Total 271 Others level Education / Training job vacancies in D13 Macpherson, Braddell

Position Objectives

To meet the school’s mission and vision through the design and delivery of the Preparatory Course for Secondary (PCS) program, an initiative at Stamford for non-native English speakers entering into Grades 6&7 (Ages 11-14). The PCS program is offered in 20-week sessions and intends to provide students with an intensive, immersive, academic English language experience based on the MYP Criteria through Language & literature, and Social studies.

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 targeted pedagogical and social-emotional approach

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 PCS, incorporating the target standards and the approaches for English language acquisition skills (Grammar, Listening, Reading, Writing, and Speaking) as well as teach the core content subjects of English Language & Literature and Social Studies.
• 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, and collaboration with colleagues
• 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
• Support multilingual learners utilizing research-based methods
• Liaise with the PCS Principal and teaching colleagues to ensure the individual curricula are of a high standard and appropriate for PCS
• 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 workspaces are safe, well-managed, organized, and neatly presented
• Collaborate and communicate effectively with all stakeholders 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 PCS Principal

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
• Develop strong, positive relationships with students in your Advisory group, creating a supportive and inclusive environment
• Collaborate with the PCS Dean of Students 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 advisory expectations
• Serve as the primary point of communication for students, parents, and guardians regarding aspects of student progress and concerns
• Address, resolve, and document academic and behavioral concerns, working closely with parents PCS Principal, PCS Dean of Students, and Curriculum Lead
• Produce required documentation, such as log entries, trimester 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, and/or coach Athletics at least once a week either during or after school
• Participate in required Stamford and Cognita training sessions
• Assist in internal sub coverage according to department needs
• Complete any other reasonable duties delegated by the School Management Team

Position Requirements

• Strong Academic Qualifications in Language and Literature.
• Strong Academic Qualifications in Social Studies.
• TESOL qualifications or the equivalent
• At least 3 years of teaching experience in upper primary or secondary school level
• At least 3 years of relevant program (IBMYP/IBDP/AP/BTEC) 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 (Korean, Japanese, and Chinese)

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

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.

Job Description:

• Training and coaching of Special Educational Needs (SEN) Officers
• Case consultations with teachers and parents on Special Educational Needs (SEN) support
• Advice and consultation for Special Educational Needs (SEN)
• Officers, parents, KPs, teachers on provisions and educational decisions for students with SEN
• Assessments for students with SEN to enable access to appropriate support and provisions, e.g. referral to external agencies, Special Education (SPED) schools placement, Access
• Arrangement (AA), etc as and when necessary
• Assessment of needs and recommendations
• Reports for recommendation to external agencies/high-stakes provisions, e.g. AA, SPED school, referral to hospitals etc
• Review reports for transition into new setting/intervention
• programmes.
• Communication with parents and educators
• Bi-weekly update through e-mail or tele-conversation
• Provide learning and behavioural strategies to teachers to support students in accessing the curriculum in school
• Provide recommendation and support to Special Educational Needs (SEN) Officers and Year Heads to identify school needs and desig appropriate strategies for tiered support for students, i.e. Tiers 1, 2 and 3

Work Schedule:

• Monthly Salary: Up to $50 / hour
• Contract Duration: 1 Jan 2025 to 31 Dec 2025
• Location: Barker Road
• Working Days: Monday to Friday (based on School Schedule)
• Working Hours: Between 8.30am to 6pm (based on School Schedule)

* A maximum of 10 hours per week for a maximum of 40 weeks

Job Requirement:

• Shall be registered with the Ministry of Education as an Enrichment Instructor
• Instructors deployed shall remain registered with the Singapore
• Psychological Society’s Register of Psychologist throughout the Contract period, and be recognised as having a sub-specialisation in Educational Psychology
• Must be experienced and competent in conducting assessment, psycho-educational intervention, and individual/group therapy with school-aged students with Learning/Developmental Disabilities and a wide range of Special Educational Needs (SEN).
• Must be experienced and competent in providing advice and/or training to teachers, school key personnel and parents on strategies to support students
• Must have 3 years of experience in providing direct psychological assessments and advice for children and adolescents with learning disabilities and special educational needs.

EA License No.: 96C4864

Reg. No.: R22110485

Position Objective

The Student Support Department (SSD) is looking for a highly qualified Academic Support Teacher with previous experience in delivering academic intervention to join our team of multidisciplinary professionals. Utilizing a MTSS (Multi-Tiered Systems of Support Model), the Academic Support Teacher provides support through co-planning, co-teaching, consulting, and targeted content support and intervention support during study blocks. Academic Support teachers at the secondary level have a strong focus on collaborating with the team to support differentiation within the classrooms. Academic Support teachers also support students in building independence and habits that will support their success as they grow older.

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.

Collaborates with Classroom Teachers to provide differentiated instruction to students

• Co-plans, co-teaches, and consults with classroom teachers
• Implements models of effective co-teaching
• Builds strong relationships with teachers based on mutual trust and valuing the strengths of each teammate
• Supports the planning and implementation of accommodations for students in the classroom that are determined by student need and class content

Plans and Delivers effective academic support to secondary students

• Utilizes data-based decision making and evidence-based strategies to offer high quality academic support
• Plans, prepares, and delivers small-group intervention to secondary students
• Establishes positive, safe, and trusting relationships with students, their families and teachers to foster student progress related to students’ academic needs

Regularly assesses students’ progress

• Collects and analyzes screening as well as progress monitoring data to identify student need, adjust intervention, and report progress to parents, faculty, staff, and administration
• Summarizes assessment results and incorporates information into an appropriate support plan

Serves as a case manager for students receiving support services

• Gathers relevant background information related to students’ academic strengths and challenges
• Maintains updated and accurate student files which adhere to high-levels of confidentiality
• Coordinates, facilitates, and maintains records on meetings with parents, teachers, and internal/external service providers
• Coordinates and facilitates testing and classroom accommodations for qualifying students

Provides consultation to teachers, parents, and other service providers to foster greater academic achievement

• Participates on a multi-disciplinary team of professionals by utilizing a problem-solve approach
• Prepares and disseminates professional resources according to student need
• Offers ongoing support to faculty, staff, and parents in order to accelerate student growth
• Establishes and maintains ongoing professional collaboration with service providers on and off campus in order to maximize student impact in all areas of development

Position Requirements

• Minimum of 3 years of experience working within intervention (in the classroom or as an interventionist) with relevant qualifications
• Exceptional interpersonal communication and professional collaboration skills
• Must demonstrate flexibility, strong work habits, and a positive attitude
• Strong organizational skills and excellent command of the English language
• Proficiency in using computers and other forms of technology
• Strong references and attendance record
• Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

Qualifications

• Bachelors Degree in Education or Special Education and related field
• Current Teaching Certification from an accredited educational institution
• Minimum 3 years experience providing academic intervention to students with identified learning challenges
• Previous training and/or experience as a Learning Support Teacher/Reading Interventionist/Sped Teacher
• Knowledge and/or experience delivering student support services within an MTSS/Rtl Model
• Previous experience and/or training using benchmark screening and/or progress monitoring assessment (i.e., DIBELS, Aimsweb, Easy CBM)

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

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

The Student Support Department (SSD) is looking for a highly qualified Academic Support Teacher with previous experience in delivering academic intervention to join our team of multidisciplinary professionals. Utilizing a MTSS (Multi-Tiered Systems of Support Model), the Academic Support Teacher provides support through co-planning, co-teaching, consulting, and targeted content support and intervention support during study blocks. Academic Support teachers at the secondary level have a strong focus on collaborating with the team to support differentiation within the classrooms. Academic Support teachers also support students in building independence and habits that will support their success as they grow older.

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.

Collaborates with Classroom Teachers to provide differentiated instruction to students

• Co-plans, co-teaches, and consults with classroom teachers
• Implements models of effective co-teaching
• Builds strong relationships with teachers based on mutual trust and valuing the strengths of each teammate
• Supports the planning and implementation of accommodations for students in the classroom that are determined by student need and class content

Plans and Delivers effective academic support to secondary students

• Utilizes data-based decision making and evidence-based strategies to offer high quality academic support
• Plans, prepares, and delivers small-group intervention to secondary students
• Establishes positive, safe, and trusting relationships with students, their families and teachers to foster student progress related to students’ academic needs

Regularly assesses students’ progress

• Collects and analyzes screening as well as progress monitoring data to identify student need, adjust intervention, and report progress to parents, faculty, staff, and administration
• Summarizes assessment results and incorporates information into an appropriate support plan

Serves as a case manager for students receiving support services

• Gathers relevant background information related to students’ academic strengths and challenges
• Maintains updated and accurate student files which adhere to high-levels of confidentiality
• Coordinates, facilitates, and maintains records on meetings with parents, teachers, and internal/external service providers
• Coordinates and facilitates testing and classroom accommodations for qualifying students

Provides consultation to teachers, parents, and other service providers to foster greater academic achievement

• Participates on a multi-disciplinary team of professionals by utilizing a problem-solve approach
• Prepares and disseminates professional resources according to student need
• Offers ongoing support to faculty, staff, and parents in order to accelerate student growth
• Establishes and maintains ongoing professional collaboration with service providers on and off campus in order to maximize student impact in all areas of development

Position Requirements

• Minimum of 3 years of experience working within intervention (in the classroom or as an interventionist) with relevant qualifications
• Exceptional interpersonal communication and professional collaboration skills
• Must demonstrate flexibility, strong work habits, and a positive attitude
• Strong organizational skills and excellent command of the English language
• Proficiency in using computers and other forms of technology
• Strong references and attendance record
• Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

Qualifications

• Bachelors Degree in Education or Special Education and related field
• Current Teaching Certification from an accredited educational institution
• Minimum 3 years experience providing academic intervention to students with identified learning challenges
• Previous training and/or experience as a Learning Support Teacher/Reading Interventionist/Sped Teacher
• Knowledge and/or experience delivering student support services within an MTSS/Rtl Model
• Previous experience and/or training using benchmark screening and/or progress monitoring assessment (i.e., DIBELS, Aimsweb, Easy CBM)

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

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 Objectives

To meet the school’s mission and vision through the design and delivery of the Preparatory Course for Secondary (PCS) program, an initiative at Stamford for non-native English speakers entering into Grades 6&7 (Ages 11-14). The PCS program is offered in 20-week sessions and intends to provide students with an intensive, immersive, academic English language experience based on the MYP Criteria through Language & literature, and Social studies.

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 targeted pedagogical and social-emotional approach

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 PCS, incorporating the target standards and the approaches for English language acquisition skills (Grammar, Listening, Reading, Writing, and Speaking) as well as teach the core content subjects of English Language & Literature and Social Studies.
• 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, and collaboration with colleagues
• 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
• Support multilingual learners utilizing research-based methods
• Liaise with the PCS Principal and teaching colleagues to ensure the individual curricula are of a high standard and appropriate for PCS
• 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 workspaces are safe, well-managed, organized, and neatly presented
• Collaborate and communicate effectively with all stakeholders 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 PCS Principal

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
• Develop strong, positive relationships with students in your Advisory group, creating a supportive and inclusive environment
• Collaborate with the PCS Dean of Students 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 advisory expectations
• Serve as the primary point of communication for students, parents, and guardians regarding aspects of student progress and concerns
• Address, resolve, and document academic and behavioral concerns, working closely with parents PCS Principal, PCS Dean of Students, and Curriculum Lead
• Produce required documentation, such as log entries, trimester 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, and/or coach Athletics at least once a week either during or after school
• Participate in required Stamford and Cognita training sessions
• Assist in internal sub coverage according to department needs
• Complete any other reasonable duties delegated by the School Management Team

Position Requirements

• Strong Academic Qualifications in Language and Literature.
• Strong Academic Qualifications in Social Studies.
• TESOL qualifications or the equivalent
• At least 3 years of teaching experience in upper primary or secondary school level
• At least 3 years of relevant program (IBMYP/IBDP/AP/BTEC) 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 (Korean, Japanese, and Chinese)

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

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

The role of the Teacher (Homeroom), Elementary is essentially to build and maintain a successful Elementary program within the school by providing an educational atmosphere conductive to learning and developing through the process of inquiry and in conjunction with the International Baccalaureate PYP.

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.

Relationships:

• Developing trusting and effective relationships with the all the children in the class and their parents
• Establishing supportive and positive working relationships with all other members of staff
• Becoming a 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 for the children in the class
• Being a facilitator in the classroom and taking an interactive role with students
• Using a range and balance of teaching strategies
• Grouping strategies using a variety of different learning situations, including whole class, small group, partner work and individual work; at desks, on the floor, etc.
• Viewing students as thinkers with their own emerging theories
• Building on what students know, and differentiating to meet student needs
• Ensuring that the classroom environment is well-managed, properly ordered and neatly presented
• Planning, by collecting and using 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 PYP
• 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
• Participate in Professional Learning Communities and review of student data
• Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate
• Involving students in shared reflection during, and at the end of, each unit, on a consistent basis
• Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

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
• Taking responsibility for the class during times of emergency
• Supervising the children at break/lunch and other unstructured times
• Ensuring that the children are safe and secure at all times
• Communicating regularly and positively with parents via timely meetings, class blogs, reports and conferences
• Leading co-curricular activities

Parents:

• Coordinating parent meetings where appropriate to review a students’ progress
• Coordinating efforts of parents to assist with class room volunteering duties or on excursion

General:

• To teach any classes as deemed necessary
• To provide any other reasonable duties delegated by the School Management

Position Requirements

• At least 3 years of experience in working with children as an elementary IB or Inquiry homeroom teacher with relevant qualifications
• Curriculum development knowledge
• Possess highly developed interpersonal and teamwork skills
• Excellent verbal and written English skills
• Good references on request
• Proficient in using a variety of technology tools
• Ability to participate in the Field Studies Program
• Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

Qualifications

• Minimum Bachelor’s degree in Education
• Master’s degree in Education preferred
• Professional teaching 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

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 PYP program. To engage students from over 70 national and linguistic backgrounds in the Massachusetts Visual Art 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 Elementary School Visual Art classes, possibly a combination of upper and lower elementary students.
• 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 IB and PYP 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 teaching and learning
• To use and refer to the Massachusetts Visual Art standards in the curriculum and in teaching and learning
• To work and collaborate with EAL and Student Support Department 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

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 communit

Educational Role:

• To develop and execute the preparation, planning and delivery of child-centered learning activities
• 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
• To evaluate the visual art program collaboratively both horizontally and vertically within teaching teams
• To support the visual art team in displaying artwork around the campus and in school wide visual art exhibitions
• To plan and support special events to celebrate the arts, such as art week, art competitions and other events

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 3:00-4:00pm 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
• To work with HOD when ordering consumables, supplies and equipment
• To attend overnight/s Field Studies

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 12 years of experience in working with children as a visual art teacher with relevant qualifications
• PYP/IB experience preferred
• Curriculum development knowledge is required
• Advisory/Pastoral experience preferred
• Possess highly developed interpersonal and teamwork skill
• Excellent verbal and written English skills
• Good references on request
• Proficiency in using school databases, communications platforms, and educational technology
• Demonstrates the Stamford Values – Integrity, Courage, Ingenuity and Compassion

Qualifications

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

Contacts

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

Working Conditions

• Working hours 8am to 4:30pm, Monday to Friday, (until 5:30 pm on Mondays), 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 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 PYP program. To engage students from over 70 national and linguistic backgrounds in the Massachusetts Visual Art 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 Elementary School Visual Art classes, possibly a combination of upper and lower elementary students.
• 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 IB and PYP 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 teaching and learning
• To use and refer to the Massachusetts Visual Art standards in the curriculum and in teaching and learning
• To work and collaborate with EAL and Student Support Department 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

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 communit

Educational Role:

• To develop and execute the preparation, planning and delivery of child-centered learning activities
• 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
• To evaluate the visual art program collaboratively both horizontally and vertically within teaching teams
• To support the visual art team in displaying artwork around the campus and in school wide visual art exhibitions
• To plan and support special events to celebrate the arts, such as art week, art competitions and other events

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 3:00-4:00pm 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
• To work with HOD when ordering consumables, supplies and equipment
• To attend overnight/s Field Studies

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 years of experience in working with children as a visual art teacher with relevant qualifications
• PYP/IB experience preferred
• Curriculum development knowledge is required
• Advisory/Pastoral experience preferred
• Possess highly developed interpersonal and teamwork skill
• Excellent verbal and written English skills
• Good references on request
• Proficiency in using school databases, communications platforms, and educational technology
• Demonstrates the Stamford Values – Integrity, Courage, Ingenuity and Compassion

Qualifications

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

Contacts

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

Working Conditions

• Working hours 8am to 4:30pm, Monday to Friday, (until 5:30 pm on Mondays), 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 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.

The role of the Bilingual Elementary Teacher is essentially to build and maintain a successful Bilingual Elementary program within the school by providing an educational atmosphere conductive to learning and developing through the process of inquiry and in conjunction with the International Baccalaureate PYP.

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.

Relationships:

• Developing trusting and effective relationships with the all the children in the class and their parents
• Establishing supportive and positive working relationships with all other members of staff
• Becoming a 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 for the children in the class
• Being a facilitator in the classroom and taking an interactive role with students
• Using a range and balance of teaching strategies
• Grouping strategies using a variety of different learning situations, including whole class, small group, partner work and individual work; at desks, on the floor, etc.
• Viewing students as thinkers with their own emerging theories
• Building on what students know, and differentiating to meet student needs
• Ensuring that the classroom environment is well-managed, properly ordered and neatly presented
• Planning to ensure that ‘students achieve more than they think they can’, by collecting and using 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 PYP
• 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
• Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate
• Involving students in shared reflection during, and at the end of, each unit, on a consistent basis
• Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

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
• Taking responsibility for the class during times of emergency
• Supervising the children at break/lunch and other unstructured times
• Ensuring that the children are safe and secure at all times
• Communicating regularly and positively with parents via timely meetings, class blogs, reports and conferences
• Leading co-curricular activities
• Attending overnight/s on Field Studies

Parents:

• Coordinating parent meetings where appropriate to review a students’ progress

General:

• To teach any classes as deemed necessary
• To provide any other reasonable duties delegated by the School Management

Position Requirements:

• At least 12 years of experience in working with children as a bilingual homeroom teacher with relevant qualifications and experience in teaching Chinese literacy in a homeroom setting or as a language acquisition
• Experience in teaching the IB PYP Curriculum
• Curriculum development knowledge
• Possess highly developed interpersonal and teamwork skills
• Excellent verbal and written English skills
• Excellent verbal and written Mandarin skills
• Good references on request
• Proficient in using a variety of technology tools

Qualifications

• Minimum Bachelor’s degree in Education
• Master’s degree in Education preferred
• Certificate/Degree in Teaching Chinese to Speakers of Other Languages preferred

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

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.

The role of the Teacher (Physical Education), Elementary is essentially to build and maintain a successful Physical Education program within the school by providing an educational atmosphere conducive to learning and developing through the process of inquiry and in conjunction with the International Baccalaureate PYP program.

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 adhere 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.

Relationships:

• Developing trusting and effective relationships with all children in the class and their parents
• Establishing supportive and positive working relationships with all other members of staff
• Becoming a 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 Physical Education and sports activities for students in the class
• Using a range and balance of teaching strategies
• Grouping strategies using a variety of different learning situations, including whole class, small group, partner work and individual work
• Building on student capabilities and differentiating to meet student needs
• Ensuring that the teaching environment is well managed and appropriately resourced
• Planning to ensure that students achieve are achieving by collecting and using information on student performance
• Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of the IB program
• 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
• Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate
• Involving students in shared reflection during, and at the end of, each unit, on a consistent basis
• Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

Extended Professional:

• Contributing to the sports program and co-curricular activities program through relevant coaching expertise.
• Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of the Stamford American International School
• Taking responsibility for the class during times of emergency
• Supervising the children at break/lunch and other unstructured times
• Ensuring that the children are safe and secure at all times
• Communicating regularly and positively with parents via timely meetings, class webs, reports and conferences
• Attending overnight/s on Field Studies

Parents:

• Coordinating parent meetings where appropriate to review a students’ progress
• Coordinating efforts of parents to assist with class PE related duties or on sports trips

General

• Teaching any classes as deemed necessary
• To provide any other reasonable duties delegated by the School Management

Position Requirements

• Minimum 3 years of experience as a Physical Education teacher with relevant qualifications
• At least 3 years experience teaching in an IB PYP school.
• Curriculum development knowledge required
• Possess highly developed interpersonal and teamwork skills.
• Excellent verbal and written English skills
• Good references on request
• Proficient in using computers
• Demonstrates the Stamford Values – Integrity, Courage, Ingenuity and Compassion

Qualifications

• Minimum Bachelor’s degree in Education or equivalent is required
• Current Teacher Certification
• Master’s degree in Education preferred

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

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

The role of the Teacher (Homeroom), Elementary is essentially to build and maintain a successful Elementary program within the school by providing an educational atmosphere conductive to learning and developing through the process of inquiry and in conjunction with the International Baccalaureate PYP.

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.

Relationships:

• Developing trusting and effective relationships with the all the children in the class and their parents
• Establishing supportive and positive working relationships with all other members of staff
• Becoming a 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 for the children in the class
• Being a facilitator in the classroom and taking an interactive role with students
• Using a range and balance of teaching strategies
• Grouping strategies using a variety of different learning situations, including whole class, small group, partner work and individual work; at desks, on the floor, etc.
• Viewing students as thinkers with their own emerging theories
• Building on what students know, and differentiating to meet student needs
• Ensuring that the classroom environment is well-managed, properly ordered and neatly presented
• Planning, by collecting and using 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 PYP
• 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
• Participate in Professional Learning Communities and review of student data
• Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate
• Involving students in shared reflection during, and at the end of, each unit, on a consistent basis
• Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

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
• Taking responsibility for the class during times of emergency
• Supervising the children at break/lunch and other unstructured times
• Ensuring that the children are safe and secure at all times
• Communicating regularly and positively with parents via timely meetings, class blogs, reports and conferences
• Leading co-curricular activities

Parents:

• Coordinating parent meetings where appropriate to review a students’ progress
• Coordinating efforts of parents to assist with class room volunteering duties or on excursion

General:

• To teach any classes as deemed necessary
• To provide any other reasonable duties delegated by the School Management

Position Requirements

• At least 12 years of experience in working with children as an elementary IB or Inquiry homeroom teacher with relevant qualifications
• Curriculum development knowledge
• Possess highly developed interpersonal and teamwork skills
• Excellent verbal and written English skills
• Good references on request
• Proficient in using a variety of technology tools
• Ability to participate in the Field Studies Program
• Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

Qualifications

• Minimum Bachelor’s degree in Education
• Master’s degree in Education preferred
• Professional teaching 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

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.

The role of the Bilingual Elementary Teacher is essentially to build and maintain a successful Bilingual Elementary program within the school by providing an educational atmosphere conductive to learning and developing through the process of inquiry and in conjunction with the International Baccalaureate PYP.

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.

Relationships:

• Developing trusting and effective relationships with the all the children in the class and their parents
• Establishing supportive and positive working relationships with all other members of staff
• Becoming a 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 for the children in the class
• Being a facilitator in the classroom and taking an interactive role with students
• Using a range and balance of teaching strategies
• Grouping strategies using a variety of different learning situations, including whole class, small group, partner work and individual work; at desks, on the floor, etc.
• Viewing students as thinkers with their own emerging theories
• Building on what students know, and differentiating to meet student needs
• Ensuring that the classroom environment is well-managed, properly ordered and neatly presented
• Planning to ensure that ‘students achieve more than they think they can’, by collecting and using 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 PYP
• 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
• Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate
• Involving students in shared reflection during, and at the end of, each unit, on a consistent basis
• Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

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
• Taking responsibility for the class during times of emergency
• Supervising the children at break/lunch and other unstructured times
• Ensuring that the children are safe and secure at all times
• Communicating regularly and positively with parents via timely meetings, class blogs, reports and conferences
• Leading co-curricular activities
• Attending overnight/s on Field Studies

Parents:

• Coordinating parent meetings where appropriate to review a students’ progress

General:

• To teach any classes as deemed necessary
• To provide any other reasonable duties delegated by the School Management

Position Requirements:

• At least 3 years of experience in working with children as a bilingual homeroom teacher with relevant qualifications and experience in teaching Chinese literacy in a homeroom setting or as a language acquisition
• Experience in teaching the IB PYP Curriculum
• Curriculum development knowledge
• Possess highly developed interpersonal and teamwork skills
• Excellent verbal and written English skills
• Excellent verbal and written Mandarin skills
• Good references on request
• Proficient in using a variety of technology tools

Qualifications

• Minimum Bachelor’s degree in Education
• Master’s degree in Education preferred
• Certificate/Degree in Teaching Chinese to Speakers of Other Languages preferred

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

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.

The role of the Teacher (Physical Education), Elementary is essentially to build and maintain a successful Physical Education program within the school by providing an educational atmosphere conducive to learning and developing through the process of inquiry and in conjunction with the International Baccalaureate PYP program.

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 adhere 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.

Relationships:

• Developing trusting and effective relationships with all children in the class and their parents
• Establishing supportive and positive working relationships with all other members of staff
• Becoming a 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 Physical Education and sports activities for students in the class
• Using a range and balance of teaching strategies
• Grouping strategies using a variety of different learning situations, including whole class, small group, partner work and individual work
• Building on student capabilities and differentiating to meet student needs
• Ensuring that the teaching environment is well managed and appropriately resourced
• Planning to ensure that students achieve are achieving by collecting and using information on student performance
• Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of the IB program
• 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
• Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate
• Involving students in shared reflection during, and at the end of, each unit, on a consistent basis
• Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

Extended Professional:

• Contributing to the sports program and co-curricular activities program through relevant coaching expertise.
• Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of the Stamford American International School
• Taking responsibility for the class during times of emergency
• Supervising the children at break/lunch and other unstructured times
• Ensuring that the children are safe and secure at all times
• Communicating regularly and positively with parents via timely meetings, class webs, reports and conferences
• Attending overnight/s on Field Studies

Parents:

• Coordinating parent meetings where appropriate to review a students’ progress
• Coordinating efforts of parents to assist with class PE related duties or on sports trips

General

• Teaching any classes as deemed necessary
• To provide any other reasonable duties delegated by the School Management

Position Requirements

• Minimum 12 years of experience as a Physical Education teacher with relevant qualifications
• At least 12 years experience teaching in an IB PYP school.
• Curriculum development knowledge required
• Possess highly developed interpersonal and teamwork skills.
• Excellent verbal and written English skills
• Good references on request
• Proficient in using computers
• Demonstrates the Stamford Values – Integrity, Courage, Ingenuity and Compassion

Qualifications

• Minimum Bachelor’s degree in Education or equivalent is required
• Current Teacher Certification
• Master’s degree in Education preferred

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

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.

To teach English Language Programmes like Bridging Courses in Government Schools. Intensive courses in Nov and Dec (Phase 1) and once or twice weekly from Jan to Oct (Phase 2)

Requirement: Ex-school graduate teacher having taught English in Singapore Secondary Schools.

Necessary to be MOE Registered before you can apply for this position.

Job Responsibilities:

- Connect with potential adult learners at roadshow events, promoting various educational programs.

- Provide informative demonstrations and articulate the benefits of adult learning courses.

- Identify the specific needs and career aspirations of prospective learners to suggest suitable courses.

- Participate in corporate events and community seminars to showcase adult learning opportunities.

- Actively pursue sales leads, converting interest into enrollments.

- Follow up on leads and inquiries to encourage course registrations.

- Proficiency in Mandarin to communicate effectively with Mandarin-speaking clients.

Requirements:

- Diploma/Degree or equivalent experience in adult education, sales, or related fields.

- A minimum of 2 years in sales or client-facing roles focused on adult learners.

- Hunter mentality with a proactive approach to identifying and engaging potential clients.

- Passionate about facilitating lifelong learning and skill enhancement for adults.

- Strong verbal communication and effective presentation skills for diverse audiences.

- High work ethic, positive demeanor, and willingness to learn.

- Excellent time management and organizational skills.

- Fluent in Mandarin for effective communication with Mandarin-speaking clients.