Primary School Principal (f/m/d)

Stellenbeschreibung:

BBIS Berlin Brandenburg International School Seeks a Primary School Principal

Starting August 2027

BBIS is recruiting for a dynamic Primary 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, taking responsibility for IB PYP educational approaches in our Early Education groups (age 3 to 5 years), and in our grades 1 to 5 groups (age 6 to 11 years).

BBIS Mission

Our mission is to inspire everyone in our learning community to be responsible, compassionate global citizens who make a difference through inclusion, innovation and action.

Our Values

BBIS Berlin Brandenburg International School’s enduring values are Pioneering, Reflective, Excellent and Caring.

Pioneering studentsare courageous, determined and resilient. They explore the unfamiliar. They question assumptions. They seek creative solutions to the challenges they discover. They collaborate with others to achieve personal and shared goals. They put ideas into action.

Reflective studentsare thoughtful, open‑minded and considerate. They evaluate feedback and evidence of learning, recognising their successes and setting goals for further development. They inquire into their approaches to learning, identifying conditions and strategies that help them learn well. They learn from mistakes by analysing and attributing causes for failure. They develop growth mindsets. They take responsibility for their own learning.

Excellent studentshave high expectations of themselves. They are passionate about learning, embrace opportunities, and take steps to improve themselves. They are driven to be their best selves. They take learning seriously through high levels of engagement, and commitment to self‑development. Excellent students welcome and respond to feedback.

Caring studentsare empathic, and principled. They take responsibility for self, others and the environment around them. They are committed to service. They learn strategies to overcome impulsiveness and manage their emotions. They build and develop relationships. They manage and resolve conflict. They act as responsible digital citizens. They consider how they can share their skills to help their peers. Caring students take a stand for diversity, equity, inclusion and justice.

History

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 900 students in 2024, BBIS has continued to grow and become a leading international school in Germany. 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).

Community

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.

Faculty

The Early Elementary to Grade 12 faculty consists of over 160 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), Chief Financial and Operations Officer (CFOO), Chief People and Culture Officer (CPCO), and Head of Boarding. Pedagogical leadership is also provided by a Primary Deputy Principal, IB Programme Coordinators, and a Head of Student Support Services. In the Primary School our approaches to learning are supported by a strong Student Support Services team and a full‑time PYP coordinator to support inquiry based, student centred educational practices.

Academic Programmes

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.

Inclusion

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 have 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.

THE POSITION

Strong leadership of the Primary School at BBIS has seen the introduction and/or development of: prioritising high expectations for personalised student learning outcomes through a workshop approach; a clear focus on developing global citizenship through exploration of sustainability goals, and actions; outdoor and authentic learning experiences that give opportunities for skills development and which help to put classroom learning in a real‑world context; and application of design- and systems‑thinking to student learning and real‑world problem solving, and to the systems and procedures in place to enhance staff productivity. 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 Primary School Principal will therefore have proven leadership experience and personal characteristics, who can build upon current school programme strengths whilst guiding the Primary 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.

PRIMARY 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 the PYP Curriculum Coordinator and other pedagogical leaders 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 utilisation 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, meets the learning needs of students, and that child safeguarding is a priority
Responsibility for a school schedule that maximises optimal student learning in all areas
Responsibility for ensuring the organisation of internal and external assessments, including the requirement that all guidelines and best practices are rigorously observed
Practice and lead positive student behaviour management procedures
Lead school improvement processes in the relevant section and develop plans to deliver on the BBIS strategic plan
Contribute to the planning and implementation of school‑wide school improvement plans, and provide guidance and support to 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
Supervise and evaluate staff while providing constructive feedback on teaching and learning
Propose staffing changes and work with the Leadership Team and People and Culture team 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 technology to ensure the effective use of technology to extend the student learning environment, increase teacher productivity, and provide excellent opportunities for learning
Lead Instructional Assistants to maximise 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 quarterly reports the Board
Perform other duties as assigned by the Director

YOUR QUALIFICATION

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 parents, and is a skilful and experienced educator who can demonstrate and model best practice
Models emotional maturity, emotional intelligence and empathy, and values care and compassion
Strong intercultural understanding and global mindedness
A demonstrated commitment to diversity, equity, inclusion and belonging work
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
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 organisational skills
Energy and stamina
Models humility and a sense of humour
Demonstrated commitment to organisational well‑being
Ability to build and maintain a strong, positive organisational culture

PREFERRED QUALIFICATIONS AND EXPERIENCES

Previous leadership experience as a Primary Principal or Deputy Principal in an IB school
International school and international education experience
Teaching qualifications and experience teaching and leading the PYP
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
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