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!
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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.
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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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> Read the article
(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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> Read the article
(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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> Read the article
(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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(coming soon)
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.