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The academic coordinator reports to the academic director regarding work plans, work assessment, and issues/concerns. Coordinators should compose detailed work goals with strategies for implementation and submit these goals to the academic director for approval and feedback.
The academic coordinator accepts work duties from the academic director and completes these duties in a timely, professional manner. Coordinators are expected to show initiative in their specific areas of expertise and can work independently, as well as collaborate with the team.
The academic coordinators convey information to teaching faculty regarding plans, curriculum development and assessment, resources, facilities, and activities, which affect faculty. The coordinator takes part in the training and evaluation of teachers and ensures that local school evaluations align with the departmental goals for instruction. The coordinator also collects student feedback on teacher performance and is able to logically use this data in teacher evaluations and to develop new strategies for improvement.
The coordinator solicits ideas for agenda items for possible inclusion in faculty and departmental meetings, maintains records of such meetings, and offers strategies for implementing departmental goals to the academic director for approval. The coordinator maintains effective communication procedures through all levels of the organization and develops a rapport with both team members and teaching faculty.
The coordinator is expected to travel, as needed, to our program centers to serve our centers’ needs. Coordinators should be familiar with all program centers and able to work in a variety of contexts to resolve problems and improve our centers’ academic excellence.
Coordinators should be results-focused and be able to measure and demonstrate these results clearly at departmental and corporate meetings. Coordinators should seek guidance from the academic director as necessary to achieve this goal. Results are expected in the following areas: curriculum quality that results in student achievement, academic programs/competitions/supplements outside basic courses, faculty professional growth and motivation, enforcing company standards and expectations in center management, and so forth.
Bachelor’s Degree, preferably in Science or Science Education. Master’s Degree preferred.
Two or more years of teaching experience. Management or leadership experience is preferred.
Fluency in English or Native English Speaker
Experience studying or living abroad is preferred but not required
Proven effective organizational leadership and strong communication skills clear
Ability to plan for, model and encourage collaboration and shared decision-making
Ability to apply strategic planning techniques that foster systemic approaches and result in sound business and educational decisions
Knowledge of high school student/faculty expectations
Willingness to travel to all program centers as needed
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