Total 129 job vacancies by Stamford American International School Pte. Ltd.

Position Objective

SAIS seeks a visionary Head of Aquatics to lead its competitive swim program and oversee the entire SAIS Swim Program. This dynamic role requires collaboration with the CCA/Athletic Director and PE Department Heads to integrate the swim program seamlessly with SAIS’s broader sports and academic initiatives. The Head of Aquatics is responsible for the strategic planning, delivery, and management of all aquatic activities.

SAIS features two 8-lane competition pools equipped with a state-of-the-art electronic timing system. The school’s established and successful swim programs include both competitive swimming and a large Learn-To-Swim (LTS) program running throughout the week and on weekends. The Head of Aquatics will manage all aquatics personnel, ensuring effective coordination and a comprehensive schedule that supports diverse age groups and skill levels. This leader will actively contribute to developing students’ swimming skills across a wide age and ability range, while also advancing the professional development and certification of the Aquatics Team and PE staff.

In this primarily managerial role, the Head of Aquatics will also engage in direct coaching and collaborate with Athletics/CCA office staff to drive the program's success.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact, will be to adhered to and ensure compliance with the relevant Cognita Safeguarding and Child Protection Policy and Procedures at all times. If, in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead, Head of School, or to the Cognita Regional Safeguarding Manager.

Program Management

• Develop and implement annual and seasonal training plans, including regular home meets and overseas competitions.
• Structure teams and groups, creating an annual calendar for internal, external, and overseas meets.
• Coordinate professional development and mentorship for all coaching staff.

Collaboration and Communication

• Liaise with Athletics & CCA Office, PE Department Heads, and parents to align on program structure, scheduling, and staffing for events.

Program Design and Philosophy

• Design a competitive training plan for SAIS swim teams and lead recruitment and retention for the Lions Swim Academy.
• Promote the school’s ROAR and Core values across all activities.

Administration and Operations

• Oversee all program administration, including calendar, social media, department email, meet logistics, uniforms, equipment, and financial records.
• Maintain accurate attendance records and manage the Parent Support Group for event assistance.
• Plan and implement pre-season training camps and other appropriate sessions.

Staff and Coach Management

• Manage coaching schedules, leave, and performance, ensuring quality in Development and Performance programs.
• Coordinate Aquatics Risk Assessment with the Health and Safety Committee.
• Lead hiring and onboarding of new staff.
• Lead and inspire aquatics staff in best coaching practices, regular meetings, goal setting, and PD opportunities.

Coaching

• Balance leadership duties with coaching, focusing on performance squads and implementing age-appropriate coaching methods.

Squad and Training Administration

• Maintain training schedules, performance records, and assessment results for all squads and athletes.
• Manage team selections and ensure timely reporting of progress and placements.

Competition and Events

• Develop and maintain the competition calendar, including club events, inter-school meets, and overseas travel.
• Attend meets to support athletes and represent SAIS in the ACSIS and SEASAC leagues.

Advisory and Consultation

• Provide guidance to swimmers, parents, coaches, and staff on training methodologies, consulting with PE and Maintenance as needed.

Position Requirements

• Extensive Aquatics Experience: Minimum of 10 years working in aquatics, specifically with children across various age groups, emphasizing technical development, team-building, and long-term athlete progression.
• Expertise in Age-Group Training: Skilled in designing age-appropriate training plans that build technical competence, foster team cohesion, and support sustainable success.
• Leadership and Organizational Skills: Proven ability to manage complex programs, coordinate events, and mentor a team effectively.
• Communication Skills: Exceptional verbal and written communication abilities to engage with diverse stakeholders, including students, parents, and colleagues.
• Technical Proficiency: Strong working knowledge of the Hy-Tek suite (Meet Manager & Team Manager), Team Unify, and other content management systems, with experience in electronic timing systems for competitive events.
• Cultural Competence: Experience working in multicultural and international school environments, with a strong understanding of and commitment to DEI (Diversity, Equity, and Inclusion) practices.
• Alignment with Core Values: Demonstrates Stamford's core values—Integrity, Courage, Ingenuity, and Compassion—in all interactions and responsibilities.

Qualifications

• Bachelor’s degree in Education or equivalent
• ACSTA Silver / ASA Level III or equivalent / Bronze/Level II, preferred

Contacts

• Other SAIS teaching and non-teaching staff
• Parents and students
• PTA
• Camp Asia
• Singapore Swimming Association
• ACSIS and SEASAC colleagues

Working Conditions

• Duties performed within a school environment
• Working hours as per swim squad training requirements, normally 6–10am (mornings) 3–7pm (afternoons), Saturday mornings and weekend meets, as scheduled

Terms of Employment

• Annual Leave: 25 working days
• Medical Benefits: Medical insurance provided, where applicable
• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave
• Probation Period: 3 months from date of commencement
• Referee request: Required

Background Check: Required

SAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability. We welcome applications from all qualified candidates.

We regret that only shortlisted candidates will be notified.

Stamford American International School is seeking a motivated and detail-oriented intern to join our team. This position offers a unique opportunity to gain hands-on experience in both application management and marketing functions within an international educational institution.

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they come into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Marketing & Event

• Assist in the logistics of Open Houses, Exhibitions and other events held by the school in Singapore, providing support to Project Manager as needed.
• Monitor sign-ups for events and collaborate with the Inquiry Team to manage registrations and confirmations efficiently.
• Work closely with the Marketing team to execute outreach initiatives effectively.
• Coordinate event logistics and collaborate with Facilities and Events team for event setup, including collaterals, setup, inventory management and vendor engagement as required
• Market research
• Contribute into content creation or graphic design and collaterals creation
• Create a Content Library for sharing and distribution

Business Development - Event Support:

• Coordinate for business trip requirements
• Support trip preparation and event collaterals
• Database building for network expansion
• Outreach to potential channel partners

Position Requirements

• Strong attention to detail and organizational skills.
• Excellent communication and interpersonal abilities.
• Ability to multitask and prioritize tasks effectively.
• Proficiency in Microsoft Office Suite.
• Prior experience in event coordination or administration is a plus.

Qualifications

• Currently pursuing a diploma or degree in Business Administration, Marketing, or Media, Arts & Design (Integrated Marketing Communications), Customer Experience Management, Event Management

Contacts

• Liaise with School Admissions and Marketing team
• Liaise with Parent Help Desk, other support functions, and the academic leadership team
• Teachers, parents and students
• School Operations
• External agencies

Working Conditions

• Duties performed within a school environment
• Will be required to work independently and as part of a collaborative team effort
• Extended working hours to complete some projects may be required
• Occasional evening and weekend work

Terms of Employment

• Working Hours: 8:00 am – 5:00 pm, Monday to Friday
• Referee request: Required
• Background Check: Required

Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, Stamford’s parent organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability. We welcome applications from all qualified candidates.

Please note that only shortlisted candidates will be notified.

Exciting Job Opportunity of Relief Teaching Assistant with Stamford American International School

Stamford American International School is a leading international school in Singapore with over a decade of experience in delivering a world-class education to students from over 70 countries. Our legacy is rooted in academic excellence, inclusivity, and a commitment to student-centered learning.

As a school, we are proud of our heritage and our shared vision for the future of international education. Our story is one of dedication, commitment, and a belief in the power of education to transform lives. We are committed to helping our students become global citizens and leaders of tomorrow.

We invite you to join our team as a Relief Teaching Assistant.

Why Choose Stamford American International School?

• A supportive and collaborative work environment where your contributions are valued
• An opportunity to be part of a diverse and multicultural community
• Professional development opportunities to enhance your skills and advance your career in education
• Competitive compensation and benefits package

As a Relief Teaching Assistant, you'll have the chance to:

• Support the learning and development of young students in Early Years to Elementary
• Gain valuable experience in an international educational setting
• Contribute to a vibrant and inclusive learning environment
• Collaborate with dedicated educators to create engaging and interactive lessons

Unique benefits of being a Relief Teaching Assistant:

• You will have the flexibility to determine which days you will work. The Relief Teaching Assistant role is flexible and it is quite possible to work around your existing commitments.
• Relief role can be a stepping stone to a full time position. Relief teaching assistants are often considered as candidates for when full-time contract teaching assistant positions arise.

Are You the One we're Looking For?

• You love working with children and supporting their academic and social growth
• You thrive in dynamic environments & adapt seamlessly to different classrooms & age groups
• Your are creative
• You excel at building meaningful connections with students, colleagues & parents alike
• Previous experience in the role will help but is not essential. What truly matters is your passion & dedication to making a difference

Take on this amazing opportunity to be part of our dedicated team! Apply now to become a Relief Teaching Assistant at Stamford American International School.

To apply, please submit your resume and a cover letter outlining your passion for education and why you would be a great fit for this role.

Join us in shaping the future of education and inspiring young minds to reach their full potential!

Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, which is Stamford’s holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability. We welcome applications from all qualified candidates.

We regret that only shortlisted candidates will be notified.

Position Objective

The integrity of the exam process is fundamental to any educational program because it provides a supervised check of the student’s knowledge and capability. The school therefore requires that prospective proctors understand their responsibilities and agree to ensure that integrity.

The Proctor is responsible for administering the various school testing as assigned. This person must be committed to be available for assignment during the two-three main school wide MAP testing period, September, Jan-Feb and April-May, and other school testing/exam assignments as required.

When an individual is accepted as a proctor, they represent the school and are accountable to the testing/examination process.

The Proctor should be comfortable with different age ranges of children and be able to maintain discipline in a class.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they come into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third-party services.

MAP Proctor Duties:

• Responsible for assisting class teachers to administer test
• Assists with set-up of test session prior to the beginning of the session
• Independent observer to ensure level playing field, reports suspicious activity to Testing Supervisor
• Deliver and collect class list and distributes test materials as required or instructed by the Testing Supervisor
• Assist in troubleshooting when student/class room proctor encounters system difficulties
• Assist with maintaining conducive testing environment and reassure anxious students
• Proctors must work quietly without unnecessary disruptions to test takers yet must be hyper-vigilant to student behavior and student needs

SAT & School Exam Proctor Duties:

• Secure the exam until the student begins the exam session
• Accurately identify the student by photo ID (or other verification, if necessary)
• Provide a quiet, well-lit area free from noise and distraction and within supervisory distance
• Verify instructional materials (if any) allowed during the exam process
• Return all papers, including scratch sheets, exam questions and answer sheets. Note: Copying or taking notes from any exam is not permitted
• Any other duties that may be assigned by the Testing Supervisor

Extended professional role:

• Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of the Stamford American International School
• Ensuring that the children are safe and secure at all times

Position Requirements

• Preferably have experience in working with children as an teacher with relevant qualifications
• Possess highly developed interpersonal and teamwork skills
• Must be able to accept instruction/correction from supervising proctors and MAP Coordinator.
• Excellent verbal and written English skills
• Good references on request
• Proficient in using a variety of technology tools
• Demonstrates the Stamford values – Integrity, Courage, Compassion and Ingenuity

Qualifications

• Minimum Bachelor’s degree in (preferably) Education or equivalent is required

Contacts

• Other Stamford Teaching and Non-Teaching Staff
• Students

Working Conditions

• School Environment
• School related work - Working hours 8am to 4:30pm, Monday to Friday
• SAT Test (5-7 times a year) – Saturday only – 7.00am to end of testing (around 1.00pm+/-) but depends on the testing class

Terms of Employment

• Referee request: Required
• Background Check: Required

Position Objective

Role Overview: The Director of Athletics and CCA is responsible for leading and elevating the SAIS sports and co-curricular programs, ensuring alignment with the school's vision for holistic student development. This role encompasses strategic leadership, program oversight, and relationship management to provide exceptional athletic and co-curricular experiences for students from Pre-K to Grade 12.

This role is ideal for a visionary leader eager to contribute to a world-class school environment that prioritizes student development, community spirit, and educational excellence.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they come into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Strategic Leadership & Program Development:

• Develop and execute the strategic vision for Athletics and CCA, promoting a culture of excellence, inclusivity, and sportsmanship.
• Collaborate with school leadership and PE departments to align sports and co-curricular activities with the school’s educational objectives.
• Ensure efficient and effective administrative processes, leveraging technology and best practices for optimal operations.
• Oversee and expand the SAIS Lions Sports Program, coordinating participation in ACSIS, SEASAC, and other relevant competitions and events.

Program & Team Management:

• Lead and manage the Athletics and CCA teams, including coaching staff, CCA staff, and external partners, ensuring high-quality instruction and program delivery.
• Develop and maintain vendor partnerships and oversee compliance with school policies, risk assessments, and child protection standards.
• Monitor and enhance the quality of vendor services and address performance issues proactively.

Budget & Resource Management:

• Plan, manage, and report on the Athletics and CCA program budgets, ensuring financial sustainability and efficiency.
• Oversee procurement, maintenance, and health and safety certification of equipment and facilities.

Event Coordination & External Relations:

• Serve as the primary liaison for inter-school events and partnerships, strengthening the school’s reputation within SEASAC, ACSIS, and the broader community.
• Lead the planning and execution of major sports events and tournaments, ensuring seamless coordination with school departments and external stakeholders.
• Engage with admissions, marketing, and community relations to support school-wide initiatives and showcase athletic achievements.

Communication & Stakeholder Engagement:

• Manage and enhance all athletics-related communications, including maintaining the department’s online presence and publications.
• Foster transparent and positive relationships with students, parents, and staff, and facilitate regular feedback to refine programs.
• Coordinate award ceremonies and special events, celebrating student achievements and promoting community involvement.

Continuous Improvement & Reporting:

• Regularly assess and report on program effectiveness, participation rates, and competition results.
• Implement data-driven strategies for program enhancements and future growth initiatives.

Qualifications & Attributes:

• Proven experience in leading comprehensive athletics and co-curricular programs, preferably in an international school setting.
• Strong leadership, communication, and organizational skills.
• A collaborative approach and the ability to build lasting relationships within the school community and beyond.
• Commitment to student well-being and the promotion of a positive, inclusive environment.

Position Requirements

Skills and Competencies

• Leadership Skills : Demonstrated ability to lead, inspire, and manage diverse teams, including coaches, administrators, and vendors.
• Program Management: Experience in developing and overseeing comprehensive athletic and co-curricular programs, including event management, budget oversight, and resource allocation.
• Strategic Planning: Proven capability in strategic program development, fostering growth, and aligning activities with school-wide goals.
• Communication: Excellent verbal and written communication skills, with the ability to engage effectively with students, parents, staff, and external partners.
• Collaboration: Strong interpersonal skills to build positive relationships with stakeholders at all levels and to work effectively across departments.
• Technical Proficiency: Familiarity with sports management software and platforms for scheduling, registration, and communication.
• Organizational Skills: High-level ability to manage complex calendars, logistics, and multiple priorities with efficiency and accuracy.
• Safety and Compliance: Knowledge of safeguarding standards, health and safety regulations, and risk management practices related to athletic and student activities.

Personal Attributes:

• Visionary Leadership: Ability to inspire a shared vision and commitment to continuous improvement in athletics and student activities.
• Cultural Sensitivity: Demonstrated understanding and appreciation of diverse school cultures and international communities.
• Adaptability: Flexibility and resilience to adapt to new challenges, changes, and innovations within a dynamic school environment.
• Commitment to Excellence: A proactive approach to setting high standards and achieving outstanding results for student engagement and program success.
• Passion for Student Development: Genuine interest in fostering students’ personal growth, well-being, and development through sports and activities.

Qualifications

• Educational Background: Bachelor's degree in Sports Management, Education, or a related field; a Master's degree is preferred.
• Experience: Minimum of 5-7 years of proven leadership in an athletics and activities program, ideally within an international or independent school setting.
• Coaching Certification : Relevant coaching certifications or credentials in sports leadership.
• Professional Development: Participation in leadership training, sports administration programs, or workshops.
• Experience with Competitive Leagues: Familiarity with coordinating and managing school participation in high-level athletic conferences such as SEASAC or ACSIS.
• Professional Development: Participation in leadership training, sports administration programs, or workshops.

Contacts

• Other Stamford Teaching and Non-Teaching Staff
• Parents and Students and PTA

Working Conditions

Both Stamford American International School campuses with occasional travel for school-sponsored SEASAC trips.

5 days/week plus weekend and holiday duties. Administrators work during the holiday period to manage campus affairs.

Work hours will include early mornings, late afternoons and weekends.

Terms of Employment

• Working Hours:8:00 am – 6:00 pm, Monday to Friday
• Annual Leave:30 working days
• Medical Benefits:Medical insurance provided where applicable
• Sick Leave/Hosp:14 days sick leave and up to 60 days hospitalization leave (inclusive of sick leave)
• Probation Period:3 months from date of commencement
• Referee request:Required
• Background Check:Required

Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, Stamford’s parent organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability. We welcome applications from all qualified candidates.

Please note that only shortlisted candidates will be notified.

Position Objective

To meet the school’s vision through the objectives of the MYP program. To engage students from over 70 national and linguistic backgrounds in the C3 standards.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they come into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Teaching:

● To teach Middle School Individuals & Societies (I&S) classes (Grades 6-8)

● To possibly work with students who are on a learning accommodation plan and/or require an additional support teacher in class

● To work with and differentiate for EAL mainstream students

● To have a knowledge of and demonstrate the MYP concepts, contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’ (ATLs) – leading learning towards the IB vision and the aims of Individuals & Societies

● To use and refer to the C3 standards in the curriculum and in teaching and learning

● To actively plan and collaborate with specialist teachers (Librarian, Literacy & Ed. Tech. Coaches, MYP Coordinator, EAL and Student Support teachers) to enrich curriculum and student learning

● To differentiate and target learning to students’ needs and aptitude levels

● To be culturally and linguistically responsive and proactive

● To use a variety of feedback methods to help inform students on how to improve their learning

Relationships:

● To develop trusting and effective relationships with all students and parents of your classes

To establish supportive, collaborative, and positive working relationships with all staff members

● To work in a collegial and professional manner with peers that demonstrates respect, being prepared and on time, and adhering to the school wide meeting norms and team essential agreements

● To become a positive presence across the whole school and a representative of it within its wider community

Educational role:

● To develop and execute the preparation, planning and delivery of child-centered learning activities

● To be a pastoral advisor to a group of students, being responsible for the holistic academic and social-emotional well-being of these students

● To build pedagogical practices around understanding the EAL learner, the importance of differentiation, and the essential aspects of peer observation and feedback

● To establish effective home/school communication

● To participate fully in appropriate training in the various programs and initiatives at Stamford

● To demonstrate a willingness to analyze data such as MAP scores that inform teaching and learning

● To utilize the MYP “Approaches to Learning” (ATLs) expectations per the International Baccalaureate

● To develop a practice that accommodates a range of ability levels and learning styles

Extended professional role:

● To understand and implement the expectations and policies established by Cognita and Stamford.

● To participate in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)

● To supervise duties at break/lunch and/or other unstructured times

● To lead/coach an after school CCA (co-curricular activity) from 3:50-4:30pm once a week

● To abide by the child safeguarding expectations of the school

● To assist in internal sub coverage according to department needs

● To provide any other reasonable duties delegated by the School Management Team

Parents:

● To coordinate parent meetings (organize translations if need be) and review student progress

To coordinate efforts of parents to assist with classroom volunteering duties or on excursions

Position Requirements

● At least 3 to 5 years of experience in working with children as a grade teacher with relevant qualifications

● Experience and preferably some training in working with EAL students

● MYP/IB experience preferred

● Curriculum development knowledge is required

● Advisory/Pastoral experience preferred

● Possess highly developed interpersonal skills and teamwork

● Excellent verbal and written English skills

● Good references on request

● Proficiency in using school databases, communications platforms, and educational technology

Qualifications

● Minimum Bachelor’s degree in Education or equivalent is required

● Professional current teacher licensure or certification is required

Contacts

● Other Stamford Teaching and Non-Teaching Staff

● Parents and Students

● PTA

Working Conditions

● School Environment

● Working hours 8am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings

● School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates)

Terms of Employment

● Medical Benefits: Medical insurance provided where applicable

● Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave

● Probation Period: 3 months from date of commencement

● Referee request: Required

● Background Check: Required

SAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability.

We welcome applications from all qualified candidates. We regret that only shortlisted candidates will be notified.

Position Objective

To meet the school’s vision through the objectives of the MYP program. To engage students from over 70 national and linguistic backgrounds in the C3 standards.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they come into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Teaching:

● To teach Middle School Individuals & Societies (I&S) classes (Grades 6-8)

● To possibly work with students who are on a learning accommodation plan and/or require an additional support teacher in class

● To work with and differentiate for EAL mainstream students

● To have a knowledge of and demonstrate the MYP concepts, contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’ (ATLs) – leading learning towards the IB vision and the aims of Individuals & Societies

● To use and refer to the C3 standards in the curriculum and in teaching and learning

● To actively plan and collaborate with specialist teachers (Librarian, Literacy & Ed. Tech. Coaches, MYP Coordinator, EAL and Student Support teachers) to enrich curriculum and student learning

● To differentiate and target learning to students’ needs and aptitude levels

● To be culturally and linguistically responsive and proactive

● To use a variety of feedback methods to help inform students on how to improve their learning

Relationships:

● To develop trusting and effective relationships with all students and parents of your classes

To establish supportive, collaborative, and positive working relationships with all staff members

● To work in a collegial and professional manner with peers that demonstrates respect, being prepared and on time, and adhering to the school wide meeting norms and team essential agreements

● To become a positive presence across the whole school and a representative of it within its wider community

Educational role:

● To develop and execute the preparation, planning and delivery of child-centered learning activities

● To be a pastoral advisor to a group of students, being responsible for the holistic academic and social-emotional well-being of these students

● To build pedagogical practices around understanding the EAL learner, the importance of differentiation, and the essential aspects of peer observation and feedback

● To establish effective home/school communication

● To participate fully in appropriate training in the various programs and initiatives at Stamford

● To demonstrate a willingness to analyze data such as MAP scores that inform teaching and learning

● To utilize the MYP “Approaches to Learning” (ATLs) expectations per the International Baccalaureate

● To develop a practice that accommodates a range of ability levels and learning styles

Extended professional role:

● To understand and implement the expectations and policies established by Cognita and Stamford.

● To participate in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)

● To supervise duties at break/lunch and/or other unstructured times

● To lead/coach an after school CCA (co-curricular activity) from 3:50-4:30pm once a week

● To abide by the child safeguarding expectations of the school

● To assist in internal sub coverage according to department needs

● To provide any other reasonable duties delegated by the School Management Team

Parents:

● To coordinate parent meetings (organize translations if need be) and review student progress

To coordinate efforts of parents to assist with classroom volunteering duties or on excursions

Position Requirements

● At least 3 to 5 years of experience in working with children as a grade teacher with relevant qualifications

● Experience and preferably some training in working with EAL students

● MYP/IB experience preferred

● Curriculum development knowledge is required

● Advisory/Pastoral experience preferred

● Possess highly developed interpersonal skills and teamwork

● Excellent verbal and written English skills

● Good references on request

● Proficiency in using school databases, communications platforms, and educational technology

Qualifications

● Minimum Bachelor’s degree in Education or equivalent is required

● Professional current teacher licensure or certification is required

Contacts

● Other Stamford Teaching and Non-Teaching Staff

● Parents and Students

● PTA

Working Conditions

● School Environment

● Working hours 8am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings

● School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates)

Terms of Employment

● Medical Benefits: Medical insurance provided where applicable

● Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave

● Probation Period: 3 months from date of commencement

● Referee request: Required

● Background Check: Required

SAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability.

We welcome applications from all qualified candidates. We regret that only shortlisted candidates will be notified.

Position Objective

To meet the school’s vision through the objectives of the MYP program. To engage students from over 70 national and linguistic backgrounds in the New Generation Science Standards (NGSS).

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they come into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Teaching:

• To teach Middle School Science classes (Grades 6-8)

• To possibly work with students who are on a learning accommodation plan and/or require an additional support teacher in class

• To possibly work with EAL mainstream students

• To demonstrate through collaboration, planning, and teaching, the IB and MYP framework of concepts within contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’, leading learning towards the IB vision and the aims of individual subject areas and that incorporates interdisciplinary learning

• To use and refer to the NGSS in the curriculum, as well as in the teaching and learning

• To set up and take materials and equipment for science labs and demonstrations

• To work and collaborate with EAL and Student Support teachers to enrich curriculum and student learning

• To differentiate and target learning to students’ needs and aptitude levels

• To be cognisant of being culturally and linguistically responsive and proactive

Relationships:

• To develop trusting and effective relationships with the all the students in the classes and their parents

• To establish supportive, collaborative, and positive working relationships with all other members of staff

• To become a positive presence across the whole school and a representative of it within its wider community

Educational role:

• To develop and execute the preparation, planning and delivery of child-centered learning activities

• To be a pastoral advisor to a group of 15-20 students, being responsible for the holistic academic and social-emotional well-being of these students

• To build pedagogical practices around understanding the EAL learner, the importance of differentiation, and the essential aspects of peer observation and feedback

• To establish effective home/school communication

• To participate fully in appropriate training in the various programs and initiatives at Stamford

• To demonstrate a willingness to analyze data such as MAP scores that inform teaching and learning

• To utilize the “Approaches to Learning” expectations per the International Baccalaureate

• To develop a practice that accommodates a range of ability levels and learning styles

• To work in a collegial and professional manner with peers that demonstrates respect, being prepared and on time, and adhering to the school wide meeting norms and team essential agreements

Extended professional role:

• To understand and implement the expectations and policies established by Cognita and Stamford.

• To participate in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)

• To supervise duties at break/lunch and/or other unstructured times

• To lead/coach an after school CCA (co-curricular activity) from 3:45-4:30pm once a week

• To work with HOD when ordering consumables, supplies, and equipment

• To abide by the child safeguarding expectations of the school

• To assist in internal sub coverage according to department needs

• To provide any other reasonable duties delegated by the School Management Team

• To participate and be actively involved in at least 1 PLC

• To complete SIOP training within the first year of employment if certification is not already held

Parents:

• To coordinate parent meetings (organize translations if need be) and review student progress

• To coordinate efforts of parents to assist with classroom volunteering duties or on excursions

General:

• To teach any classes as deemed necessary.

• To assist in internal sub coverage according to department needs

• To provide any other reasonable duties delegated by the School Management

Position Requirements

• At least 5 years of experience and with relevant qualifications

• At least 3 years of experience in teaching in the MYP/IBDP/AP preferred

• Curriculum development knowledge is required

• Possess highly developed interpersonal and teamwork skills.

• Excellent verbal and written English skills

• Good references on request

• Proficiency in using computers

• Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

• Sense of humour

Qualifications

• Minimum Bachelor’s degree in Education or equivalent is required

• Master’s degree in relevant field preferred

• Professional current teacher licensure or certification is required

Contacts

• Other Stamford Teaching and Non-Teaching Staff

• Parents and Students

• PTA

Working Conditions

• School Environment

• Working hours 8am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings

• School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates)

Terms of Employment

• Medical Benefits: Medical insurance provided where applicable

• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave

• Probation Period: 3 months from date of commencement

• Referee request: Required

• Background Check: Required

SAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability.

We welcome applications from all qualified candidates. We regret that only shortlisted candidates will be notified.

Position Objective

To collaboratively plan, organize and implement an appropriate learning program in the context of an IBO World School serving a dynamic and diverse community.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they comes into contact will be adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Teaching:

● To teach classes within the Middle School;

● To work with students who are on a learning accommodation plan and/or require an additional support teacher in class;

● To work with EAL mainstream students;

● To demonstrate through collaboration, planning, and teaching, the IBO framework of concepts within contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’, leading learning towards the IB vision and the aims of individual subject areas;

● To use and refer to the defined standards in the curriculum and in teaching and learning;

● To work and collaborate with colleagues to enrich curriculum and student learning;

● To differentiate and target learning to students’ needs and proficiency levels; and

● To be culturally and linguistically responsive and proactive.

Relationships:

● To develop trusting and effective relationships with all the students in the classes and their parents

● To establish supportive, collaborative, and positive working relationships with all other members of staff

● To become a positive presence across the whole school and a representative of it within its wider community

Educational role:

● Developing and executing the preparation, planning and delivery of child-centered learning activities in accordance with the school vision;

● Acting as a pastoral advisor, and being responsible for the holistic academic and social-emotional well-being of these students

● Building on what students know, and differentiating to meet student needs;

● Ensuring that the classroom environment is well-managed, properly ordered and neatly presented;

● A willingness to analyze data such as MAP scores, and other formative and summative assessments;

● Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of MYP as needed;

● Planning which accommodates a range of ability levels and learning styles; teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more of a challenge;

● Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times;

● Communicating professionally with students and families;

● Planning collaboratively for student learning;

● Planning which is based on agreed student learning outcomes in the context of the school-wide program;

● Planning work that builds on students’ prior knowledge and experience;

● Planning significant units of inquiry, to be explored in depth;

● Implementing accurate assessment through the collaborative pre-planning and moderation processes;

● Planning work which emphasizes connections between and among curriculum areas;

● Planning work which accommodates a range of ability levels;

● Building on what students bring to the learning experience in the way of prior understanding;

● Ensuring a well-organized and stimulating learning environment;

● Empowering students to feel responsible and to take action;

● Maintaining constant awareness of the needs of any children to whom English is a second or even a third or fourth language;

● Undergoing required online professional development courses to enhance understanding of the institution and skills needed to address the needs of all of our students;

● Using learning technologies to enhance learning;

● Supporting other aspects of the IBO programs (ex: Supervise Extended Essays and/or Personal Projects) as needed;

● Being aware of students’ capabilities, their prior knowledge and planning teaching and differentiation as appropriate;

● Demonstrating an understanding of and taking responsibility for promoting high standards of literacy;

● Providing clear and constructive feedback to students and their parents and caregivers;

● Ensuring the documentation of curricula units and other planning on the platform and within the timelines set forth by the administration.

Extended professional role:

● Understanding and implementing the expectations and policies established by Cognita and Stamford including its Guiding Statements;

● Participating in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required);

● Supervising duties at break/lunch and/or other unstructured times;

● Leading/coaching an after school CCA (co-curricular activity) from 3:45-4:30pm once a week;

● Ensuring that students are safe and secure at all times, and abiding by the child safeguarding expectations of the school;

● Assisting in internal sub coverage according to department needs; and

● Providing any other reasonable duties delegated by the School Management Team.

Position Requirements

● Ability to teach Design (in the Middle Years Program).

● At least 3-5 years of teaching experience in a K-12 school.

● At least 3 years of teaching in the MYP.

● International School teaching experience preferred.

● Curriculum development knowledge is required.

● Advisory/Pastoral experience preferred.

● Highly developed interpersonal and teamwork skills.

● Excellent verbal and written English skills.

● Good references on request.

● Proficiency in using school databases, communications platforms, and educational technology.

● Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity.

Qualifications

● Minimum Bachelor’s degree in Education or equivalent is required.

● Professional current teacher licensure or certification is required.

● Master’s degree in a relevant field preferred.

Contacts

● Other Stamford Teaching and Non-Teaching Staff.

● Parents and Students.

● PTA.

Working Conditions

● Working hours 8am to 4:30pm, Monday to Friday, (until 5:00 pm on Wednesdays), plus occasional staff meetings and trainings.

● School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates).

Terms of Employment

● Medical Benefits: Medical insurance provided where applicable

● Sick Leave/Hospital Leave: 60 days hospitalization leave including 14 days sick leave

● Probation Period: 3 months from the date of commencement

● Referee request: Required

● Background Check: Required

SAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion,sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability.

We welcome applications from all qualified candidates. We regret that only shortlisted candidates will be notified.

Position Objective

To collaboratively plan, organize and implement an appropriate learning program in the context of an IBO World School serving a dynamic and diverse community.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they comes into contact will be adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Teaching:

● To teach classes within the Middle School;

● To work with students who are on a learning accommodation plan and/or require an additional support teacher in class;

● To work with EAL mainstream students;

● To demonstrate through collaboration, planning, and teaching, the IBO framework of concepts within contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’, leading learning towards the IB vision and the aims of individual subject areas;

● To use and refer to the defined standards in the curriculum and in teaching and learning;

● To work and collaborate with colleagues to enrich curriculum and student learning;

● To differentiate and target learning to students’ needs and proficiency levels; and

● To be culturally and linguistically responsive and proactive.

Relationships:

● To develop trusting and effective relationships with all the students in the classes and their parents

● To establish supportive, collaborative, and positive working relationships with all other members of staff

● To become a positive presence across the whole school and a representative of it within its wider community

Educational role:

● Developing and executing the preparation, planning and delivery of child-centered learning activities in accordance with the school vision;

● Acting as a pastoral advisor, and being responsible for the holistic academic and social-emotional well-being of these students

● Building on what students know, and differentiating to meet student needs;

● Ensuring that the classroom environment is well-managed, properly ordered and neatly presented;

● A willingness to analyze data such as MAP scores, and other formative and summative assessments;

● Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of MYP as needed;

● Planning which accommodates a range of ability levels and learning styles; teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more of a challenge;

● Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times;

● Communicating professionally with students and families;

● Planning collaboratively for student learning;

● Planning which is based on agreed student learning outcomes in the context of the school-wide program;

● Planning work that builds on students’ prior knowledge and experience;

● Planning significant units of inquiry, to be explored in depth;

● Implementing accurate assessment through the collaborative pre-planning and moderation processes;

● Planning work which emphasizes connections between and among curriculum areas;

● Planning work which accommodates a range of ability levels;

● Building on what students bring to the learning experience in the way of prior understanding;

● Ensuring a well-organized and stimulating learning environment;

● Empowering students to feel responsible and to take action;

● Maintaining constant awareness of the needs of any children to whom English is a second or even a third or fourth language;

● Undergoing required online professional development courses to enhance understanding of the institution and skills needed to address the needs of all of our students;

● Using learning technologies to enhance learning;

● Supporting other aspects of the IBO programs (ex: Supervise Extended Essays and/or Personal Projects) as needed;

● Being aware of students’ capabilities, their prior knowledge and planning teaching and differentiation as appropriate;

● Demonstrating an understanding of and taking responsibility for promoting high standards of literacy;

● Providing clear and constructive feedback to students and their parents and caregivers;

● Ensuring the documentation of curricula units and other planning on the platform and within the timelines set forth by the administration.

Extended professional role:

● Understanding and implementing the expectations and policies established by Cognita and Stamford including its Guiding Statements;

● Participating in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required);

● Supervising duties at break/lunch and/or other unstructured times;

● Leading/coaching an after school CCA (co-curricular activity) from 3:45-4:30pm once a week;

● Ensuring that students are safe and secure at all times, and abiding by the child safeguarding expectations of the school;

● Assisting in internal sub coverage according to department needs; and

● Providing any other reasonable duties delegated by the School Management Team.

Position Requirements

● Ability to teach Design (in the Middle Years Program).

● At least 3-5 years of teaching experience in a K-12 school.

● At least 3 years of teaching in the MYP.

● International School teaching experience preferred.

● Curriculum development knowledge is required.

● Advisory/Pastoral experience preferred.

● Highly developed interpersonal and teamwork skills.

● Excellent verbal and written English skills.

● Good references on request.

● Proficiency in using school databases, communications platforms, and educational technology.

● Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity.

Qualifications

● Minimum Bachelor’s degree in Education or equivalent is required.

● Professional current teacher licensure or certification is required.

● Master’s degree in a relevant field preferred.

Contacts

● Other Stamford Teaching and Non-Teaching Staff.

● Parents and Students.

● PTA.

Working Conditions

● Working hours 8am to 4:30pm, Monday to Friday, (until 5:00 pm on Wednesdays), plus occasional staff meetings and trainings.

● School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates).

Terms of Employment

● Medical Benefits: Medical insurance provided where applicable

● Sick Leave/Hospital Leave: 60 days hospitalization leave including 14 days sick leave

● Probation Period: 3 months from the date of commencement

● Referee request: Required

● Background Check: Required

SAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion,sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability.

We welcome applications from all qualified candidates. We regret that only shortlisted candidates will be notified.

Position Objective

To meet the school’s vision through the objectives of the MYP program. To engage students from over 70 national and linguistic backgrounds in the New Generation Science Standards (NGSS).

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they come into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Teaching:

• To teach Middle School Science classes (Grades 6-8)

• To possibly work with students who are on a learning accommodation plan and/or require an additional support teacher in class

• To possibly work with EAL mainstream students

• To demonstrate through collaboration, planning, and teaching, the IB and MYP framework of concepts within contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’, leading learning towards the IB vision and the aims of individual subject areas and that incorporates interdisciplinary learning

• To use and refer to the NGSS in the curriculum, as well as in the teaching and learning

• To set up and take materials and equipment for science labs and demonstrations

• To work and collaborate with EAL and Student Support teachers to enrich curriculum and student learning

• To differentiate and target learning to students’ needs and aptitude levels

• To be cognisant of being culturally and linguistically responsive and proactive

Relationships:

• To develop trusting and effective relationships with the all the students in the classes and their parents

• To establish supportive, collaborative, and positive working relationships with all other members of staff

• To become a positive presence across the whole school and a representative of it within its wider community

Educational role:

• To develop and execute the preparation, planning and delivery of child-centered learning activities

• To be a pastoral advisor to a group of 15-20 students, being responsible for the holistic academic and social-emotional well-being of these students

• To build pedagogical practices around understanding the EAL learner, the importance of differentiation, and the essential aspects of peer observation and feedback

• To establish effective home/school communication

• To participate fully in appropriate training in the various programs and initiatives at Stamford

• To demonstrate a willingness to analyze data such as MAP scores that inform teaching and learning

• To utilize the “Approaches to Learning” expectations per the International Baccalaureate

• To develop a practice that accommodates a range of ability levels and learning styles

• To work in a collegial and professional manner with peers that demonstrates respect, being prepared and on time, and adhering to the school wide meeting norms and team essential agreements

Extended professional role:

• To understand and implement the expectations and policies established by Cognita and Stamford.

• To participate in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)

• To supervise duties at break/lunch and/or other unstructured times

• To lead/coach an after school CCA (co-curricular activity) from 3:45-4:30pm once a week

• To work with HOD when ordering consumables, supplies, and equipment

• To abide by the child safeguarding expectations of the school

• To assist in internal sub coverage according to department needs

• To provide any other reasonable duties delegated by the School Management Team

• To participate and be actively involved in at least 1 PLC

• To complete SIOP training within the first year of employment if certification is not already held

Parents:

• To coordinate parent meetings (organize translations if need be) and review student progress

• To coordinate efforts of parents to assist with classroom volunteering duties or on excursions

General:

• To teach any classes as deemed necessary.

• To assist in internal sub coverage according to department needs

• To provide any other reasonable duties delegated by the School Management

Position Requirements

• At least 5 years of experience and with relevant qualifications

• At least 3 years of experience in teaching in the MYP/IBDP/AP preferred

• Curriculum development knowledge is required

• Possess highly developed interpersonal and teamwork skills.

• Excellent verbal and written English skills

• Good references on request

• Proficiency in using computers

• Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

• Sense of humour

Qualifications

• Minimum Bachelor’s degree in Education or equivalent is required

• Master’s degree in relevant field preferred

• Professional current teacher licensure or certification is required

Contacts

• Other Stamford Teaching and Non-Teaching Staff

• Parents and Students

• PTA

Working Conditions

• School Environment

• Working hours 8am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings

• School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates)

Terms of Employment

• Medical Benefits: Medical insurance provided where applicable

• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave

• Probation Period: 3 months from date of commencement

• Referee request: Required

• Background Check: Required

SAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability.

We welcome applications from all qualified candidates. We regret that only shortlisted candidates will be notified.

Position Objectives

• To meet the school’s mission and vision through the design and delivery of the IB MYP/DP, College Board AP, BTEC, and/or Stamford course programs
• To engage a diverse student population in the target curriculum standards, recognizing and supporting their individual assets, identities, and needs
• To support students’ holistic development through a range of formal programs and other contributions
• To support the Stamford community through communications and responsibilities with a range of stakeholders

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact will be adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Supporting Student Learning as a Teacher

• Design and teach classes within the high school, incorporating the target standards and the approaches of the relevant course program (MYP, AP, DP, Stamford Courses, BTEC), and aligned with agreed student outcomes
• Plan inclusive learning opportunities, designing structured and standards-based lessons and units which include a series of clear steps and transitions, activate prior knowledge, and include appropriate scaffolds and extensions to help each student to achieve challenging learning standards
• Create and facilitate learning opportunities which help to ensure that each student develops a sense of agency and makes personal connections with the curriculum
• Use a broad variety of instructional and assessment techniques to support and inspire learning for each student, including the use of learning technologies
• Implement effective assessment practices through collaborative planning and moderation
• Analyze and apply learnings from student data, such as MAP scores, external assessment data, and classroom assessment data, collaborating with colleagues as needed
• Providing clear, timely, actionable, and constructive feedback to students throughout the learning process
• Produce academic data, including reports and/or comments, in alignment with the Assessment and Reporting timeline published annually
• Support students with specific learning needs, including those receiving Student Support Department services, such as a learning accommodation plan and/or requiring an additional support teacher in class
• Support multilingual learners, including those receiving EAL program support
• Empower students to be responsible and to take action, developing independent learning skills and effective decision-making
• Establish and maintain inclusive learning environments which promote learning and a sense of belonging for each student
• Ensure that learning environments and professional work spaces are safe, well-managed, organized, and neatly presented
• Collaborate and communicate effectively with all stakeholders in order to effectively serve and support the learning and holistic development of each student, using school processes and platforms to do so as appropriate
• Contribute actively to department collaborative work, including aligned design and planning for shared courses
• Adhere to agreed meeting norms and essential agreements at all times, including showing respect, being prepared, and honoring time
• Ensure the thorough documentation of curricula units and other planning on the digital platform/s and within the timelines communicated by the high school administration

Supporting Student Holistic Development as an Advisor

• Serve daily as a pastoral advisor, which involves responsibility for the holistic academic and social-emotional well-being of the advisory students, and supporting Service and CAS processes
• Develop strong, positive relationships with students in your Advisory group, creating a supportive and inclusive environment
• Collaborate with Heads of Grade to adapt the Advisory curriculum to meet the needs of the advisory students
• Deliver an impactful advisory curriculum that addresses both the academic and the well-being needs of students and is in alignment with the school's scope and sequence, the CASEL framework, and academic lab expectations
• Serve as the primary point of communication for students, parents, and teachers regarding aspects of student progress and concerns
• Address, resolve, and document academic and behavioral concerns, working closely with parents and Heads of Grade
• Produce required documentation, such as log entries, term reports, wellbeing platforms, and goal setting, and contribute to documentation systems
• Liaise with various stakeholders within the division to promote student success both academically and personally

Actively Supporting the Stamford Community

• Ensure that students are safe and secure at all times, and abiding by the child safeguarding expectations of the school
• Develop trusting and effective positive relationships with students and their parents/guardians
• Establish and sustain supportive, collaborative, and positive working relationships with all other members of staff
• Communicate professionally with all community members
• Honor the school’s DEI statement and commitment to hold ourselves and each other accountable for creating a community of belonging for all
• Be culturally and linguistically responsive and proactive with all community members
• Serve as a positive representative of Stamford across the whole school and a representative of the school within the wider community and at any off-site school events, such as conferences, tournaments, etc.
• Be flexible and open-minded in seeking solutions to challenges for students, parents, colleagues, and the school
• Understand and implement the expectations and policies established by Cognita and Stamford
• Support and enforce community expectations for students both within and outside of the classroom
• Be consistent in follow-through on expectations and agreed actions at the team, department, divisional, and schoolwide levels
• Participate in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)
• Attend and actively participate in on-island or overseas Field Studies trips, providing support and guidance to students during these experiences
• Attend to supervision duties at break/lunch and/or other unstructured times in designated locations and times
• Lead an After School Activity, mentor a High School Club, and/or coach Athletics at least once a week either during or after school
• Contribute to the college application process in collaboration with our Academic and College Counselors, including writing recommendation letters and communicating key messages to students and parents
• Participate in required Stamford and Cognita training sessions
• Serve as MYP Personal Project and/or Extended Essay Supervisor as needed
• Assist in internal sub coverage according to department needs
• Complete any other reasonable duties delegated by the School Management Team

Position Requirements

• Ability to teach High School Mathematics
• At least 3 years of teaching experience in a high school setting
• At least 3 years of relevant program (IBMYP/IBDP/AP) experience preferred
• Highly developed interpersonal and teamwork skills
• Excellent verbal and written English skills
• Excellent references on request
• Proficiency in using school systems and databases, communications platforms, and educational technology
• Candidate preferences
• International school teaching experience preferred
• Curriculum development experience preferred
• Advisory/pastoral experience preferred
• Multilingual candidates preferred

Qualifications

• Minimum Bachelor’s degree in Education or equivalent is required
• Professional current teacher licensure or certification is required
• Master’s degree in a relevant field preferred

Contacts

• Other Stamford Teaching and Non-Teaching Staff
• Parents, Guardians and Students
• PTA (Parent Teacher Association).

Working Conditions

• Working hours 8am to 4:30pm, Monday to Friday, (until 5:00 pm on Wednesdays), plus occasional staff meetings and trainings beyond these hours
• Professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)
• Non-student days for professional learning and collaborative work are an expected part of the school calendar (please refer to the website to see the school calendar)

Terms of Employment

• Medical Benefits: Medical insurance provided where applicable
• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave
• Probation Period: 3 months from the date of commencement
• Referee request: Required
• Background Check: Required

Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability. We welcome applications from all qualified candidates.

Please note that only shortlisted candidates will be notified.

Position Objectives

• To meet the school’s mission and vision through the design and delivery of the IB MYP/DP, College Board AP, BTEC, and/or Stamford course programs
• To engage a diverse student population in the target curriculum standards, recognizing and supporting their individual assets, identities, and needs
• To support students’ holistic development through a range of formal programs and other contributions
• To support the Stamford community through communications and responsibilities with a range of stakeholders

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact will be adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Supporting Student Learning as a Teacher

• Design and teach classes within the high school, incorporating the target standards and the approaches of the relevant course program (MYP, AP, DP, Stamford Courses, BTEC), and aligned with agreed student outcomes
• Plan inclusive learning opportunities, designing structured and standards-based lessons and units which include a series of clear steps and transitions, activate prior knowledge, and include appropriate scaffolds and extensions to help each student to achieve challenging learning standards
• Create and facilitate learning opportunities which help to ensure that each student develops a sense of agency and makes personal connections with the curriculum
• Use a broad variety of instructional and assessment techniques to support and inspire learning for each student, including the use of learning technologies
• Implement effective assessment practices through collaborative planning and moderation
• Analyze and apply learnings from student data, such as MAP scores, external assessment data, and classroom assessment data, collaborating with colleagues as needed
• Providing clear, timely, actionable, and constructive feedback to students throughout the learning process
• Produce academic data, including reports and/or comments, in alignment with the Assessment and Reporting timeline published annually
• Support students with specific learning needs, including those receiving Student Support Department services, such as a learning accommodation plan and/or requiring an additional support teacher in class
• Support multilingual learners, including those receiving EAL program support
• Empower students to be responsible and to take action, developing independent learning skills and effective decision-making
• Establish and maintain inclusive learning environments which promote learning and a sense of belonging for each student
• Ensure that learning environments and professional work spaces are safe, well-managed, organized, and neatly presented
• Collaborate and communicate effectively with all stakeholders in order to effectively serve and support the learning and holistic development of each student, using school processes and platforms to do so as appropriate
• Contribute actively to department collaborative work, including aligned design and planning for shared courses
• Adhere to agreed meeting norms and essential agreements at all times, including showing respect, being prepared, and honoring time
• Ensure the thorough documentation of curricula units and other planning on the digital platform/s and within the timelines communicated by the high school administration

Supporting Student Holistic Development as an Advisor

• Serve daily as a pastoral advisor, which involves responsibility for the holistic academic and social-emotional well-being of the advisory students, and supporting Service and CAS processes
• Develop strong, positive relationships with students in your Advisory group, creating a supportive and inclusive environment
• Collaborate with Heads of Grade to adapt the Advisory curriculum to meet the needs of the advisory students
• Deliver an impactful advisory curriculum that addresses both the academic and the well-being needs of students and is in alignment with the school's scope and sequence, the CASEL framework, and academic lab expectations
• Serve as the primary point of communication for students, parents, and teachers regarding aspects of student progress and concerns
• Address, resolve, and document academic and behavioral concerns, working closely with parents and Heads of Grade
• Produce required documentation, such as log entries, term reports, wellbeing platforms, and goal setting, and contribute to documentation systems
• Liaise with various stakeholders within the division to promote student success both academically and personally

Actively Supporting the Stamford Community

• Ensure that students are safe and secure at all times, and abiding by the child safeguarding expectations of the school
• Develop trusting and effective positive relationships with students and their parents/guardians
• Establish and sustain supportive, collaborative, and positive working relationships with all other members of staff
• Communicate professionally with all community members
• Honor the school’s DEI statement and commitment to hold ourselves and each other accountable for creating a community of belonging for all
• Be culturally and linguistically responsive and proactive with all community members
• Serve as a positive representative of Stamford across the whole school and a representative of the school within the wider community and at any off-site school events, such as conferences, tournaments, etc.
• Be flexible and open-minded in seeking solutions to challenges for students, parents, colleagues, and the school
• Understand and implement the expectations and policies established by Cognita and Stamford
• Support and enforce community expectations for students both within and outside of the classroom
• Be consistent in follow-through on expectations and agreed actions at the team, department, divisional, and schoolwide levels
• Participate in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)
• Attend and actively participate in on-island or overseas Field Studies trips, providing support and guidance to students during these experiences
• Attend to supervision duties at break/lunch and/or other unstructured times in designated locations and times
• Lead an After School Activity, mentor a High School Club, and/or coach Athletics at least once a week either during or after school
• Contribute to the college application process in collaboration with our Academic and College Counselors, including writing recommendation letters and communicating key messages to students and parents
• Participate in required Stamford and Cognita training sessions
• Serve as MYP Personal Project and/or Extended Essay Supervisor as needed
• Assist in internal sub coverage according to department needs
• Complete any other reasonable duties delegated by the School Management Team

Position Requirements

• Ability to teach High School Mathematics
• At least 3 years of teaching experience in a high school setting
• At least 3 years of relevant program (IBMYP/IBDP/AP) experience preferred
• Highly developed interpersonal and teamwork skills
• Excellent verbal and written English skills
• Excellent references on request
• Proficiency in using school systems and databases, communications platforms, and educational technology
• Candidate preferences
• International school teaching experience preferred
• Curriculum development experience preferred
• Advisory/pastoral experience preferred
• Multilingual candidates preferred

Qualifications

• Minimum Bachelor’s degree in Education or equivalent is required
• Professional current teacher licensure or certification is required
• Master’s degree in a relevant field preferred

Contacts

• Other Stamford Teaching and Non-Teaching Staff
• Parents, Guardians and Students
• PTA (Parent Teacher Association).

Working Conditions

• Working hours 8am to 4:30pm, Monday to Friday, (until 5:00 pm on Wednesdays), plus occasional staff meetings and trainings beyond these hours
• Professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)
• Non-student days for professional learning and collaborative work are an expected part of the school calendar (please refer to the website to see the school calendar)

Terms of Employment

• Medical Benefits: Medical insurance provided where applicable
• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave
• Probation Period: 3 months from the date of commencement
• Referee request: Required
• Background Check: Required

Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability. We welcome applications from all qualified candidates.

Please note that only shortlisted candidates will be notified.

Position Objectives

• To meet the school’s mission and vision through the design and delivery of the IB MYP/DP, College Board AP, BTEC, and/or Stamford course programs
• To engage a diverse student population in the target curriculum standards, recognizing and supporting their individual assets, identities, and needs
• To support students’ holistic development through a range of formal programs and other contributions
• To support the Stamford community through communications and responsibilities with a range of stakeholders

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact will be adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Supporting Student Learning as a Teacher

• Design and teach classes within the high school, incorporating the target standards and the approaches of the relevant course program (MYP, AP, DP, Stamford Courses, BTEC), and aligned with agreed student outcomes
• Plan inclusive learning opportunities, designing structured and standards-based lessons and units which include a series of clear steps and transitions, activate prior knowledge, and include appropriate scaffolds and extensions to help each student to achieve challenging learning standards
• Create and facilitate learning opportunities which help to ensure that each student develops a sense of agency and makes personal connections with the curriculum
• Use a broad variety of instructional and assessment techniques to support and inspire learning for each student, including the use of learning technologies
• Implement effective assessment practices through collaborative planning and moderation
• Analyze and apply learnings from student data, such as MAP scores, external assessment data, and classroom assessment data, collaborating with colleagues as needed
• Providing clear, timely, actionable, and constructive feedback to students throughout the learning process
• Produce academic data, including reports and/or comments, in alignment with the Assessment and Reporting timeline published annually
• Support students with specific learning needs, including those receiving Student Support Department services, such as a learning accommodation plan and/or requiring an additional support teacher in class
• Support multilingual learners, including those receiving EAL program support
• Empower students to be responsible and to take action, developing independent learning skills and effective decision-making
• Establish and maintain inclusive learning environments which promote learning and a sense of belonging for each student
• Ensure that learning environments and professional work spaces are safe, well-managed, organized, and neatly presented
• Collaborate and communicate effectively with all stakeholders in order to effectively serve and support the learning and holistic development of each student, using school processes and platforms to do so as appropriate
• Contribute actively to department collaborative work, including aligned design and planning for shared courses
• Adhere to agreed meeting norms and essential agreements at all times, including showing respect, being prepared, and honoring time
• Ensure the thorough documentation of curricula units and other planning on the digital platform/s and within the timelines communicated by the high school administration

Supporting Student Holistic Development as an Advisor

• Serve daily as a pastoral advisor, which involves responsibility for the holistic academic and social-emotional well-being of the advisory students, and supporting Service and CAS processes
• Develop strong, positive relationships with students in your Advisory group, creating a supportive and inclusive environment
• Collaborate with Heads of Grade to adapt the Advisory curriculum to meet the needs of the advisory students
• Deliver an impactful advisory curriculum that addresses both the academic and the well-being needs of students and is in alignment with the school's scope and sequence, the CASEL framework, and academic lab expectations
• Serve as the primary point of communication for students, parents, and teachers regarding aspects of student progress and concerns
• Address, resolve, and document academic and behavioral concerns, working closely with parents and Heads of Grade
• Produce required documentation, such as log entries, term reports, wellbeing platforms, and goal setting, and contribute to documentation systems
• Liaise with various stakeholders within the division to promote student success both academically and personally

Actively Supporting the Stamford Community

• Ensure that students are safe and secure at all times, and abiding by the child safeguarding expectations of the school
• Develop trusting and effective positive relationships with students and their parents/guardians
• Establish and sustain supportive, collaborative, and positive working relationships with all other members of staff
• Communicate professionally with all community members
• Honor the school’s DEI statement and commitment to hold ourselves and each other accountable for creating a community of belonging for all
• Be culturally and linguistically responsive and proactive with all community members
• Serve as a positive representative of Stamford across the whole school and a representative of the school within the wider community and at any off-site school events, such as conferences, tournaments, etc.
• Be flexible and open-minded in seeking solutions to challenges for students, parents, colleagues, and the school
• Understand and implement the expectations and policies established by Cognita and Stamford
• Support and enforce community expectations for students both within and outside of the classroom
• Be consistent in follow-through on expectations and agreed actions at the team, department, divisional, and schoolwide levels
• Participate in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)
• Attend and actively participate in on-island or overseas Field Studies trips, providing support and guidance to students during these experiences
• Attend to supervision duties at break/lunch and/or other unstructured times in designated locations and times
• Lead an After School Activity, mentor a High School Club, and/or coach Athletics at least once a week either during or after school
• Contribute to the college application process in collaboration with our Academic and College Counselors, including writing recommendation letters and communicating key messages to students and parents
• Participate in required Stamford and Cognita training sessions
• Serve as MYP Personal Project and/or Extended Essay Supervisor as needed
• Assist in internal sub coverage according to department needs
• Complete any other reasonable duties delegated by the School Management Team

Position Requirements

• Ability to teach High School Physics
• At least 3 years of teaching experience in a high school setting
• At least 3 years of relevant program (IBMYP/IBDP/AP) experience preferred
• Highly developed interpersonal and teamwork skills
• Excellent verbal and written English skills
• Excellent references on request
• Proficiency in using school systems and databases, communications platforms, and educational technology

Candidate preferences

• International school teaching experience preferred
• Curriculum development experience preferred
• Advisory/pastoral experience preferred
• Multilingual candidates preferred

Qualifications

• Minimum Bachelor’s degree in Education or equivalent is required
• Professional current teacher licensure or certification is required
• Master’s degree in a relevant field preferred

Contacts

• Other Stamford Teaching and Non-Teaching Staff
• Parents, Guardians and Students
• PTA (Parent Teacher Association).

Working Conditions

• Working hours 8am to 4:30pm, Monday to Friday, (until 5:00 pm on Wednesdays), plus occasional staff meetings and trainings beyond these hours
• Professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)
• Non-student days for professional learning and collaborative work are an expected part of the school calendar (please refer to the website to see the school calendar)

Terms of Employment

• Medical Benefits: Medical insurance provided where applicable
• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave
• Probation Period: 3 months from the date of commencement
• Referee request: Required
• Background Check: Required

Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or

disability. We welcome applications from all qualified candidates.

Please note that only shortlisted candidates will be notified.

Position Objectives

To meet the school’s mission and vision through the design and delivery of the IB MYP/DP, College Board AP, BTEC, and/or Stamford course programs

To engage a diverse student population in the target curriculum standards, recognizing and supporting their individual assets, identities, and needs

To support students’ holistic development through a range of formal programs and other contributions

To support the Stamford community through communications and responsibilities with a range of stakeholders

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact will be adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Supporting Student Learning as a Teacher

• Design and teach classes within the high school, incorporating the target standards and the approaches of the relevant course program (MYP, AP, DP, Stamford Courses, BTEC), and aligned with agreed student outcomes
• Plan inclusive learning opportunities, designing structured and standards-based lessons and units which include a series of clear steps and transitions, activate prior knowledge, and include appropriate scaffolds and extensions to help each student to achieve challenging learning standards
• Create and facilitate learning opportunities which help to ensure that each student develops a sense of agency and makes personal connections with the curriculum
• Use a broad variety of instructional and assessment techniques to support and inspire learning for each student, including the use of learning technologies
• Implement effective assessment practices through collaborative planning and moderation
• Analyze and apply learnings from student data, such as MAP scores, external assessment data, and classroom assessment data, collaborating with colleagues as needed
• Providing clear, timely, actionable, and constructive feedback to students throughout the learning process
• Produce academic data, including reports and/or comments, in alignment with the Assessment and Reporting timeline published annually
• Support students with specific learning needs, including those receiving Student Support Department services, such as a learning accommodation plan and/or requiring an additional support teacher in class
• Support multilingual learners, including those receiving EAL program support
• Empower students to be responsible and to take action, developing independent learning skills and effective decision-making
• Establish and maintain inclusive learning environments which promote learning and a sense of belonging for each student
• Ensure that learning environments and professional work spaces are safe, well-managed, organized, and neatly presented
• Collaborate and communicate effectively with all stakeholders in order to effectively serve and support the learning and holistic development of each student, using school processes and platforms to do so as appropriate
• Contribute actively to department collaborative work, including aligned design and planning for shared courses
• Adhere to agreed meeting norms and essential agreements at all times, including showing respect, being prepared, and honoring time
• Ensure the thorough documentation of curricula units and other planning on the digital platform/s and within the timelines communicated by the high school administration

Supporting Student Holistic Development as an Advisor

• Serve daily as a pastoral advisor, which involves responsibility for the holistic academic and social-emotional well-being of the advisory students, and supporting Service and CAS processes
• Develop strong, positive relationships with students in your Advisory group, creating a supportive and inclusive environment
• Collaborate with Heads of Grade to adapt the Advisory curriculum to meet the needs of the advisory students
• Deliver an impactful advisory curriculum that addresses both the academic and the well-being needs of students and is in alignment with the school's scope and sequence, the CASEL framework, and academic lab expectations
• Serve as the primary point of communication for students, parents, and teachers regarding aspects of student progress and concerns
• Address, resolve, and document academic and behavioral concerns, working closely with parents and Heads of Grade
• Produce required documentation, such as log entries, term reports, wellbeing platforms, and goal setting, and contribute to documentation systems
• Liaise with various stakeholders within the division to promote student success both academically and personally

Actively Supporting the Stamford Community

• Ensure that students are safe and secure at all times, and abiding by the child safeguarding expectations of the school
• Develop trusting and effective positive relationships with students and their parents/guardians
• Establish and sustain supportive, collaborative, and positive working relationships with all other members of staff
• Communicate professionally with all community members
• Honor the school’s DEI statement and commitment to hold ourselves and each other accountable for creating a community of belonging for all
• Be culturally and linguistically responsive and proactive with all community members
• Serve as a positive representative of Stamford across the whole school and a representative of the school within the wider community and at any off-site school events, such as conferences, tournaments, etc.
• Be flexible and open-minded in seeking solutions to challenges for students, parents, colleagues, and the school
• Understand and implement the expectations and policies established by Cognita and Stamford
• Support and enforce community expectations for students both within and outside of the classroom
• Be consistent in follow-through on expectations and agreed actions at the team, department, divisional, and schoolwide levels
• Participate in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)
• Attend and actively participate in on-island or overseas Field Studies trips, providing support and guidance to students during these experiences
• Attend to supervision duties at break/lunch and/or other unstructured times in designated locations and times
• Lead an After School Activity, mentor a High School Club, and/or coach Athletics at least once a week either during or after school
• Contribute to the college application process in collaboration with our Academic and College Counselors, including writing recommendation letters and communicating key messages to students and parents
• Participate in required Stamford and Cognita training sessions
• Serve as MYP Personal Project and/or Extended Essay Supervisor as needed
• Assist in internal sub coverage according to department needs
• Complete any other reasonable duties delegated by the School Management Team

Position Requirements

• Ability to teach High School Humanities
• At least 3 years of teaching experience in a high school setting
• At least 3 years of relevant program (IBMYP/IBDP/AP) experience preferred
• Highly developed interpersonal and teamwork skills
• Excellent verbal and written English skills
• Excellent references on request
• Proficiency in using school systems and databases, communications platforms, and educational technology

Candidate preferences

• International school teaching experience preferred
• Curriculum development experience preferred
• Advisory/pastoral experience preferred
• Multilingual candidates preferred

Qualifications

• Minimum Bachelor’s degree in Education or equivalent is required
• Professional current teacher licensure or certification is required
• Master’s degree in a relevant field preferred

Contacts

• Other Stamford Teaching and Non-Teaching Staff
• Parents, Guardians and Students
• PTA (Parent Teacher Association).

Working Conditions

• Working hours 8am to 4:30pm, Monday to Friday, (until 5:00 pm on Wednesdays), plus occasional staff meetings and trainings beyond these hours
• Professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)
• Non-student days for professional learning and collaborative work are an expected part of the school calendar (please refer to the website to see the school calendar)

Terms of Employment

• Medical Benefits: Medical insurance provided where applicable
• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave
• Probation Period: 3 months from the date of commencement
• Referee request: Required
• Background Check: Required

Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability. We welcome applications from all qualified candidates.

Please note that only shortlisted candidates will be notified.