IBDP Coordinator

About Us

Adcote School Shanghai is the first oversea branch of Adcote School (UK) and officially opened in September 2018.  

The school is located in Shanghai Songjiang Sheshan National Tourism Zone. It is designed according to the architectural concept of "close to mountains and rivers". The environment is beautiful and presents the characteristics of beautiful British landscape gardens. Our school integrates the advantages of Chinese and Western education. Seeking kindness through virtue, seeking truth through science and seeking beauty through excellence, our school cultivates lifelong learners with the qualities of cultural inheritance, innovation, independence, global competence and leadership, to be pioneers with valor and innovation, to be thinkers with independent personality, and leaders of world trends.  

The campus covers a total area of 90000 square meters and has rich educational and teaching facilities such as library, multi-function hall, football field, rock climbing wall, golf platform, gym, innovation laboratory, art personalized learning space, science and innovation center, theater, air film gymnasium, International Conference Center and so on. Diversified teaching space design not only ensures the teaching space of diversified courses in the school, but also fully meets the sports needs of students.

Planning, Teaching and Class Management

Teach students so that they achieve the best they can by:

§ Support the planning and delivery of the teaching of Secondary curriculum to achieve progression of learning through:

§ Understanding and applying effective classroom management;

§ Understanding and applying a range of teaching strategies;

§ Positively targeting and supporting individual learning needs;

§ Maintaining high levels of behaviour, discipline and respect for others;

§ Effectively using homework and other extra-curricular learning opportunities;

Fostering appropriate consistent progress and high expectations for all students across all teaching areas effectively managing other adults in the classroom.

Leadership of IB

§ Coach, mentor and help develop subject teachers;

§ Create meaningful accountability for outcomes;

§ Be an outstanding role model;

§ Model co-planning and co-teaching opportunities;

§ Lead the performance management and appraisal of staff.

§ Inform the school community, including administration, teachers, legal guardians and candidates about the learner profile and the mission of the IB.

§ Ensure that teachers, legal guardians and candidates understand the curriculum and assessment requirements of the Diploma Programme and what subjects will be offered by the school.

§ Ensure that Diploma Programme subjects are scheduled so they meet the IB recommended number of teaching hours and provide maximum concurrency of learning for candidates.

§ If the school offers Diploma Programme courses online and appoints a site-based coordinator, ensure that both work collaboratively to support candidates.

§ Ensure that legal guardians and candidates are provided with a copy of General regulations: Diploma Programme when candidates are enrolled in the programme.

§ Provide teachers with up-to-date information about changes to courses of study, assessment requirements and administration.

§ Ensure that teachers are provided access to the online curriculum centre and that they are aware of the resources available on the site.

§ Ensure that teachers have access to relevant sections of the DP Handbook of Procedures, particularly those sections with subject-specific information.

§ Ensure that all teachers have access to the Coordinator’s notes when these become available.

§ Publish an internal calendar of all due dates for the receipt/submission of candidates’ assessment material and other material/information required by the IB.

§ Ensure that teachers are provided with an opportunity for professional development related to the Diploma Programme and professional development requirements are met at evaluation.

§ Provide information to teachers about any local regional association of IB schools and opportunities to network with other IB teachers.

§ Ensure that the school academic policy is aligned with the IB expectations, that teachers implement it and that both teachers and candidates are aware of the requirements and penalties imposed on candidates for breaches of IB regulations.

§ Submit advance notice registration requirements, according to deadlines in DP Handbook of Procedures.

§ Submit requests for inclusive assessment arrangements for candidates with assessment access requirements, at least one year in advance of the written examinations.

§ Register candidates for an examination session, according to deadlines in DP Handbook of Procedures.

§ Submit candidates’ assessment material for moderation/marking with any accompanying forms, according to deadlines in DP Handbook of Procedures.

§ Provide candidates with personal examination schedules, and contact the IB by the appropriate deadline where any scheduling conflict may exist.

§ Ensure that a secure location is available for the storage of examination papers and other confidential assessment material.

§ Support in the coordination and oversight of written examinations in May in compliance with instructions in the conduct of IB Diploma Programme examinations.

§ Ensure candidates and invigilators are provided with relevant information about examination regulations.

§ Ensure that teachers provide feedback on the examination papers.

§ Ensure that each candidate is provided with their personal identification number (PIN) and personal code so they can download their results.

§ Be available (or ensure another faculty member is available) after the issue of results to answer questions, request any enquiries upon results or submit registrations for retake candidates, as applicable.

§ Provide candidates and legal guardians with guidance on university recognition and the university results service.

§ Ensure that requirements for theory of knowledge are properly coordinated, and teachers of other IB subjects understand the nature and importance of this core requirement.

§ Ensure that the extended essay is administered according to requirements in the current guide and that candidates and teacher-supervisors are fully aware of these requirements.

If required, prepare the self-study and accompanying documents for programme evaluation and  § organize the evaluation visit (if applicable).

Ensure that the school has a means of support for IB candidates for whom the language of instruction is not their mother tongue.

Pastoral Duties

§ Establish a purposeful and safe learning environment for all students;

§ Promote the general progress and well-being of individual students;

§ Contribute to the preparation of action plans and other support mechanisms;

§ Alert appropriate staff to problems experienced by students and make recommendations as to how these may be resolved;

§ Communicate effectively with parents of students, liaising with other staff as appropriate;

Contribute to PSHE according to school policy.