on teaching and learning.

  • Facilitate performance development of the teaching staff for delivering high quality teaching, in collaboration with the PD core team.

  • Ensure that new teachers are appropriately trained, monitored, supported, and assessed in relation to the teaching standards and competencies.

  • Keep abreast of latest developments in the IB Curriculum and ensure section coordinators are equipped to implement the same.

  • Monitor and evaluate all curriculum documentation and provide leadership for the development and continuous improvement of curriculum, instruction and assessments for all programs.

Assessment and Reporting

Assessment and Reporting

  • Providing guidance to coordinators to achieve validity and accuracy of assessment. Work with the coordinator and Heads of Departments through on-going flex workshops for programs, inter-disciplinary committees, departments, divisions, or individuals to:
    - Develop benchmarks and rubrics
    - Present assessment plan

  • Work with PYP, MYP and DP Coordinators and team leaders to provide assistance.

  • Collect evidence – design assessment tools, collect samples of student work.

  • Analyse evidence – make summative judgments.

  • Document analysis in report (develop template for reports).

  • Organize necessary intervention when required.

  • Provide guidance to Team leaders/HODs to collaborate with teachers to develop quality assessments-including formative, interim and summative.

  • Provide assistance in developing statistical models which can be used by coordinators and teachers to measure impact of learning support services on student achievement of intended learning outcomes.

  • Conduct focus groups with students and/or faculty and staff to get insight into practices that work and those that do not.

  • Work with the inspection and accreditation teams and assist with inspection/accreditation activities.

Implementation of the curriculum

Implementation of the curriculum

  • Provide leadership and modelling for teachers in instructional practice, including intervention and differentiation; backwards-design unit and lesson planning processes; and data analysis cycles.

  • Develop a clear and effective pedagogy along with senior leadership that embodies the school’s belief that instruction must be engaging, relevant, and rigorous; ability to clearly communicate this pedagogy with both teachers and external stakeholders.

  • Support teachers to analyse data collected through summative and formative on a regular basis to inform instructional decision-making and planning.

  • Collaborate with teachers and teacher teams to support the development of standards based, high quality instructional plans.

  • Evaluate the implementation of the Core and develop strategies with the respective coordinators to ensure appropriate skill building to achieve the goals.

  • School-based instructional strategies to help learners coordinate different cognitive processes in the service of cultural goals such as being able to read wide and deep across curricular areas, a core aspiration at Neev.

  • Neev's definition of desired learning is about the impacts of learning, who the students become as a result of being at Neev, is a collection of cognitive skills and dispositions, for building culture around. Thinking of learning as a whole system, rather than objectives and outcomes.

  • Develop anchor practices to propagate Neev’s reputation for curriculum development and teaching practices.

Whole School Contribution

This role is crucial in ensuring the successful implementation and continuous improvement of the school. Your expertise, leadership, and collaborative approach can drive positive change, improve educational outcomes, and create a nurturing and engaging learning environment for all students and staff members by adopting a comprehensive and cohesive strategy that encompasses the entire school community.

Build sustainable practice

Technology enablement of the curriculum, and data analysis practice in collaboration with the IT team and academic leadership, plus governance of academic policies. This is to ensure that a deep cycle of self-reflective teaching and accountability is achieved for all students. Participation in research initiatives, writing about our practices, collaborating beyond our walls will also help build networks and greater thought.

Person Profile

You should possess a combination of qualifications, experience, and personal qualities that aligns with the demands of the role. While specific requirements may vary, here is a profile that outlines the key aspects:

  • Teaching experience in MYP or DP programmes, with emphasis on core subjects in Sciences or Humanities preferably, and a fair understanding of diverse subject areas taught in IB schools.

  • A strong focus on socio-emotional development through learning (pastoral care through curriculum).

  • Experience in developing and aligning curriculum for own or other subjects, with scope and sequence documents, units of inquiry, and assessment strategies to meet IB standards and learning outcomes.

  • In-depth knowledge of IB philosophy, program frameworks, approaches to teaching and learning, and assessment strategies is crucial.

  • A clearly aligned bachelors and master's degree in the taught discipline, from reputed institutions in India or Abroad.

  • Specialization in curriculum development, instructional design, or IB education is advantageous.

  • Comprehensive understanding of curriculum design principles, pedagogical approaches, and assessment practices.

  • An understanding of design thinking, or a research mindset that helps to prototype solutions for teaching / learning challenges in pursuit of a scaffolded, but not didactic curriculum.