Jeremy Guckert
PYP coordinator / IB Workshop Leader / PYP Programme Leader
Welcome! I am a PYP Coordinator passionate about helping schools evolve into thriving learning communities. Through strategic leadership, collaborative planning, and professional development systems, I support teachers' growth in bringing the IB philosophy to life. This portfolio illustrates how purposeful coordination can elevate teaching, learning, and school culture.
My story
I came to Japan in 2012, fresh out of university and eager to teach. How little did I know that I was the one about to learn!
My first years as an English teacher in Ibaraki and Tokyo opened my eyes to the challenges of traditional language education—but also to the power of the IB philosophy, which I discovered while teaching a 5–6-year-old class in Nerima, Tokyo. Being involved in the school’s authorization journey helped shape the foundation of my identity as an IB educator and leader.
Later, at AOBA-Japan International School, I grew from homeroom teacher to PYP Coordinator, leading through an evaluation visit while still teaching full-time—a trial by fire that defined my leadership journey. After several rewarding years, I was invited to help establish a new IB school in Kumamoto.
Now in my second year at Kyushu Lutheran International School, I see this experience as the next stage of my journey: building a sustainable IB culture that empowers teachers and transforms schools.
What I do
Teacher Development & Capacity Building
One of my responsibilities as a leader of learning is to build teacher capacity. Drawing on my professional experience and the insights of mentors and colleagues, I have designed and successfully implemented several systems to support teacher growth and school improvement. Here are some examples.
Teacher Professional Development Cycle
Teacher growth is not an option; it is expected, and it requires systematic support. Drawing on experience and research, I designed a coherent model including formal leadership walkthroughs and focusing on peer observation and feedback as the core drivers of improvement.
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(coming soon)
Classroom Observation and Feedback System
Over the years, I tried many classroom observation checklists. Eventually, I realized that open, discussion-based feedback best sparks dialogue and critical reflection. Observations should feel like opportunities, not evaluation, and enable teachers to take ownership of their growth.
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(coming soon)
Teacher Growth & Recognition Framework
I believe every teacher wants to grow, and to have that growth seen and valued. Too often, professional development depends on individual initiative. What if growth was a RPG: teachers “level up,” earn recognition, and the game contributes to school-wide improvement?
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(coming soon)
Curriculum Development & Coherence
Curriculum sits at the heart of teaching and learning. As a curriculum designer, I place strong emphasis on rigorous and authentic collaboration. I have designed and implemented systems that promote structured collaboration and ongoing reflection among teachers, ensuring coherence, alignment, and continuous improvement across the curriculum.
Transdisciplinary Carousel
Have you ever ridden a carousel?
My Transdisciplinary Carousel is series of quick, focused conversations where teachers share unit overviews and identify authentic connections. It keeps collaboration active, efficient and sustainable and supports meaningful integration.
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(coming soon)
POI design and review
The Programme of Inquiry is the heart of an IB school curriculum; involving all teaching staff in its design builds ownership, deepens understanding of horizontal and vertical alignment, and supports meaningful adaptation to learners’ needs.
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(coming soon)
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School Policies and Review Procedures
As a Policy Maker, I believe that effective policy is not about creating more rules, but about creating shared clarity, consistency, and purpose across a school community. I see policy development as a collaborative and reflective process: listening to all stakeholders, grounding decisions in evidence, and ensuring that expectations are both principled and practical.
Language Policy Creation
I led a collaborative Language Policy process, forming a Language Steering Committee and surveying parents, teachers, and students, which shifted parent mindset from English-only expectations to valuing multilingualism.
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(coming soon)
Assessment Policy Review
I led a structured Assessment Policy review, gathered teacher input, aligned language with IB assessment principles, and updated guidelines to reflect classroom practice, consistency, and clearer reporting. 
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Non-IB Policies
I also led development of key non-IB policies—behavior, homework, and bullying prevention—using community feedback to ensure each policy was practical, context-responsive, and focused on meaningful impact on student well-being and learning.
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(coming soon)
IBEN
As an IBEN member, I regularly facilitate IB workshops and Evaluation visits, and I have recently applied as an IB Consultant.
IB Workshops
I have led dozens of IB workshops in Japan and Korea, mainly Category 1 (e.g., Making the PYP Happen), but also advanced titles like Leading Learning and Teaching for Conceptual Understanding.
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(coming soon)
Evaluation Visits
My experience in Japan has given me strong insight into effective IB implementation in Japanese schools. During evaluation visits I am able to foster close, culturally responsive collaboration with Japanese teachers.
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(coming soon)
Consultation
I recently applied to become an IB consultant and look forward to supporting new IB schools across Japan, especially public schools, through their implementation journey with practical, context-sensitive guidance and encouragement.
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(coming soon)
Contact
I'm always looking for new and exciting opportunities. Let's connect.