Curriculum Leadership
- Provide ongoing curriculum support to the entire English teaching team across Grades 1–8 — unit planning, inquiry implementation, assessment design, and IB standards alignment
- Lead PYP–MYP transition planning, developing scaffolded progressions and concept-based frameworks to prepare students for middle-years expectations
- Collaborate with primary and middle school leadership on schoolwide IB development priorities
IB Authorization Support
BI Zandem Academy — IB Candidate School
Targeting PYP and MYP verification visit — November 2026. Contributing to authorization documentation, cross-subject ATL alignment, and professional development tracking across MYP subject groups.
- Contributing to BI Zandem Academy's IB Candidate School authorization process, targeting PYP and MYP verification (November 2026)
- Supporting cross-subject ATL alignment and professional development tracking across MYP subject groups
The English Team as an Organic PLC
Our English team — a veteran teacher, a fresh graduate, a doctorate student, an experienced IB practitioner, and myself — functions as an organic professional learning community despite no formal structure yet in place. The complementary range of experience and genuine motivation within the team is one of the school's strongest hidden assets. My goal is to give it the structure it currently lacks: scheduled collaborative reflection time, shared planning protocols, and verified IB knowledge brought back from ongoing professional development.
Three goals I've committed to as part of this leadership work:
- Weekly personal reflection habit — documented every Friday, focusing on one teaching decision and its outcome, building a reflective practice that leadership can model and share
- Continued IB subject-specific professional development — to bring verified programme knowledge directly into team planning and support school-wide authorization
- Monthly collaborative team reflection — a one-hour session structured around three questions: what was the IB intention, what did students actually do, and what do we adjust next time
These goals connect directly to what IB Standards and Practices ask of teachers and schools. Standard 0203-01 requires teachers to regularly review their own programme implementation. Standard 0203-03 requires schools to allocate dedicated, scheduled time for collaborative planning and reflection. Together, they move me from someone who understands IB in theory toward someone who can implement it, document it, and help others do the same.
Recognition
Outstanding Teaching Design Award — Zandem Academy, July 2026
Awarded by Chongqing Zandem Academy for the integration of IB inquiry-based learning pathways with China's New Curriculum Standards through "Big Unit Teaching" (大单元教学) during the 2025–2026 second semester. The award specifically recognised curriculum design work including the Grade 7 bilingual hotel research unit and other cross-curricular lesson innovations.
School-Wide Initiatives
Direct and produce two major student-led performances and school showcases annually, celebrating language growth and international mindedness.
Informally lead curriculum conversations for the English team, supporting collaborative planning and shared assessment design.
Building school-wide momentum toward IB-inspired practices: monthly teacher-sharing, cross-curricular projects, and interdisciplinary grade-level work.
Professional Learning in Action
- Completing two concurrent Windsor University IB certification courses (PYP certificate — Roxanne's course — and IBEC reflective practice — Josée's course)
- Applied thinking routines across classroom and team contexts: 4 C's, Question Starts, Options Explosion, See-Think-Wonder, Wonder Wall, Think-Puzzle-Explore
- Attended Joe Dale's IB Exchange webinar on AI in language teaching (June 2026); wrote about it on LinkedIn
- Completed Moreland University M.Ed. in Early Childhood Education (January 2026) — applied directly to early years curriculum design and differentiation at BI Zandem
Where I see myself going
My longer-term goal is to move into an IB curriculum leadership role — whether as a subject coordinator, curriculum specialist, or programme coordinator at a school where the IB framework is central to the school's identity. I want to work at the intersection of curriculum design, teacher professional development, and student learning outcomes, rather than staying solely in the classroom.
The work I do informally right now — leading curriculum conversations, supporting colleagues on IB alignment, contributing to authorization preparation — is the work I want to do formally. I'm building toward that deliberately: through the Windsor IBEC programme, through subject-specific IB professional development, and through every collaborative planning session where I get to think about curriculum with other teachers rather than just delivering it alone.