HIGH SCHOOL GLOBAL IMPACT DIPLOMA & INNOVATION ACADEMY COORDINATOR/ TEACHER

The High School GID & Innovation Academy Coordinator and Teacher is a visionary, student-centered educator responsible for co-leading, coordinating, and growing two flagship experiential learning pathways at Colegio Roosevelt: the Global Impact Diploma (GID) and the Innovation Academy (IA). This role serves as a dual program coordinator and classroom teacher.

As Coordinator, this leader acts as a steward of program culture, facilitating project-based, interdisciplinary, and competency-based learning. The Coordinator oversees student enrollment, pathway advising, portfolio/exhibition systems, and acts as the primary liaison to the international GID network of founding schools. As a Teacher, this educator delivers engaging, inquiry-driven instruction that empowers students to apply learning to authentic, real-world problems, build agency, and cultivate personal well-being. Teaching assignments may include courses in the Innovation Academy (Grades 9–10) and/or courses within the Global Impact Diploma (Grades 11–12) depending on candidate qualifications and programmatic needs.

GID & Innovation Academy Program Coordination

• Program Implementation & Alignment: Coordinate the integration of the Global Impact Diploma and Innovation Academy into the high school academic offerings. Manage GID diploma requirements, core competencies, and IA interdisciplinary course suites (English, Media Arts, Design).

• Student Recruitment & Advising: Lead student recruitment, application, and onboarding for IA cohorts and GID pathways. Guide students in selecting GID course pathways, tracking progress, and ensuring access to resources that promote meaningful learning and well-being.

• Portfolios & Impact Exhibitions: Oversee student development of Impact Portfolios and coordinate school-wide Impact Exhibitions, connecting students with community partners, mentors, and authentic audiences. Facilitate internal and external moderation of student portfolios.

• Global Network Liaison & CoP: Serve as primary liaison to the global GID network. Participate monthly in the GID Coordinator Community of Practice (CoP) and represent the school at annual GID Summits.

• Community Engagement & Storytelling: Present GID and IA programs to parents, prospective families, board members, and university admissions officers. Maintain program documentation, digital presence, and university profiles.

• Teacher Support & Program Culture: Coach and support IA and GID teachers in enacting program vision, designing interdisciplinary design challenges, and implementing competency-based assessment.

Instructional Practice and Curriculum

• Teaching Load & Content Scope: Teach approximately three high school courses serving Grades 9 through 12. Course load will be determined based on school needs and candidate background, and may include:

  • Innovation Academy (Grades 9–10): Interdisciplinary courses fulfilling English, Social Studies, or Elective credits.

  • Global Impact Diploma (Grades 11–12): GID core or specialized courses fulfilling English, Social Studies, or Elective credits.

  • General High School Curriculum: Foundational or elective offerings in English ELA and/or Social Studies.

• Flexible & Interdisciplinary Pedagogy: Design and deliver engaging, inquiry-driven learning experiences that seamlessly integrate subject-area standards (English/C3) and competencies with project-based learning and real-world application, regardless of the specific course assignment

• Differentiated Instruction: Differentiate learning experiences to meet diverse needs, supporting English as an Additional Language (EAL) learners, learning support students, and advanced scholars.

Assessment and Student Growth

• Competency Assessment Design: Design quality standards-based formative, summative, and self-assessments (including single-point rubrics and process portfolios) centered on GID core competencies.

• Feedback & Reflection: Provide timely, actionable feedback and structure regular opportunities for student self-reflection and goal setting.

• Record Keeping: Maintain accurate documentation of student progress, portfolio artifacts, report writing, and ongoing communication with parents.

Professionalism and Collaboration

• Collaboration: Collaborate actively with colleagues to plan curriculum, review student data, give and receive feedback, and engage in professional reflection.

• Professional Growth: Actively engage in professional learning and growth through regular observation and feedback cycles, and participate in external professional development opportunities.

• School Policy: Thoroughly read, understand, and implement all school policies and procedures.

• Communication: Connect with and be available to parents and students during and outside of school hours (in person and via email communication).

• Core Values & Learning Principles: Model the school's Core Values in all interactions with members of the school community and reinforce the school’s Learning Principles

Student Life and School Community

• Pastoral Care: Act as an Advisor for a small group of students, teaching the social-emotional learning curriculum and fostering a sense of student belonging.

• Behavior Management: Manage student behavior in the classroom through the establishment of clear expectations and reinforcement of standards of conduct.

• Co-Curricular Activities: Sponsor and/or coach an athletic team, club, or other extra-curricular activity. This is part of the responsibility of the professional educator.

• School Events & Travel: Commit to chaperoning learning experiences that require overseas and/or overnight excursions (e.g., CWW program). Chaperone and participate in evening and/or weekend school activities each year, as assigned (including "Back-to-School Night").

Qualification, Experience & Skills,

• Required Qualifications and Experience

  • Certification: Valid teaching license or teaching certification in Secondary Education (English/Humanities or Social Studies preferred).

  • Education: Bachelor’s Degree in English, English Education, History, Social Studies, or a GID or IA related field.

  • Experience: Minimum of two years of full-time teaching experience at the high school level.

  • PBL / Experiential Experience: Demonstrated experience designing and facilitating project-based, interdisciplinary, or experiential learning programs

  Desired Skills and Expertise

  • Competency-Based Education: Deep understanding of competency-based assessment, rubric design, and portfolio curation.

  • Program Leadership: Ability to mentor and coach teachers, manage multi-stakeholder initiatives, and present effectively to diverse audiences.

  • Adaptability & Organization: High level of organizational skill, initiative, and comfort navigating dynamic, innovative educational environments.

  • Technology: Literacy in Google Workspace, learning management systems, and digital portfolio platforms.

Dispositions and Personal Attributes

• Collaboration: Cooperative and collaborative, establishing effective working relationships with staff, students, and parents.

• Growth Mindset: Seeks continuous improvement, openly accepts and considers different perspectives, and is committed to reflection.

• Initiative: Demonstrates initiative and the ability to multi-task, illustrating strong organizational and time-management skills.

• Problem-Solving: Maintains a solution-based approach to problem-solving and manages change effectively.

• Climate: Contributes positively to a vibrant and inclusive school climate.

• Enthusiasm: Truly enjoys working with High School aged students.

• Communication: Effective communicator, in English, both in written and oral form.