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Role guide

IB Coordinator at International Schools: A Field Guide

Reviewed byJohn Thomas, Founder, SchoolIntellast reviewed May 2026

The IB coordinator is the operational owner of an International Baccalaureate programme inside a school — running authorization and evaluation, leading faculty professional development, signing off curriculum alignment, administering ManageBac or Toddle, and shepherding exam logistics through IBIS. There is rarely one IB coordinator per school: large continuum schools run separate PYP, MYP, DP, and (increasingly) CP coordinators, each with distinct buying influence. This guide explains how the role splits by programme, who it reports into, where the authorization and evaluation cycle creates buying windows, what tools coordinators evaluate, and how EdTech vendors should approach this champion without misreading the role.

Map IB coordinators across your target schoolsSee data sources ↓

IB World Schools globally

~5,800

Source: IBO — Find an IB World School (May 2026)

Programmes offered worldwide

~8,200

Source: IBO — Facts and Figures (a school may run 2–4 programmes)

Most-adopted coordinator platform (DP)

ManageBac

Source: Faria Education Group — customer footprint disclosures

Programme evaluation cadence

Every 5 years

Source: IBO — Programme evaluation guidance

Authorization timeline (consideration → authorization)

2–3 years typical

Source: IBO — Becoming an IB World School

DP exam sessions per year

Two (May, November)

Source: IBO — DP assessment calendar

Featured schools

A representative slice of the market

Dubai International Academy Emirates Hills

Dubai · PYP / MYP / DP

Full IB continuum — three coordinators (PYP, MYP, DP) typically report into the principal or head of academics. High relevance for IB-aligned curriculum, assessment and reporting vendors.

IBO directory + KHDA

Verified

GEMS Wellington International School

Dubai · MYP / DP (alongside British)

DP coordinator is the senior IB lead; pair with MYP coordinator and head of digital learning for platform decisions across the secondary school.

IBO directory + GEMS group context

Verified

United World College of South East Asia (UWCSEA)

Singapore (Dover and East) · PYP-equivalent / MYP / DP

One of the world's largest IB schools by student count. Two campuses, multiple coordinators per programme; group-style decisions for ManageBac, Toddle and Atlas.

IBO directory + school site

Verified

International School of Geneva (Ecolint)

Geneva · PYP / MYP / DP / CP

IB heritage school — co-founded the DP. Rare four-programme footprint makes it a benchmark account for any IB-facing vendor; CP coordinator role is increasingly visible.

IBO directory + school site

Verified

International School of Brussels

Brussels · DP

DP-focused IB profile alongside US-style high school. DP coordinator typically reports to the high-school principal; assessment and exam-logistics vendors fit cleanly.

IBO directory + school site

Verified

Atlanta International School

Atlanta, USA · PYP / MYP / DP

Continuum US-based IB school. Three coordinators; English-medium with strong language-acquisition emphasis — fit for IB-aligned literacy and EAL vendors.

IBO directory + school site

Verified

United Nations International School (UNIS) New York

New York, USA · PYP / MYP / DP

Long-standing continuum IB school. Coordinators sit under deputy heads; strong fit for curriculum-mapping and parent-engagement platforms.

IBO directory + school site

Verified

International School of Kuala Lumpur (ISKL)

Kuala Lumpur · DP (alongside US high-school diploma)

DP coordinator partners with the high-school principal; EARCOS-region school — pair outreach with the EARCOS calendar.

IBO directory + EARCOS

Verified

Singapore American School

Singapore · DP (alongside US AP)

AP + DP duality — DP coordinator influences a smaller cohort but holds high authority on assessment and reporting tooling.

IBO directory + school site

Verified

Western Academy of Beijing

Beijing · PYP / MYP / DP

Continuum IB school in China. Three coordinators; strong fit for ManageBac alternatives and Toddle adoption stories.

IBO directory + school site

Verified

International School of Luxembourg

Luxembourg · PYP / MYP / DP

Continuum IB profile in Europe. Pair coordinator outreach with COBIS and ECIS-style PD calendars.

IBO directory + school site

Verified

American Community Schools (ACS) Athens

Athens · DP (alongside US high-school diploma)

DP coordinator sits inside a US-style upper school. AP + DP overlap — relevant for vendors with both AP and IB proof points.

IBO directory + school site

Verified

Aga Khan Academy Mombasa

Mombasa · PYP / MYP / DP

Aga Khan network school; continuum IB. Group-style decisions across Aga Khan Academies (Hyderabad, Maputo) make this a multi-school account.

IBO directory + Aga Khan Academies

Verified

International School Manila

Manila · DP (alongside US high-school diploma)

DP coordinator is part of the senior leadership team; EARCOS-region; strong fit for IB assessment and reporting platforms.

IBO directory + EARCOS

Verified

Berlin Brandenburg International School

Berlin · PYP / MYP / DP

Continuum IB school in Germany. Three coordinators with separate budgets for programme PD; pair with German market context.

IBO directory + school site

Verified

What the IB coordinator actually does — and why it isn't one role

An IB coordinator is the operational owner of an International Baccalaureate programme inside a school. The deceptively short job title hides a broad scope: programme implementation, authorization and evaluation readiness, faculty professional development, parent communications, exam logistics, and day-to-day administration of the platforms that hold the programme together. The IB Organization formally describes the role inside its Roles in an IB World School guidance, but in practice the work expands to whatever is needed to keep the programme inspection-ready and the faculty aligned.

The single most common misread by EdTech vendors is treating IB coordinator as a single role. It is not. There are four IB programmes — PYP, MYP, DP, and CP — and a continuum school can have separate coordinators for each. A four-programme school like Ecolint can carry four IB coordinators with very different scopes, budgets, and platform preferences. Treating all of them as one buyer is the fastest way to send the wrong outreach to the wrong person.

IB programmes

PYP, MYP, DP, CP

Source: IBO programme overview

Programmes per IB World School (avg)

~1.4

Source: IBO Facts and Figures

Continuum schools (PYP+MYP+DP)

~600 globally

Source: IBO directory analysis

What sits inside the job description

Across PYP, MYP, DP and CP, the recurring scope items show up in almost every job spec on TES and TIE Online appointments:

  • Programme implementation: translating IB programme standards into the school's curriculum, assessment, and reporting practice. PYP coordinators shape the programme of inquiry; MYP coordinators run the unit-planner cycle and personal project; DP coordinators run subject-group oversight, IA timelines and EE/TOK/CAS.
  • Authorization and evaluation: preparing the school for the IB's five-year programme evaluation and (for new programmes) running consideration → candidacy → authorization. This dominates calendars for 12–18 months at a time.
  • Faculty professional development: owning the school's annual PD plan against IBO's Category 1/2/3 catalogue. Coordinators decide who attends which workshop and budget against it.
  • Exam and assessment logistics: DP/CP coordinators register candidates in IBIS, manage internal assessment samples, predicted grades and exam-day operations. PYP and MYP coordinators run programme-level moderation and the personal project.
  • Parent communications: running parent information evenings, programme handbooks, and the day-to-day questions about IB grading, progression and university outcomes.
  • Platform administration: the under-credited reality. Coordinators are the de-facto super-user of ManageBac, Toddle, or Atlas — they configure unit templates, gradebook structures, IA submission paths and parent visibility.

PYP, MYP, DP, CP — four programmes, four very different coordinator jobs

The four IB programmes share a philosophy and a coordinator structure, but the day-to-day work of each role diverges sharply. EdTech vendors pitching a 'unified IB platform' should at least know which programme they're closest to — coordinator buying preferences are programme-shaped, not school-shaped.

IB programmes — share of authorizations worldwide

Approximate share of programme authorizations across the IB World School base. A continuum school with PYP+MYP+DP counts three times. DP remains the largest single programme; PYP is the fastest-growing in the last decade.

  • DP42.0% of authorizationsages 16–19
  • PYP28.0% of authorizationsages 3–12
  • MYP22.0% of authorizationsages 11–16
  • CP8.0% of authorizationsages 16–19, growing

PYP coordinator — primary years (ages 3–12)

The PYP is transdisciplinary, inquiry-led, and concept-driven. The PYP coordinator's defining artefact is the programme of inquiry — the school-wide map of central ideas across age groups. The coordinator runs collaborative planning meetings, owns the PYP exhibition, and drives student-agency practice across the school. Reporting and assessment are continuous and qualitative; there is no external exam, which means the coordinator's tooling decisions emphasise planning, portfolios, and parent visibility rather than gradebook.

  • Buying influence: planners, portfolios, parent-comms, primary literacy and numeracy resources, inquiry libraries, language-acquisition tools.
  • Reports to: Head of Primary or Director of Learning. Sometimes Deputy Head Academic in smaller schools.
  • Common platform stack: Toddle is increasingly the PYP-native choice; ManageBac PYP and Atlas remain widely used.

MYP coordinator — middle years (ages 11–16)

The MYP has eight subject groups, criterion-referenced assessment, the personal project, and an optional on-screen MYP eAssessment. The MYP coordinator owns the unit-planner cycle, ATL skills mapping, interdisciplinary units, and the personal project supervision structure. The role is unusually integration-heavy: subject leaders deliver, but the coordinator stitches the eight groups together against the MYP framework.

  • Buying influence: unit planners, criterion-based gradebooks, ATL trackers, personal-project workflow, interdisciplinary tooling, on-screen assessment platforms.
  • Reports to: Head of Secondary or Deputy Head Academic. In larger schools an MYP coordinator can sit alongside a separate DP coordinator under the Head of Secondary.
  • Common platform stack: ManageBac dominates MYP because of criterion-referenced gradebooks; Toddle is gaining share via unit-planner UX.

DP coordinator — diploma programme (ages 16–19)

The DP is the IB's most operationally intensive programme. Six subject groups, three core requirements (Theory of Knowledge, Extended Essay, Creativity-Activity-Service), two external exam sessions per year (May and November), and a tightly choreographed internal-assessment calendar. The DP coordinator is the IB's primary point of contact at the school, registers every candidate in IBIS, uploads predicted grades, manages IA samples, and runs exam-day logistics including invigilation, materials handling and special arrangements.

  • Buying influence: IA tracking, predicted-grade workflows, EE/TOK/CAS supervision platforms, university-counselling integrations, exam logistics, mock-exam analytics.
  • Reports to: Head of Secondary, High School Principal, or Deputy Head Academic. Frequently sits in the senior leadership team because of the external-stakes nature of the programme.
  • Common platform stack: ManageBac is the dominant DP coordinator platform; Toddle and bespoke ISAMS/Engage integrations are common alternatives.

CP coordinator — career-related programme (ages 16–19)

The CP is the youngest and fastest-growing IB programme. It pairs at least two DP courses with a career-related study (BTEC, AP, or vocational equivalent), the Personal and Professional Skills course, a Reflective Project, Service Learning, and Language Development. The CP coordinator typically partners with the DP coordinator (often the same person in smaller schools) and an external pathway provider.

  • Buying influence: Reflective Project supervision, service-learning portfolios, career-pathway integrations, language-development trackers.
  • Reports to: Head of Secondary or Deputy Head Academic, often co-reporting with the DP coordinator.
  • Common platform stack: ManageBac DP/CP module; growing Toddle CP support; school-built spreadsheets are still common at smaller schools.

Reporting line — where the IB coordinator actually sits

Vendors that ask 'who does the IB coordinator report to?' usually want a single answer. The honest one is: it depends on programme, school size, and whether the school is single-programme or continuum. The pattern across thousands of IB job specs on TES and TIE Online is consistent enough to map cleanly:

  • PYP coordinator: almost always reports to Head of Primary or Director of Learning (Primary). In smaller schools, sometimes directly to the Head of School.
  • MYP coordinator: typically reports to Head of Secondary or Deputy Head Academic. In schools running both MYP and DP, the MYP coordinator often sits alongside the DP coordinator under one secondary leader.
  • DP coordinator: Head of Secondary, High School Principal, or Deputy Head Academic. Almost always part of the senior leadership team because IBIS submissions and external exam outcomes carry institutional risk.
  • CP coordinator: Head of Secondary, often dotted-line to the DP coordinator. The two roles are sometimes held by the same person in smaller schools.
  • Continuum schools: all IB coordinators usually report into a single Director of Learning, Director of Curriculum, or Deputy Head Academic, who in turn reports to the Head of School. That deputy head is often the budget owner for IB platforms — worth knowing before pitching a single coordinator.

What the reporting line implies for outreach sequencing

If you sell to coordinators only, you'll lose half your deals to budget owners you never spoke to. SchoolIntel's account view groups IB coordinators with their direct manager and the relevant deputy head so reps see the full buying committee at once. Pair this with the head of digital learning role guide — at most international schools, the head of digital learning is the IB coordinator's strongest internal partner on platform decisions.

The authorization → evaluation cycle — IB's calendar shapes IB buying

The single most reliable buying-signal generator for IB coordinators is the IB's own quality cycle. Every authorized programme runs the same loop: consideration → candidacy → authorization → evaluation, and then programme evaluation every five years. The official guidance lives in the IB's Becoming an IB World School and Programme Evaluation pages. Vendors who don't know which phase a school is in are guessing.

Phase 1 — Consideration (~6–12 months)

School registers interest and works with an IB regional office. Coordinator may not yet be appointed; planning is led by the head of school or a deputy. Vendors with PD, mapping, and authorization-readiness products are early-stage relevant. A platform decision here is unusual.

Phase 2 — Candidacy (~12–24 months)

Coordinator typically appointed at this point. School builds the programme, trains faculty, and submits the Application for Authorization. This is the busiest platform-evaluation window. Coordinators are looking at ManageBac, Toddle, and Atlas concurrently, often with the head of digital learning and a small platform task force. Curriculum-mapping, planning, and PD-tracking products land here.

Phase 3 — Authorization visit and decision

An IB visiting team conducts an in-school authorization visit; the IB grants authorization (often with conditions). The coordinator's calendar is dominated by visit prep — vendors should reduce inbound noise during the 60 days before a known visit, but a strong reference call from a similar IB school remains useful.

Phase 4 — Year 1–4 of programme delivery

The programme runs. Coordinator focus shifts to faculty PD, internal moderation, and operational platform usage. Buying activity is steady but smaller — usually subject-specific resources, assessment add-ons, and language-acquisition tools. Hiring activity for additional IB-trained faculty is a useful adjacent signal.

Phase 5 — Programme evaluation (~year 5, then every 5 years)

Per the IB programme evaluation guidance, every authorized programme runs a five-year self-study and IB visit. The coordinator runs the self-study, surfaces evidence, and signs off action plans against IB standards and practices. This is the second-busiest buying window after candidacy. Curriculum-mapping, evidence platforms, and PD products map directly to evaluation findings.

  • Self-study (~12 months out): coordinators evaluate platforms that help generate evidence against IB standards. Atlas, ManageBac and Toddle compete here.
  • Visit (~6 months out): coordinator workload spikes; reduce inbound. Reference cases and case-study assets are still welcome.
  • Findings (~3–9 months after visit): the school responds with an action plan. Vendors aligned to specific findings — assessment, inclusion, language acquisition — have a near-term buying window.

Platforms IB coordinators evaluate — ManageBac, Toddle, Atlas

The most common conversation an IB coordinator has with a vendor is about platforms — and the most common mistake a vendor makes is misreading the platform stack. Three names dominate the IB coordinator's working life: ManageBac, Toddle, and Atlas. The first two are direct competitors for unit planning, assessment, and reporting; Atlas focuses on curriculum mapping. ManageBac and Atlas both sit inside Faria Education Group, which is a relevant nuance when comparing or replacing one of them.

Coordinator-facing platform adoption — directional view by IB programme

Directional adoption pattern across IB World Schools (SchoolIntel structural map). Numbers approximate share of schools that name the platform as their primary coordinator-facing tool by programme. Many schools run more than one.

ManageBac — incumbent, especially for DP

Faria's ManageBac is the most-deployed coordinator platform across the IB world. Strongest at DP because of mature IBIS integrations, predicted-grade workflows, and IA submission paths. Strong at MYP for criterion-referenced gradebooks and the personal project. Useable at PYP, though increasingly losing share to Toddle for primary.

  • Coordinator wins: DP IBIS integration, IA tracking, predicted grades, parent visibility, IB report templates.
  • Switching pressure: PYP coordinators often lead the case to evaluate Toddle; MYP and DP coordinators are stickier because of grade-history risk.

Toddle — challenger, especially for PYP and MYP

Toddle has won mindshare with PYP and MYP coordinators by collapsing planning, assessment, portfolios, and parent communication into a single workspace. Its UX is a frequent reason cited in coordinator-led switches. Adoption at DP is younger but real — particularly at schools that already moved PYP and MYP and want a unified stack.

  • Coordinator wins: unit-planner UX, portfolios, parent visibility, AI-assisted feedback, faster onboarding.
  • Switching context: schools usually pilot Toddle at PYP first, then expand. A vendor with PYP-grade case studies has a clear angle.

Atlas — curriculum mapping alongside the assessment stack

Atlas plays a different role: curriculum mapping for accreditation, alignment, and evaluation evidence. Coordinators in continuum and dual-curriculum schools (e.g. IB + British, IB + American) use it to keep curriculum aligned across programmes and surface evidence against IB standards or accreditor recommendations from CIS and NEASC.

How vendors should position against this stack

If your product replaces a slice of ManageBac or Toddle, expect a 9–18 month evaluation window aligned to authorization or evaluation phases. If it integrates, lead with API or LTI references and named integrations. If it complements (assessment, IA marking, MYP eAssessment prep, EE/TOK/CAS support), pitch the coordinator directly with programme-specific value — generic IB messaging gets ignored.

How vendors should approach the IB coordinator champion

IB coordinators are time-poor and inundated. Generic IB pitches lose. The vendors that win consistently know which programme they're talking to, where in the authorization or evaluation cycle the school sits, who the coordinator reports to, and what platform stack is already in place.

  • Lead with programme, not 'IB': if your product fits PYP, say PYP. If it fits DP, say DP. Coordinators read every email through the lens of the programme they own — a PYP coordinator stops reading the moment a vendor mentions exam logistics.
  • Cite the cycle phase you're aligned to: candidacy, evaluation self-study, post-evaluation action plan, or steady-state delivery. Each phase has different platform appetite. See the IB World Schools source guide to map cycle phase across a target list.
  • Pair the coordinator with their reporting line: for platform decisions, loop in the head of secondary, deputy head academic, or director of learning early. For pilots and subject-specific tools, the coordinator alone may sign off.
  • Pair with the head of digital learning: at most international schools, the head of digital learning is the IB coordinator's main partner on platform calls. Reaching both at once shortens the cycle.
  • Use the right calendar: DP coordinators are off-limits for inbound during May/November exam sessions. PYP coordinators tend to be most reachable in autumn term (post-programme-of-inquiry refresh) and after evaluation visits.
  • Time to PD events: major IB-region events — BSME conference, EARCOS, COBIS conference, IB Global Conferences — coordinators travel to these and they are the single best in-person window. Plan outreach 6 weeks before, never during.
  • Cite real proof points: named IB schools, named coordinators (with consent), and outcomes tied to programme standards. Generic 'used by 1,000+ schools' loses to one named PYP coordinator at a comparable school.

Where SchoolIntel fits

SchoolIntel maps every authorized IB programme by school, identifies the coordinator and their reporting line, tags cycle phase (consideration, candidacy, evaluation), and surfaces hiring activity for IB-trained faculty as a leading signal. Pair with curriculum and event coverage to build a defensible IB-account list. See the international school market intelligence hub and the IB World Schools source guide to start.

Build this IB coordinator map yourself, or use SchoolIntel

Most of the data points behind a serious IB coordinator outreach plan are technically public. The IB's directory tells you which programmes a school runs. Job boards reveal coordinator vacancies. School staff pages, LinkedIn, and conference programmes name current coordinators. Authorization and evaluation status is partially inferable from school news pages and IBO press. The honest question is whether assembling, normalising, and refreshing that data is the best use of your team's time.

Two paths:

Build it yourself

A realistic effort to assemble an IB-coordinator-aware target list of ~300 schools globally:

  • Source inventory: 1 week to combine IBO directory, TES IB jobs, TIE Online appointments, school staff pages, IBO press, and association calendars.
  • Programme tagging: 1–2 weeks to dedupe schools, tag PYP/MYP/DP/CP per campus, and tag continuum vs single-programme.
  • Coordinator + reporting-line discovery: 2–3 weeks of careful staff-page reading and LinkedIn cross-checking. The reporting line is the hardest field to get right at scale.
  • Cycle-phase inference: ongoing. Authorization announcements, evaluation visit news, and hiring spikes are the proxies. This requires weekly attention.
  • Honest timeline: 1 FTE for ~6–8 weeks to build a credible 300-school IB list, then ongoing 0.25 FTE to keep it usable. The role-line accuracy decays quickly without a dedicated owner.

Use SchoolIntel

What you get without building any of the above:

  • Programme-tagged accounts: every IB World School tagged by authorized programme (PYP/MYP/DP/CP) and continuum vs single-programme.
  • Coordinator + reporting line: coordinator name, programme, and direct reporting line (head of primary, head of secondary, deputy head academic) pre-mapped.
  • Cycle-phase signals: candidacy, evaluation self-study, post-evaluation action plans surfaced from IBO announcements, school news, and hiring spikes.
  • Platform stack hints: ManageBac, Toddle, and Atlas adoption signals where surfaced via job specs, school sites, and conference programmes.
  • Cited reasons per account: every IB target carries a paragraph explaining why now — backed by source URL, date, and signal type. No personal contact data is exposed publicly; it stays inside the authenticated SchoolIntel product.

Frequently asked questions

Questions this page answers

What does an IB coordinator actually do day-to-day?

An IB coordinator runs programme implementation, faculty professional development, parent communications, and platform administration for one IB programme inside a school. The work blends curriculum leadership with operations: shaping the programme of inquiry (PYP) or unit-planner cycle (MYP) or IA timeline (DP), running collaborative planning meetings, owning the school's IB PD plan against the IBO PD catalogue, and administering ManageBac, Toddle, or Atlas. DP coordinators additionally own IBIS submissions, predicted grades, and exam-day logistics. See the role responsibilities section above for the full scope.

How is a PYP coordinator different from an MYP or DP coordinator?

The PYP coordinator owns transdisciplinary, inquiry-led learning for ages 3–12 — programme of inquiry, agency, and exhibition; no external exam. The MYP coordinator owns eight subject groups, criterion-referenced assessment, the personal project, and (optionally) on-screen MYP eAssessment for ages 11–16. The DP coordinator owns six subject groups, the DP core (TOK, EE, CAS), IBIS submissions, and external exams in May and November for ages 16–19. Each role has different buying preferences — see the programme variants section for the breakdown.

Who does an IB coordinator typically report to?

PYP coordinators usually report to the Head of Primary or Director of Learning. MYP and DP coordinators report to the Head of Secondary, High School Principal, or Deputy Head Academic. In continuum schools (PYP+MYP+DP), all coordinators often report into a single Director of Learning or Deputy Head Academic, who in turn reports to the Head of School. That deputy head is frequently the budget owner for IB platforms — so vendor outreach should usually pair the coordinator with their reporting line. See the reporting line section for the full pattern.

What is the IB authorization process and how long does it take?

Per the IBO's Becoming an IB World School guidance, the authorization process runs consideration → candidacy → authorization across roughly two to three years. Consideration is exploratory (~6–12 months). Candidacy is the build phase (~12–24 months) — this is the busiest platform-evaluation window. Authorization concludes with an in-school visit and a formal IB decision, often with conditions to address. The coordinator's job exists to run this cycle and the five-year programme evaluation that follows it.

What is IB programme evaluation and why does it matter for vendors?

Every authorized IB programme runs a programme evaluation every five years — a structured self-study against IB standards and practices, followed by an IB visit, findings, and an action plan. For coordinators, the evaluation cycle dominates 12–18 months of calendar. For vendors, the self-study (12 months out) and the post-findings action plan (3–9 months after visit) are the two strongest buying windows. Curriculum-mapping platforms, evidence platforms, PD products, and assessment tools all map cleanly to common IB findings.

Which platforms do IB coordinators use — ManageBac vs Toddle vs Atlas?

ManageBac (Faria) is the incumbent — strongest at DP because of mature IBIS integration and IA workflows, dominant at MYP for criterion-referenced gradebooks, established at PYP. Toddle is the fastest-growing challenger — strongest at PYP and increasingly MYP, gaining DP share at schools that already moved primary. Atlas (also Faria) plays a different role: curriculum mapping alongside the assessment stack, especially in continuum and dual-curriculum schools. See the platforms section for adoption patterns by programme.

When is the worst time to email a DP coordinator?

The DP exam sessions — May and November — are when DP coordinators are least reachable. The two weeks before exams begin and the four weeks during exams themselves are dominated by IBIS submissions, invigilation, and special arrangements. Avoid inbound during these windows. Better times: October, January–March, and the post-results window in late July (after May results) and late January (after November results). PYP and MYP coordinators don't follow this calendar but tend to be most reachable in autumn term and after evaluation visits.

Does SchoolIntel publish IB coordinator names or emails?

No. Public pages explain the role, the cycle, the platforms, and the buying motion. Personal contact data — coordinator names, emails, phone numbers — stays inside the authenticated SchoolIntel product, governed by SchoolIntel's privacy controls and access/removal request process. The product surfaces the coordinator + reporting line + cycle-phase signals; the public guide explains why those data points matter.

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