Secondary School Principal
Starting August 2021
BBIS is looking for a Secondary School Principal who has deep pedagogical knowledge and understanding, developed leadership skills, emotional intelligence and empathy, who can lead students, parents and teachers in fulfilling the BBIS Mission and values. The Principal is primarily responsible for the leadership of teaching and learning. The new Secondary School Principal will join us as we restructure leadership in the Secondary School, taking responsibility for IB MYP Grades 6 to 10 and the IB DP cohorts in Grades 11 and 12.
BBIS is a leading international school, inspiring students in pursuit of lifelong learning and excellence. We celebrate diversity in a caring, internationally minded community. As an inclusive school we empower learners to fulfil their unique potential. We guide our students to become responsible, compassionate global citizens.
Pioneering: Most of our students will see the 22nd Century - a journey which we have to equip them for. We take risks to replace the good with the better - ensuring our students are challenged, pushed and supported to the edge of the next generation of learning!
Reflective: We are fortunate to be surrounded by space and nature, we channel this luxury as a mindset - it allows us to grow. Our experience helps us to set the right pace for individual activities and simply give time for development.
Excellent: We pride ourselves on our commitment to excel both in and out of the classroom. Ensuring each student has the chance to fulfil their potential, irrespective of their talents or interests, we build confidence that fosters connections and community.
Caring: Growing up is not easy, but we understand the challenges and changes that occur. We support our 3-year olds to 19-year olds with dedicated, caring professionals at every step of the way. 24/7 security and a strong Child Protection Policy makes BBIS safe in all respects.
BBIS Berlin Brandenburg International School was founded in 1990, and is an international, inclusive day and boarding school registered as a non-profit organisation. English is the language of instruction. From ten students in 1990 to over 760 students in 2020, BBIS has continued to grow and become a leading international school in the Berlin and Brandenburg area. The school opened BBIS Boarding in 2008 to students in Grades 9 and above.
BBIS is authorised to offer the International Baccalaureate Primary Years (2001), Middle Years (2005), and Diploma (1995) Programmes. The school has been accredited by the Council of International Schools (CIS) and the Middle States Association Commissions on Elementary and Secondary Schools (MSA) since 2005. BBIS is currently a member of the Educational Collaborative for International Schools (ECIS), Association of German International Schools (AGIS) and Central & Eastern European Schools Association (CEESA).
BBIS promotes and celebrates its diverse community, with students from more than sixty countries. Approximately one quarter of the students on roll hold German nationality. A rich variety of first languages are spoken by our students as their mother tongue, and English is a second or third language for many.
The Early Elementary to Grade 12 faculty consists of over 150 educators including teachers, school assistants, librarians, counsellors, psychologists, English as an additional language, and special education specialists. Each of the school’s two divisions – Primary (PYP) and Secondary (MYP and DP) - has a Principal. There is also a Director (CEO), Managing Director (CFO), Head of Student Support Services, and Head of Boarding. Pedagogical leadership is also provided by PYP, MYP, and DP Coordinators. A Head of Counselling provides leadership for the counsellors. Our approaches to 21st Century learning are supported by two EdTech Integration specialists.
BBIS provides a university preparatory program with English as the language of instruction. The school has chosen the International Baccalaureate to provide the framework for the school’s educational programmes as the educational philosophy and objectives of the IB closely align with BBIS’s mission and values. Graduates earn a North American style High School Diploma, and most students elect to pursue the International Baccalaureate Diploma Programme.
BBIS is committed to supporting students with diverse learning needs, including students who would benefit from a higher level of challenge as well as those who require more scaffolding, support or different approaches to teaching and learning. We are seeking educators who value inclusion in a community school context and are knowledgeable in a variety of approaches to teaching and learning that meet the needs of all learners.
Child Protection and Safeguarding
Child protection and safeguarding are priorities for us at BBIS. Policies, procedures and leadership has been established to ensure that children’s safety and well-being is paramount and our most important consideration. Training is provided for all employees so that we are able to protect children from any form of abuse or neglect by being alert to indicators. An environment has been established where children feel secure, are encouraged to talk and are listened to. Our children know that there are adults in the school whom they can approach, and we respond appropriately and sensitively with every suspicion or disclosure of abuse or neglect.
BBIS has identified that values, self-knowledge and character strengths are important to prepare students for lifelong learning and develop excellence in all areas of their lives. Developing resilience and creating purpose and meaning in our lives are critical for personal well-being and also for having a sense of direction to live a meaningful and balanced life. Positive Education provides a framework for a positive, safe environment for learning and working.
BBIS has a boarding programme, open for students in Grades 9 to 12, which provides opportunities for overseas students to access the MYP and DP learning programmes the school offers. There are currently 65 students boarding with us, making up almost one fifth of the total Grade 9-12 student body. A balance of nationalities is preserved. The Boarding Programme aligns to the school's overall mission and guiding statements and has developed a clear and concise set of goals to guide students' shared living environment while away from home: to embrace a healthy lifestyle; achieve academic potential; and share cultures to foster intercultural understanding.
Strong leadership of the Secondary School at BBIS has seen the introduction and/ or development of: a focus on Positive Education and a home room programme to develop character strengths, wellbeing and career orientation; the integration of Approaches to Teaching and Learning skills development in planning and reporting; a mobile device policy which has reframed students’ direct social interactions with each other; outdoor and authentic learning experiences that give opportunities for skills development and which help to put classroom learning in a real-world context. There is a very positive learning culture at BBIS where students have high expectations for themselves and high levels of care and compassion for others.
The next Secondary School Principal will therefore have proven leadership experience and personal characteristics, who can build upon current school programme strengths whilst guiding the Secondary School in addressing school improvement priorities. They will be committed to developing young people who are lifelong learners and global citizens prepared to make a positive change in their local and wider communities.
SECONDARY SCHOOL PRINCIPAL RESPONSIBILITIES:
Ensure the BBIS mission and vision is supported and maintained by the best possible development, implementation and delivery of curricular, extra-curricular, and social and emotional learning
Create a climate and culture that is learning focussed, reflective, values relationships and collaboration, is internationally-minded, models global citizenship, and values professional accountability
Develop rich collaborative relationships with students, staff, and parents through meetings, assemblies, focus groups, small group meetings, and other forums, building strong, supportive, solutions-focussed teams
Lead learning programmes in the relevant section, overseeing, guiding and supporting Curriculum Coordinators and other pedagogical leaders, instructional coaches and faculty
Ensure consistency and alignment of curriculum, assessment and reporting through cyclical review and curriculum mapping, while using a detailed knowledge of the latest research in pedagogy, assessment and reporting
Implement and lead the utilization of systems to collect and analyse student data, and lead processes that ensure that data analysis contributes to school improvement planning and the improvement of student learning outcomes
Work closely with the Head of Student Support Services to ensure learning support, English as an additional language, counselling, college counselling and careers guidance meets the learning needs of students, and that child safeguarding is a priority
Responsible for a school schedule that maximizes optimal student learning in all areas
Responsible for ensuring the organisation of internal and external assessments in the relevant section, including the requirement that all guidelines and best practices are rigorously observed, assessment calendars are devised and deadlines met, standardisation of internal assessments by teachers, evidence of students’ own work in development monitored by teachers, supervision of students by teaching staff documented and recorded, the organisation of examinations, training of invigilators, and strict observance of all academic honesty requirements
Practice and lead positive student behaviour management procedures
Lead school improvement processes in the relevant section, overseeing, guiding and supporting Curriculum Coordinators and other pedagogical leaders, instructional coaches and faculty
Contribute to the planning and implementation of school-wide school improvement plans, and provide guidance and support to the Accreditation Coordinator and Curriculum Coordinators in accreditation and programme evaluation
Ensure that relevant stakeholders are kept informed with up-to-date handbooks and publications, newsletters and briefings, information released by the IB, parent and student information sessions, and individual counselling and advice for students and parents
Collaborate with the Admissions Office regularly to support prospective and incoming families through the admissions process, and make recommendations for student admissions
Responsible for decisions on student course choices
Supervise and evaluate staff while providing constructive feedback on teaching and learning
Propose staffing changes and work with the Leadership Team and Human Resources on staff recruitment and recruitment processes
Collaboratively plan new staff orientation programmes and professional development programmes with the Leadership Team, identifying needs and opportunities, providing approval to requests for training, and ensuring that accurate records are kept
Prepare the annual budget proposal for the relevant section and manage the budgets approved
Effectively communicate with various constituencies
Lead a vision for EdTech integration and ensure the effective use of technology to extend the student learning environment, increase teacher productivity, and provide excellent opportunities for 21st Century learning
Lead Instructional Assistants to maximize student learning
Work collaboratively with other divisions to best serve our Early Elementary to Grade 12 students
Keep the Director regularly informed of critical and strategic matters
Prepare annual reports for Managing Directors and the Board
Perform other duties as assigned by the Director
CORE COMPETENCIES AND ATTITUDES:
Strong core values and a sense of moral purpose, a clear vision, a passion for education
Enjoys working with teaching staff, children and young adults
Models emotional maturity, emotional intelligence and empathy, and values care and compassion
Strong intercultural understanding and global mindedness
Values openness, fairness, trust, approachability and mutual respect
Inspires trust and confidence in his or her leadership
Positive, proactive, reliable and collaborative
Commitment to improving student learning and well-being, listening to students’ views and developing their leadership qualities
Advocate for inclusion, diversity and equity
Ability to engage in critical thinking, creative problem-solving, and change management
Respectful for what has gone before whilst leading towards the future
Ability to motivate and inspire, build a shared understanding and a common language
Develops leadership abilities and empowers others
Ability to reflect and demonstrate a growth mindset, setting goals for personal development
Strong organizational skills
Energy and stamina
Models humility and a sense of humour
Ability to build and maintain a strong, positive organisational culture
PREFERRED QUALIFICATIONS AND EXPERIENCES:
At least three years’ leadership experience at Principal level
International school and international education experience
Teaching qualifications and at least five years’ prior teaching experience with International Baccalaureate programmes
Strong academic background and Master’s in Administrative/Education Leadership required
Training and experience with an IB Educator Network role: Workshop Leader, School Visit Team Member, etc
Prior experience with international school accreditation
Demonstrated ability to lead excellence in teaching and learning, and an enthusiasm for professional learning on a continual basis
High level of professional proficiency in written and oral English with strong and concise communications skills
Training and experience in staff supervision and evaluation (appraisal)
Demonstrated experience in leading instruction, programme development, faculty development and faculty evaluation, and improving student learning outcomes
Good understanding of assessing and teaching for understanding within International Baccalaureate programme frameworks
Ability to work collaboratively with school stakeholders from diverse backgrounds
Demonstrated consensus building skills
Salary and Benefits will be competitive with other international schools in the region.
How to Apply
The successful applicant’s contract will start on August 1st 2021. The deadline for applications will remain open until September 13th 2020. Candidates should note, however, that in the event outstanding applicants are identified early in the search process, BBIS Berlin Brandenburg International School reserves the right to make an appointment. For this reason, it is important that interested candidates apply as soon as possible.
Applications should include the following information compiled as a single .pdf document and uploaded to the BBIS Application Form (see link below):
- A two-page letter of application explaining your strengths as a candidate and why you are interested in the Secondary School Principal position at BBIS Berlin Brandenburg International School
- A current resumé, not more than two pages
- Names and positions of at least three and not more than five current or recent supervisory referees, with accurate email addresses, Skype contact, phone numbers, and the position they held when you worked with them. Referees may be asked to submit confidential comments.
- A one-page statement outlining your philosophy of leadership.
Please avoid sending high-density pictures or graphics. The pdf file should be 5 MB or less in size.
Additional information about BBIS Berlin Brandenburg International School can be obtained from the School's website.
Nick Hazell, Director/CEO +49 (0)33203 8036-0 ext 113 (during office hours).
Applications should be addressed to the Search Committee, and uploaded to the BBIS Application Form.