Canadian International School
Attending
Oct 2020
iFair® October 2020
Canadian International School
CIS is committed to safeguarding and promoting the welfare of all who work and learn with us. All applicants must be willing to undergo rigorous child protection screening, including checks with past employers listed and not listed on your resume. CIS offers students an opportunity to develop through a diverse and challenging curriculum and a wide range of activities. Students are given ownership of the learning process and are encouraged to actively participate in their own education by setting personal goals and practicing on-going self-evaluation. Our inquiry- based programmes and activities encourage students to discover their interests and strengths. All of this is done in a safe, caring and supportive school environment that fosters positive attitudes and allows students to challenge themselves and be risk-takers, without the fear of being judged.
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PYP French Bilingual Teacher (G4-5)
CIS teachers work together as a team in a spirit of inquiry. They plan collaboratively to deliver exceptional learning experiences to our students within the framework of the school’s mission, vision, core values and the International Baccalaureate (IB) Programme.
Each primary school teacher is responsible for crafting and delivering educational experiences that support the school's framework, methodology, and approach.
Duties and Responsibilities
Design, prepare and deliver high-quality lessons and units of instruction.
Inspire students by creating challenging and engaging learning opportunities
Differentiate learning as and when needed
Use data to drive instructional decision making.
Assess and monitor student progress to inform practice and improve student learning
Collaborate with other educators to share ideas, approaches and professional knowledge
Communicate accurately and regularly with parents through school-approved channels
Liaise with administrators and coordinator to effectively deliver the school curriculum
Contribute to the extra-curricular programs, activities and events
Complete the Bilingual and Multilingual Learners (BML) course as and when required
Required Qualifications:
A relevant Bachelor’s degree or equivalent
Teaching certificate/credentials
Outstanding professional references
At least two years of successful teaching experience in an IB setting - prefer 5 years experience
Excellent collaboration, communication and interpersonal skills
Thorough familiarity with applicable software such as Managebac, Seesaw and ISAMS
PYP French Language Acquisition Teacher
CIS teachers work together as a team in a spirit of inquiry. They plan collaboratively to deliver exceptional learning experiences to our students within the framework of the school’s mission, vision, core values and the International Baccalaureate (IB) Programme.
Each primary school teacher is responsible for crafting and delivering educational experiences that support the school's framework, methodology, and approach.
Duties and Responsibilities
Design, prepare and deliver high-quality lessons and units of instruction.
Inspire students by creating challenging and engaging learning opportunities
Differentiate learning as and when needed
Use data to drive instructional decision making.
Assess and monitor student progress to inform practice and improve student learning
Collaborate with other educators to share ideas, approaches and professional knowledge
Communicate accurately and regularly with parents through school-approved channels
Liaise with administrators and coordinator to effectively deliver the school curriculum
Contribute to the extra-curricular programs, activities and events
Complete the Bilingual and Multilingual Learners (BML) course as and when required
Required Qualifications:
A relevant Bachelor’s degree or equivalent
Teaching certificate/credentials
Outstanding professional references
At least two years of successful teaching experience in an IB setting - prefer 5 years experience
Excellent collaboration, communication and interpersonal skills
Thorough familiarity with applicable software such as Managebac, Seesaw and ISAMS
PYP Physical Education Lead Teacher
CIS teachers work together as a team in a spirit of inquiry. They plan collaboratively to deliver exceptional learning experiences to our students within the framework of the school’s mission, vision, core values and the International Baccalaureate (IB) Programme.
Each primary school teacher is responsible for crafting and delivering educational experiences that support the school's framework, methodology, and approach.
Duties and Responsibilities
Design, prepare and deliver high-quality lessons and units of instruction.
Inspire students by creating challenging and engaging learning opportunities
Differentiate learning as and when needed
Use data to drive instructional decision making.
Assess and monitor student progress to inform practice and improve student learning
Collaborate with other educators to share ideas, approaches and professional knowledge
Communicate accurately and regularly with parents through school-approved channels
Liaise with administrators and coordinator to effectively deliver the school curriculum
Contribute to the extra-curricular programs, activities and events
Complete the Bilingual and Multilingual Learners (BML) course as and when required
Required Qualifications:
A relevant Bachelor’s degree or equivalent
Teaching certificate/credentials
Outstanding professional references
At least two years of successful teaching experience in an IB setting - prefer 5 years experience
Excellent collaboration, communication and interpersonal skills
Thorough familiarity with applicable software such as Managebac, Seesaw and ISAMS
ELL Teacher
Job Description
Reports To: Head of Student Support and Well-Being
Main Working Relationships: ELL, Language Acquisition and English Language Modified teachers, Grade level subject teachers, the Student Support Team and instructional assistants
Main Responsibilities:
To structure learning that builds conceptual understanding and language competence.
To create learning opportunities that integrate reading, writing, speaking, and listening that support those taking place in the classroom.
Required Qualifications and Experience:
Master’s degree and related teaching certificate/credential.
Minimum of five years’ teaching experience in an ELL teaching environment.
Experience related to guiding and supporting the acquisition of English as a part of an ELL language support programme.
Knowledge and Skills Required:
Well-developed communication and interpersonal skills.
Awareness of cultural diversity and third culture families and an ability to communicate effectively with ELL students and their parents.
Knowledge of recent research in the field of language acquisition and ELL education.
Literate in the use of information technology and adaptive technologies for language learning
Skill in communicating an understanding of the strengths of the ELL programme
Specific Responsibilities:
Identify ELL students and develop a programme of intervention, support, and outcomes in collaboration with subject teachers.
Employ a variety of instructional techniques and teaching strategies to meet different learning needs and interests of students, including whole group (co-teaching) / small-group or individual personalized learning.
Monitor students’ learning success and intervene as appropriate
Maintain accurate records of intervention, support and outcomes
Establish and maintain regular communication with parents of students in the programme to inform them of concerns or progress
Continuously monitor the implementation of the ELL curriculum and modify learning engagements, assessments and learning outcomes as appropriate
Collaborate and/or co-plan with subject teachers to support differentiated instruction
Support assessment of a student’s English proficiency including ongoing internal moderation
Develop appropriate curriculum (resources and strategies) to help ELL students acquire the English language. Included in this is understanding and applying the MYP Command terms.
Assist in administering required language proficiency and academic achievement tests for determining placement or language assessments.
Maintain accurate records including ELL database and assessment results
Professional Responsibilities:
Know, understand, and support the school’s Mission, Vision, and Core Values
Ensure the safety and wellbeing of all students in accordance with CIS administrative policies and divisional procedures
Participate in meetings as required
Contribute to community building, professional development and staff meetings as required or assigned
Attend and participate in school-sponsored activities (i.e, back-to-school night, open house, parent interviews and other activities customarily attended by classroom teachers and/or faculty members), which may be outside of regular school hours.
Develop and implement an Individual Work Plan (IWP) under the direction of the Head of Student Support and Well-Being and complete the requirements of the Development Appraisal Policy (DAP).
Reports To: Head of Student Support and Well-Being
Main Working Relationships: ELL, Language Acquisition and English Language Modified teachers, Grade level subject teachers, the Student Support Team and instructional assistants
Main Responsibilities:
To structure learning that builds conceptual understanding and language competence.
To create learning opportunities that integrate reading, writing, speaking, and listening that support those taking place in the classroom.
Required Qualifications and Experience:
Master’s degree and related teaching certificate/credential.
Minimum of five years’ teaching experience in an ELL teaching environment.
Experience related to guiding and supporting the acquisition of English as a part of an ELL language support programme.
Knowledge and Skills Required:
Well-developed communication and interpersonal skills.
Awareness of cultural diversity and third culture families and an ability to communicate effectively with ELL students and their parents.
Knowledge of recent research in the field of language acquisition and ELL education.
Literate in the use of information technology and adaptive technologies for language learning
Skill in communicating an understanding of the strengths of the ELL programme
Specific Responsibilities:
Identify ELL students and develop a programme of intervention, support, and outcomes in collaboration with subject teachers.
Employ a variety of instructional techniques and teaching strategies to meet different learning needs and interests of students, including whole group (co-teaching) / small-group or individual personalized learning.
Monitor students’ learning success and intervene as appropriate
Maintain accurate records of intervention, support and outcomes
Establish and maintain regular communication with parents of students in the programme to inform them of concerns or progress
Continuously monitor the implementation of the ELL curriculum and modify learning engagements, assessments and learning outcomes as appropriate
Collaborate and/or co-plan with subject teachers to support differentiated instruction
Support assessment of a student’s English proficiency including ongoing internal moderation
Develop appropriate curriculum (resources and strategies) to help ELL students acquire the English language. Included in this is understanding and applying the MYP Command terms.
Assist in administering required language proficiency and academic achievement tests for determining placement or language assessments.
Maintain accurate records including ELL database and assessment results
Professional Responsibilities:
Know, understand, and support the school’s Mission, Vision, and Core Values
Ensure the safety and wellbeing of all students in accordance with CIS administrative policies and divisional procedures
Participate in meetings as required
Contribute to community building, professional development and staff meetings as required or assigned
Attend and participate in school-sponsored activities (i.e, back-to-school night, open house, parent interviews and other activities customarily attended by classroom teachers and/or faculty members), which may be outside of regular school hours.
Develop and implement an Individual Work Plan (IWP) under the direction of the Head of Student Support and Well-Being and complete the requirements of the Development Appraisal Policy (DAP).
Primary School Counsellor (Tanjong Katong Campus)
JOB DESCRIPTION: Primary School Counsellor (Tanjong Katong Campus)
Reports To: Head of Student Support and Well-Being
Main Working Relationships:
Principal and Vice Principals;
Kindergarten – Grade 6 students, teachers and parents.
Direct collaboration with the Learner Success Team, including Head of Student Support & Well-being, Learning Support teachers, School Psychologist, ELL teachers and nurses.
Required Qualification and Experience: Master’s Degree and Counselling qualification
Preferred Qualification and Experience:
● Experience as a Counsellor with Primary (Elementary) School students within an international school context
Main Responsibilities:
The Counsellor will work closely with the school administration and related support services in planning and implementing a counselling programme, providing direct counselling intervention to students and case consultations to school personnel and parents. The primary focus of counselling support will be:
● Promoting student social/emotional well-being to enable/enhance learning opportunities ● Student engagement in the learning process
● Personal and social development of students
Specific Responsibilities:
To ensure student success in the learning process by:
1. Establishing a relationship of trust and respect with students.
2. Working collaboratively with teachers, parents, administration, and internal and external support agencies.
3. Supporting a climate that seeks improvements and celebrates student success. 4. Maintaining a high level of visibility.
To nurture student growth and development by:
1. Guiding and supporting students in developing the skills and attitudes to self-advocate. 2. Guiding and supporting students in making decisions and choices to deal with learning challenges through the identification of strengths and weaknesses.
3. Being present to students, actively listening to their concerns and demonstrating empathy towards them.
4. Scheduling and coordinating times to meet with students as the need arises. This can occur during class or recess times as appropriate.
5. Incorporating the Learner Profile attributes and Core Values when working with individual students as a way to move them forward.
6. Providing individual and small group counselling services.
7. Devising and delivering culturally sensitive interventions for students who need specific support in the area of social and emotional development based on the behavioral and emotional concerns presented by them.
8. Monitoring and observing children in the classroom and during recess times. 9. Supporting transitions: PYP to MYP, Primary School-to-School, Entering and Exiting CIS/Singapore.
10. Contributing to student assemblies and/or parent sessions.
11. Providing crisis intervention and support when needed.
12. Child Protection advocacy, training and consultation as child protection officer. 13. Administering social, emotional, behavioural assessments.
To foster both teacher and parent collaboration by:
1. Supporting teachers to assess the learning, emotional and behavioral needs of students. 2. Assisting teachers and parents to design an effective behavior plan related to an identified student learning and/or behavioral need.
3. Providing parent and/or teacher consultation as needed.
4. Assisting parents to liaise with external agencies for follow-up or assistance as appropriate. 5. Guiding classroom interventions in consultation with teachers.
6. Attending grade level meetings when required.
7. Sharing information with the Administration and Learner Success Team regarding students’ social and emotional well-being.
8. Attending supervision and training courses as required and in consultation with Administration. 9. Supporting parent/teacher/student conferences, making recommendations that will enhance learning opportunities and learning success for students, and completing reporting procedures when required.
To fulfill related administrative duties such as:
1. Documenting and maintaining student records:
● Background history and dates
● Summary record of interventions
● Recommendations and plan of action
2. Meeting EduTrust requirements, specifically updating ‘Record of Counselling Sessions’ 3. Assisting teachers to draft counselling documentation as applicable.
To develop the structures and procedures of an effective school counseling programme by: 1. Continuing to be informed of current research and best practices in school counselling including ‘The International Model for School Counseling Programs’ and collaborating with administration and Learner Success Team Members to develop a schoolwide plan for the effective implementation and monitoring of counselling services.
Reports To: Head of Student Support and Well-Being
Main Working Relationships:
Principal and Vice Principals;
Kindergarten – Grade 6 students, teachers and parents.
Direct collaboration with the Learner Success Team, including Head of Student Support & Well-being, Learning Support teachers, School Psychologist, ELL teachers and nurses.
Required Qualification and Experience: Master’s Degree and Counselling qualification
Preferred Qualification and Experience:
● Experience as a Counsellor with Primary (Elementary) School students within an international school context
Main Responsibilities:
The Counsellor will work closely with the school administration and related support services in planning and implementing a counselling programme, providing direct counselling intervention to students and case consultations to school personnel and parents. The primary focus of counselling support will be:
● Promoting student social/emotional well-being to enable/enhance learning opportunities ● Student engagement in the learning process
● Personal and social development of students
Specific Responsibilities:
To ensure student success in the learning process by:
1. Establishing a relationship of trust and respect with students.
2. Working collaboratively with teachers, parents, administration, and internal and external support agencies.
3. Supporting a climate that seeks improvements and celebrates student success. 4. Maintaining a high level of visibility.
To nurture student growth and development by:
1. Guiding and supporting students in developing the skills and attitudes to self-advocate. 2. Guiding and supporting students in making decisions and choices to deal with learning challenges through the identification of strengths and weaknesses.
3. Being present to students, actively listening to their concerns and demonstrating empathy towards them.
4. Scheduling and coordinating times to meet with students as the need arises. This can occur during class or recess times as appropriate.
5. Incorporating the Learner Profile attributes and Core Values when working with individual students as a way to move them forward.
6. Providing individual and small group counselling services.
7. Devising and delivering culturally sensitive interventions for students who need specific support in the area of social and emotional development based on the behavioral and emotional concerns presented by them.
8. Monitoring and observing children in the classroom and during recess times. 9. Supporting transitions: PYP to MYP, Primary School-to-School, Entering and Exiting CIS/Singapore.
10. Contributing to student assemblies and/or parent sessions.
11. Providing crisis intervention and support when needed.
12. Child Protection advocacy, training and consultation as child protection officer. 13. Administering social, emotional, behavioural assessments.
To foster both teacher and parent collaboration by:
1. Supporting teachers to assess the learning, emotional and behavioral needs of students. 2. Assisting teachers and parents to design an effective behavior plan related to an identified student learning and/or behavioral need.
3. Providing parent and/or teacher consultation as needed.
4. Assisting parents to liaise with external agencies for follow-up or assistance as appropriate. 5. Guiding classroom interventions in consultation with teachers.
6. Attending grade level meetings when required.
7. Sharing information with the Administration and Learner Success Team regarding students’ social and emotional well-being.
8. Attending supervision and training courses as required and in consultation with Administration. 9. Supporting parent/teacher/student conferences, making recommendations that will enhance learning opportunities and learning success for students, and completing reporting procedures when required.
To fulfill related administrative duties such as:
1. Documenting and maintaining student records:
● Background history and dates
● Summary record of interventions
● Recommendations and plan of action
2. Meeting EduTrust requirements, specifically updating ‘Record of Counselling Sessions’ 3. Assisting teachers to draft counselling documentation as applicable.
To develop the structures and procedures of an effective school counseling programme by: 1. Continuing to be informed of current research and best practices in school counselling including ‘The International Model for School Counseling Programs’ and collaborating with administration and Learner Success Team Members to develop a schoolwide plan for the effective implementation and monitoring of counselling services.
MYP Math
We have an opening for an experienced MYP Math teacher.
DP Drama and MYP Drama
We have an opening for an experienced DP Drama and MYP Drama teacher.