International School of Beijing

International School of Beijing

Given the Coronavirus pandemic and the current border and visa restrictions, our preference is to find candidates who are currently working/living in Mainland China.

ISB is an extraordinary school, with a history of excellence spanning for 40 years. Our Mission, Vision, and Core Values are fulfilled by passionate, highly qualified educators who all want the best for every student, PreK through grade 12.

ISB is dedicated to implementing and sustaining programs proven to be most effective for student learning and well-being. As a progressive school, we respond to the changing needs of students in higher education and the world which awaits them. A defining characteristic is our commitment to great teaching influenced by the latest research, and the flexibility to choose learning standards from different educational systems around the world.

Of utmost importance is the school’s strong sense of community and vibrant, culturally diverse campus, where learning is engaging for our over 1,500 students representing more than 40 countries. Research-based programs, high-quality teaching, and outstanding and ever-improving facilities mean students at ISB are being prepared for success in a world that keeps changing at a breathtaking pace.

Communication and collaboration are skills instilled in our students throughout their education, with a significant proportion of their learning taking place outside the classroom, through engagement with the wider community. Students are engaged in a variety of learning opportunities, enabling them to discover innate abilities, learn teamwork, exercise initiative and, ultimately, find a productive place within the ISB community and wider world.

ISB enjoys a proven track record of excellent learning outcomes, with students attending colleges around the world which are most appropriate for them. Our commitment to realizing students’ potential is built around nurturing the intellectual, physical, social and emotional development of each child. ISB programs equip students to be productive, healthy, and fulfilled young adults, whatever future they choose.

  • About the School
  • Working with Us
  • Benefits
  • Vacancies
1980
Private
Not for Profit
Board of Trustees
13.00
Day
Co-Educational
None
None Provided

Contact Information
Contact Details
86 10 8149 2345
86 10 8046 2003
Campus Address
No. 10 An Hua Street
Shunyi District
China
Not set
Beijing
Beijing
101318

Media Links
Education Information
No curricula required
IB DP
International
English
Chinese (Mandarin)
PreK
12

Tuition Fees
29523.0
44146.0

Teacher Information
219
9
91
18

Student Information
1784
0
178
641
457
508
0
10
90
44
Teaching Information
189
July
Yes
No
No
No

Job Types and Salaries
Teacher
74247.00
118465.00

Visa Requirements
Maximum Age
60
Years Experience
At least 2 years full-time teaching experience
Minimum Qualification Level
Minimum of a Bachelor's degree is required , with current teaching certification/licensure
School Benefits
Number of Contract Days
189
Savings Potential
From 32000 USD per year for a Single Hire to 60000 USD per year for Teaching Couples (both full-time teachers) with 2 children
Accommodation
Generous housing allowance provided in the form of a Flexible Benefit Account which can be applied towards other expatriate tax-exempt expenses, such as restaurant meals
Retirement
10% Retirement supplement is paid with the monthly salary (included in salary quoted above)
Flights/Transport
Incoming & Outgoing flights provided
Annual Home Leave transportation allowance is uploaded to the teacher's Flexible Benefit Account
Moving Allowance
Relocation and house set-up allowance given in cash on arrival;
Local moving allowance available once every three full-time contract years
Dependent Opportunities
Tuition waiver offered to eligible dependents qualifying for ISB enrollment: up to 2 dependents per Single-hire, up to 3 dependents per Teaching Couple
Medical
Worldwide coverage with co-pay and deductible
Dental
Worldwide coverage with co-pay and deductible
Disability
All full-time teachers and administrators are covered for Life, AD&D and LTD insurance
Other
Professional Learning Funds of RMB 8,000 per year

ES EAL Teacher

JOB GOAL/PURPOSE:

The EAL teacher teaches English language learners using current and research-based practices. This position is highly collaborative, requiring co-planning, co-teaching, co-assessing, and co-reporting with classroom teachers in order to ensure English learners learn the grade level content in English. The EAL teacher is also a leader of adult learning, increasing classroom teacher capacity in SIOP/C6 Biliteracy Instructional Framework implementation.

DUTIES/RESPONSIBILITES:

• Collaborate with classroom teachers to co-plan, co-teach, co-assess, co-report and ensure SIOP/C6 implementation for English learners
• Effectively teach and support English learners using a variety of service delivery options (i.e. small group, individual instruction, co-teaching, consultations, etc.)
• Use an asset-based approach (i.e. WIDA Can Do Statements) when teaching English learners and collaborating with classroom teachers
• Progress monitor and report on students’ language progress in the areas of Reading, Writing, Speaking, Listening in accordance with WIDA and ISB’s assessment and reporting practices
• Collaborate with classroom teachers in the development of differentiated / scaffolded unit and lesson planning, as well as plan effective instruction and assessment for EAL classes
• Effectively use technology to enhance student learning and access to the curriculum
• Lead adult learning for parents and teachers by providing professional learning opportunities in the area of English language development
• Recognize and celebrate the value of students’ home language and culture with the aim of promoting agency, social emotional well-being, and language development
• Keep up-to-date on developments in the field of English learning through professional reading and development opportunities
• Assist in the Admissions process by reading files, assessing language proficiency, and making program/support recommendations
• Participate in parent/teacher/student conferences to the same extent, and more where needed, as classroom teachers
• Respect confidentiality of all information about students and their families
• Participate in co-curricular activities and/or school section committees
• Perform any other duties as assigned


QUALIFICATIONS AND EXPERIENCE:
• Bachelor’s degree in relevant teaching area required; Master’s degree and/or specialization in teaching English language learners preferred
• Current teaching credentials and minimum three years successful English as an Additional Language (EAL) teaching experience
• Experience teaching in an international school setting preferred
• A demonstrated working knowledge of current EAL instruction and assessment practices, SIOP/C6 Biliteracy Instructional Framework training preferred
• Exceptional communication and interpersonal skills in English, both written and oral
• Strong organizational skills and attention to detail
• Proven and sustained growth mindset and asset-based approach to teaching and learning
• Dedication to the Vision, Mission and Core Values of ISB
Starting: 1 Jul 2021
Apply By: 31 Jan 2021
Closes In: 57 days

MS EAL Teacher

JOB GOAL/PURPOSE:

The EAL teacher teaches English language learners using current and research-based practices. This position is highly collaborative, requiring co-planning, co-teaching, co-assessing, and co-reporting with classroom teachers in order to ensure English learners learn the grade level content in English. The EAL teacher is also a leader of adult learning, increasing classroom teacher capacity in SIOP/C6 Biliteracy Instructional Framework implementation.

DUTIES/RESPONSIBILITES:

• Collaborate with classroom teachers to co-plan, co-teach, co-assess, co-report and ensure SIOP/C6 implementation for English learners
• Effectively teach and support English learners using a variety of service delivery options (i.e. small group, individual instruction, co-teaching, consultations, etc.)
• Use an asset-based approach (i.e. WIDA Can Do Statements) when teaching English learners and collaborating with classroom teachers
• Progress monitor and report on students’ language progress in the areas of Reading, Writing, Speaking, Listening in accordance with WIDA and ISB’s assessment and reporting practices
• Collaborate with classroom teachers in the development of differentiated / scaffolded unit and lesson planning, as well as plan effective instruction and assessment for EAL classes
• Effectively use technology to enhance student learning and access to the curriculum
• Lead adult learning for parents and teachers by providing professional learning opportunities in the area of English language development
• Recognize and celebrate the value of students’ home language and culture with the aim of promoting agency, social emotional well-being, and language development
• Keep up-to-date on developments in the field of English learning through professional reading and development opportunities
• Assist in the Admissions process by reading files, assessing language proficiency, and making program/support recommendations
• Participate in parent/teacher/student conferences to the same extent, and more where needed, as classroom teachers
• Respect confidentiality of all information about students and their families
• Participate in co-curricular activities and/or school section committees
• Perform any other duties as assigned


QUALIFICATIONS AND EXPERIENCE:
• Bachelor’s degree in relevant teaching area required; Master’s degree and/or specialization in teaching English language learners preferred
• Current teaching credentials and minimum three years successful English as an Additional Language (EAL) teaching experience
• Experience teaching in an international school setting preferred
• A demonstrated working knowledge of current EAL instruction and assessment practices, SIOP/C6 Biliteracy Instructional Framework training preferred
• Exceptional communication and interpersonal skills in English, both written and oral
• Strong organizational skills and attention to detail
• Proven and sustained growth mindset and asset-based approach to teaching and learning
• Dedication to the Vision, Mission and Core Values of ISB
Starting: 1 Jul 2021
Apply By: 31 Jan 2021
Closes In: 57 days

Speech Language Pathologist

JOB GOAL/PURPOSE:
The Speech Language Pathologist (SLP) provides therapy to qualified students using current and evidence-based interventions. This position is highly collaborative, requiring co-planning with classroom teachers. Service delivery occurs in both small group and individually. The SLP is also a leader of adult learning, increasing classroom teachers’ understanding of different conditions and classroom strategies.

DUTIES/RESPONSIBILITES:
● Evaluate students' communication skills for the purpose of identifying communication disorders, determining program eligibility, and developing recommendations for treatment
● Provide effective therapy to students using evidence-based interventions and curriculum
● Develop treatment plans and interventions in order to minimize the adverse impact of communication disorders in the classroom
● Progress monitor and report on students’ academic progress using recognized and purposeful assessment tools
● Write professional and effective Individualized Learning Plans (ILPs) and progress reports that accurately reflect students’ learning and progress
● Coordinate meetings and processes for eligible students (i.e. testing/screening, parent conferences, team meetings) in order to present evaluation results and goals
● Teach students to self-advocate through exploration of individual strengths, challenges, and interests
● Collaborate with a variety of team members (i.e. parents, teachers, physicians, administration, other professionals) for the purpose of communicating information and aligning services, in compliance with established school guidelines
● Keep up-to-date on developments in the field of speech language through professional reading and development opportunities
● Assist in the Admissions process by reading files and making program/support recommendations
● Lead adult learning by providing professional learning opportunities for parents and teachers about the development of speech and language
● Actively participate in student team meetings and faculty meetings to support schoolwide growth and improvement
● Recognize and celebrate the value of students’ home language and culture
● Participate fully and cooperatively as a member of a professional learning community
● Demonstrate dedication and passion for our school’s mission and professional standards.
• Respect confidentiality of all information about students and their families


QUALIFICATIONS AND EXPERIENCE:
● MA degree preferred; a Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP); membership with American Speech-Language-Hearing Association or other mutually recognized affiliate
● At least three years’ experience in a North American, UK, or international school as a Speech Language Pathologist
● Expertise in the anatomy and physiology of speech and hearing mechanisms and disorders along with principles and practices of communication disorders and speech and language therapy
● Knowledge and experience working with a wide age range of children
• Exceptional communication and interpersonal skills in English, both written and oral
• Strong organizational skills and attention to detail
• Proven and sustained growth mindset and asset-based approach to teaching and learning
• Capacity to embrace and teach students and work with families from a variety of cultural and educational backgrounds
• Dedication to the Vision, Mission and Core Values of ISB

Starting: 1 Jul 2021
Apply By: 31 Jan 2021
Closes In: 57 days

ES Bilingual (Chinese & English) Counselor

JOB GOAL/PURPOSE:

The Elementary School Counselor works in collaboration with teachers, students, parents, leadership, and the community to deliver services in four main domains: 1) individual student planning, 2) responsive services, 3) system support, and 4) SEL curriculum.

DUTIES/RESPONSIBILITES:

Individual Student Planning (5-10% of the time)
• Facilitate peer relationships through friendship groups
• Teach and reinforce strategies that promote prosocial behaviors
• Review and support behavior intervention plans
• Support the transition of new students, departing students, and transitions between school sections and grades
• Promote inclusion, equity, and access for all students

Responsive Services (30-40% of the time)
• Consult with parents, teachers, leadership, and community agencies about strategies to support students and families
• Provide individual and small group short-term counseling for students experiencing challenges with relationships and personal concerns
• Provide counseling and support (short-term and temporary in nature) to students, families, faculty, and staff facing emergency situations
• Manage referrals: (a) maintain a current list of community resources for referral purposes; (b) refer faculty, staff, students, and families whose needs cannot be addressed in the school setting to outside providers
• Train students as peer mediators or conflict managers
• Provide transition support to families and students moving in and out of the school
• Serve as a DCPO (Designated Child Protection Officer) and participate in the development and implementation of Child Protection procedures

System Support (10-15% of the time)
• Remain current with education reform and challenges facing today’s students
• Uphold ASCA/ISCA ethical and professional standards
• Membership in professional association conferences and meetings (i.e. ISCA, ASCA, etc.)
• Advocate for every student
• Contribute to the school’s FOCUS (Focus on Collaborating and Understanding Students) meetings within the scope and practice of the school counseling program
• Work in partnership with the Admissions Office to review files of new applicants and make recommendations regarding each student‘s capacity to demonstrate success at ISB
• Consult with teachers, leadership, and parents to provide information and resources that support students and the school community
• Provide workshops for the ISB Community (i.e. transition, relevant school and student issues, etc.)
• Actively participate in other school programs (i.e. leadership teams, parent teacher associations, committees, etc.)
• Fulfill program management and operations (i.e. plan and manage tasks needed to support the school counseling program and those duties that need to be fulfilled as a member of the school staff)
• Collaborate to support the management of the counseling program (i.e. budget responsibilities, order and develop resources, maintain counseling facilities, write policies and procedures, research development)
• Analyze student achievement and counseling program data to evaluate the counseling program, conduct research on activity outcomes, discover gaps that exist between different groups of students

SEL Curriculum (35-45% of the time)
• Provide instruction via a co-teaching model when implementing the school SEL curriculum
• Collaborate with grade level teams to develop and refine guidance curriculum in content areas
• Conduct whole class learning activities (i.e. Morning Meetings, Closing Circles, SEL curriculum) to respond to students’ identified needs and interests
• Conduct small group counseling sessions (i.e. friendship, conflict resolution, peer mediation, life experience)
• Promote global awareness of the unique nature of life within the international community
• Define the specific knowledge, attitudes, and skills students learn and demonstrate as a result of participating in a school counseling program

QUALIFICATIONS AND EXPERIENCE REQUIRED:

• Bilingual in both Chinese & English
• Master’s Degree and a valid certification (or the substantial equivalent) in School Counseling
• Minimum two years of experience serving as a School Counselor; prefer international school experience
• Demonstrated commitment to the safeguarding and welfare of children and young people
• Demonstrated ability to serve as a leader engaged in system-wide change
• Demonstrated advocacy for students’ personal, social and emotional, and educational needs
• Demonstrated support and promotion of every student’s success in school
• Ability to effectively collaborate with all members of the school community to develop and implement responsive educational programs for every student
• Demonstrated ability to build effective teams to work toward the common goals of equity, access, academic, and social success for every student
• Possess the skills to assess the school for systemic barriers to academic and social success
• Dedication to the Vision, Mission, and Core Values of ISB
Starting: 1 Jul 2021
Apply By: 31 Jan 2021
Closes In: 57 days

ES Visual Arts Teacher

ISB EDUCATOR ATTRIBUTES

ISB educators exhibit a constant working understanding of the school’s vision, mission, and core values in a balanced academic environment. Working collaboratively, we engage in active, inquiry- based, and reflective teaching. Our educators foster positive relationships and promote a school culture of equity, excellence, and relevance.

USING L21, OUR CURRICULUM FRAMEWORK, OUR EDUCATORS:
1. Increase relevant learning through authentic, compelling local and global engagements
2. Optimize each student’s capacity to learn through individualized experiences and opportunities
3. Nurture the whole child including social-emotional, academic, and physical well-being
4. Invigorate ISB’s practice based on best research on teaching and learning methods and the changing realities of the 21st Century
5. Increase access to expertise and new learning opportunities through additional collaborative efforts and networks beyond ISB

QUALIFICATIONS AND EXPERIENCE REQUIRED:
• Minimum of a Bachelor's degree
• Current, relevant teaching certification/licensure
• Minimum of five years of successful full-time teaching experience
• Full proficiency in the English language
• Dedication to the Vision, Mission and Core Values of ISB
Starting: 1 Jul 2021
Apply By: 31 Jan 2021
Closes In: 57 days

ES Chinese Dual Language Teacher (G1 to G5)

JOB GOAL / PURPOSE:
• To plan, organize and implement a developmentally appropriate instructional program in a dual language (Chinese/English) learning environment that guides and encourages students to develop and fulfill their individual potential
• To maintain a caring, challenging and joyful learning environment for all students
• To implement research-based, dual language classroom practices that promote social-emotional growth and academic achievement based on the learning needs of each student
• To model and promote the ISB mission, vision and school values, in accordance with the school code of professional conduct and ethics
• To promote the ISB Dual Language Program (DLP) philosophy and values

KEY DUTIES AND RESPONSIBILITES:
• Provide relevant, authentic learning opportunities that are aligned to school adopted standards and the published school curriculum
• Monitor progress of the DLP student cohort and analyze data to inform teaching
• Grade and report progress of the DLP student cohort to reflect authentic learning and encourage success
• Communicate necessary information regularly and effectively to students, colleagues and parents regarding student progress and student needs
• Keep up to date with developments and research in subject areas, Chinese language and literacy pedagogy, teaching resources and dual language education
• Adapt instructional plans and activities based on analysis of student data and research
• Supervise students to ensure their safety and well-being
• Perform other duties as assigned that ensure a caring and safe learning environment and the delivery of the curriculum

Develops:
• A shared understanding of key curriculum, instructional resources and assessment practices that promote bilingualism, biliteracy, high academic achievement and social-cultural awareness
• Standards-based units of study and assessments using backward design, the principles of dual language education, and Chinese language and literacy pedagogy
• Instructional plans and scaffolds that support the social-emotional and academic growth and development of individual students
• Positive relationships with parents to support the personal growth, progress and success of individual students

Attends:
• Collaborative planning meetings with English dual language teaching partner
• Grade level team meetings
• Dual language vertical team meetings
• Faculty meetings
• ES curriculum, school development and professional learning meetings as needed

Collaborates with:
• English dual language teaching partner, grade level team members and team facilitator
• Teaching assistant
• ES Content Area Specialists and Student Support Services specialists (EAL specialist, Learning Support specialist, Speech Language Pathologist, Counselor)
• ES Instructional Coach
• ES Curriculum Support Team (STEAM facilitator, librarian, Curriculum Area Leader, Dual Language Program Leader)
• ES Principal and Assistant Principals

Engages in:
• Professional learning to support their own learning and the initiatives of the school
• Positive relationships to continue the development, implementation and assessment of the ISB curriculum and school-level teaching and learning priorities
• Parent meetings to share and reflect upon student growth and progress
• Extracurricular activities by offering and supervising at least one after school activity during the school year

QUALIFICATIONS AND EXPERIENCE REQUIRED:

• A Bachelors degree or higher in Education, Bilingual Education, Chinese Language and Literature, or Teaching Chinese to Speakers of Other Languages
• Five (5) years of successful, full-time classroom teaching experience
• Strong written, verbal and digital communication skills
• Demonstrated excellence in organizational, planning, communication and interpersonal skills
• Demonstrated excellence in teaching Chinese language acquisition and literacy development
• Strong understanding and respect for a diversity of cultures and needs of language learners
• Strong understanding and experience with standards-based grading and assessment, balanced literacy, workshop model, differentiated instructional strategies, sheltered instruction, and use of data to inform instruction
• Strong ICT skills and use of educational technology in classroom practices
• Valid teaching certificate
Starting: 1 Jul 2021
Apply By: 31 Jan 2021
Closes In: 57 days

ES Early Years Homeroom Teacher

JOB GOAL / PURPOSE:
• To plan, organize and implement a developmentally appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their individual potential
• To maintain a caring, challenging and joyful learning environment for all students
• To implement research-based classroom practices that promote social-emotional growth and academic achievement based on the learning needs of each student
• To model and promote the ISB mission, vision and school values, in accordance with the school code of professional conduct and ethics

KEY DUTIES AND RESPONSIBILITES:
• Provide relevant, authentic learning opportunities that are aligned to the school adopted curricular framework
• Use various forms of technology to document the experiences of children as well as support the documentation of student/classroom experiences
• Provide creative ideas and collaborate with other members of the EY team to extend individual student inquiries
• Assist in monitoring, recording, and assessing student progress and development by utilizing the pedagogy of listening
• Curate student work and ensure displays are presented in a meaningful manner in the Early Years Learning Community (EYLC)
• Show commitment to the child-centered learning environment by bringing the sense of wonder to children
• Make student thinking and learning visible throughout the EYLC
• Report on student progress to reflect authentic learning and encourage success
• Communicate necessary information regularly and effectively to students, colleagues and parents regarding student progress and student needs
• Keep up to date with developments and research in subject areas, pedagogy and teaching resources
• Adapt instructional plans and activities based on analysis of student data and research
• Supervise students to ensure their safety and well-being
• Perform any other duties as assigned to ensure a caring and safe learning environment and the delivery of the curriculum
Develops:
• A shared understanding of early childhood theories and pedagogies related to constructivism
• Key instructional resources and assessment practices
• Instructional plans and scaffolds that support the social-emotional and academic growth and development of individual students
• Positive relationships with parents to support the personal growth, progress and success of individual students

Attends:
• Grade level team meetings
• Faculty meetings
• ES curriculum, school development and professional learning meetings as needed

Collaborates with:
• Grade level team members and team facilitator
• Teaching assistant
• ES Content Area Specialists and Student Support Services specialists (EAL specialist, Learning Support specialist, Speech Language Pathologist, Counselor)
• ES Instructional Coach
• ES Curriculum Support Team (STEAM facilitator, librarian, Curriculum Area Leader)
• ES Principal and Assistant Principals

Engages in:
• Professional learning to support their own learning and the initiatives of the school
• Positive relationships to continue the development, implementation and assessment of the ISB curriculum and school-level teaching and learning priorities
• Parent meetings to share and reflect upon student growth and progress
• Extracurricular activities by offering and supervising at least one after school activity during the school year

QUALIFICATIONS AND EXPERIENCE REQUIRED:

• A Bachelors degree or higher in Early Childhood Education or Education-related field of study
• Five (5) years of successful, full-time classroom teaching experience
• Strong written, verbal and digital communication skills
• Demonstrated excellence in organizational, planning, communication and interpersonal skills
• Strong understanding and respect for a diversity of cultures and needs of language learners
• Strong understanding and experience with standards-based grading and assessment, balanced literacy, workshop model, differentiated instructional strategies, sheltered instruction, and use of data to inform instruction
• Strong ICT skills and use of educational technology in classroom practices
• Valid teaching certificate
Starting: 1 Jul 2021
Apply By: 31 Jan 2021
Closes In: 57 days

ES Early Years Integration Specialist

JOB GOAL / PURPOSE:
• To plan, organize and implement a developmentally appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their individual potential
• To encourage and support children’s curiosities, understandings and research through inquiry
• To support Early Years homeroom teachers in researching and understanding the authentic processes by which children learn
• To maintain a caring, challenging and joyful learning environment for all students
• To implement research-based classroom practices that promote social-emotional growth and academic achievement based on the learning needs of each student
• To model and promote the ISB mission, vision and school values, in accordance with the school code of professional conduct and ethics

KEY DUTIES AND RESPONSIBILITES:
• Provide relevant, authentic learning opportunities that are aligned to school adopted standards and the published school curriculum
• Use various forms of technology to document the experiences of children as well as support the documentation of student/classroom experiences.
• Provide creative ideas and collaborate with homeroom teachers to extend individual student inquiries
• Support groups of students with individual and group inquiries
• Assist in monitoring, recording, and assessing student progress and development by utilizing the pedagogy of listening
• Curate student work and ensure displays are presented in a meaningful manner in the Early Years Learning Community (EYLC)
• Use various media including light and shadow, color, paint, clay, nature, movement, sound etc. to extend student curiosity and consolidation of learning
• Support the notion of making student thinking and learning visible throughout the EYLC
• Report on student progress to reflect authentic learning and encourage success
• Communicate necessary information regularly and effectively to students, colleagues and parents regarding student progress and student needs
• Keep up to date with developments and research in subject areas, pedagogy and teaching resources
• Adapt instructional plans and activities based on analysis of student data and research
• Supervise students to ensure their safety and well-being
• Perform any other duties as assigned that ensure a caring and safe learning environment and the delivery of the curriculum

Develops:
• A shared understanding of early childhood theories and pedagogies related to constructivism
• Key instructional resources and assessment practices
• Instructional plans and scaffolds that support the social-emotional and academic growth and development of individual students
• Positive relationships with parents to support the personal growth, progress and success of individual students

Attends:
• Grade level team meetings
• Faculty meetings
• ES curriculum, school development and professional learning meetings as needed

Collaborates with:
• Grade level team members and team facilitator
• Teaching assistant, if applicable
• ES Content Area Specialists and Student Support Services specialists (EAL specialist, Learning Support specialist, Speech Language Pathologist, Counselor)
• ES Instructional Coach
• ES Curriculum Support Team (STEAM facilitator, librarian, Curriculum Area Leader)
• ES Principal and Assistant Principals

Engages in:
• Professional learning to support their own learning and the initiatives of the school
• Positive relationships to continue the development, implementation and assessment of the ISB curriculum and school-level teaching and learning priorities
• Parent meetings to share and reflect upon student growth and progress
• Extracurricular activities by offering and supervising at least one after school activity during the school year

QUALIFICATIONS AND EXPERIENCE REQUIRED:

• A Bachelors degree or higher in Early Childhood Education or Education-related field of study
• Five (5) years of successful, full-time classroom teaching experience
• Strong written, verbal and digital communication skills
• Demonstrated excellence in organizational, planning, communication and interpersonal skills
• Strong understanding and respect for a diversity of cultures and needs of language learners
• Strong understanding and experience with standards-based grading and assessment, balanced literacy, workshop model, differentiated instructional strategies, sheltered instruction, and use of data to inform instruction
• Strong ICT skills and use of educational technology in classroom practices
• Valid teaching certificate

Starting: 1 Jul 2021
Apply By: 31 Jan 2021
Closes In: 57 days

Elementary Curriculum Coordinator

JOB GOAL / PURPOSE:

The ES Curriculum Coordinator provides curriculum and staff development leadership in the elementary school. The ES Curriculum Coordinator will also provide support in matters of all-school initiatives and special projects, under the oversight of the Director of Learning and in line with the school’s Strategic Plan.  He/she will be required to work in many capacities and with diverse stakeholder groups (students, parents, etc.) but will be mainly focused on work with teachers and departments. The ES Curriculum Coordinator position does not include evaluation of teachers nor direct instruction to students on an ongoing basis.

DUTIES/RESPONSIBILITIES:

Leads:

horizontal and vertical alignment of curriculum, in collaboration with Director of Curriculum and Assessment.
development of an Elementary vision related to Readers and Writers workshop, Inquiry, Integration, Personalized Learning, and Social Emotional Learning in collaboration with the Elementary Leadership
School-based SEL coordinators for the implementation, evaluation and reflection upon the SEL curriculum
Grade level-meetings related to the implementation of the ISB SEL and academic curriculum
professional learning to build capacity among elementary teachers in best practices in curriculum, instruction, and assessment (for instance, during orientation week as well as ongoing throughout the year)
professional learning around Social-Emotional Learning, for example through new teacher or associate teacher training, small weekly working groups, or whole-school PD in-service days
Grade level data reflection and exemplar reflection meetings in order to improve instructional responsiveness in conjunction with the coaches and APs
Moderation meetings for common assessments (Writing pre and post on-demands, DRA, etc)
Elementary Curriculum Area Leader meetings

Supports:

teachers with the planning, development, and delivery of ISB's curriculum, through attending team meetings and vertical meetings to lead curricular planning and reflection
teachers in identifying instructional strategies and maximizing resources to support learning
new faculty to effect a smooth and successful transition
Collaborates with:
Director of Curriculum and Assessment to ensure research-based teaching and assessment practices are universally implemented though our curriculum review cycle
Office of Learning in reflecting on the key components of an exemplary curriculum, assessment, and instruction, and identifying needed areas of growth and action plans to address those areas.
Counselors to support the integration of SEL into the fabric of the school
Building-level leadership to support teachers and program implementation
Assessment Coordinator to identify relevant data, decide how best to visualize that data in the data portal, and decide processes for data analysis with administration and teachers
Coaches, Curriculum Area Leaders, Team Facilitators, Librarians, STEAM facilitators, and Dual Language Coordinator to ensure a common, consistent, and coordinated approach to the support of teaching and learning
CALs and TFs in identifying units and assessments that should be better documented improved to better meet our schoolwide goals.

Attends:

Vertical Curriculum and Professional Learning meetings led by the Director of Curriculum and Assessment
Learning Leadership Team meetings
Learning Connections Meeting
School-based leadership team meetings and coaching meetings
School-based teacher leader meetings
School-based faculty meetings

Engages:

In professional learning to support their own learning and the various initiatives of the school.
In positive relationships to continue the development, implementation, and assessment of the ISB literacy priorities.
In keeping a log of classroom visits and professional learning.
In regular audits of curriculum and assessment documentation across the Elementary school
In managing the Learning Resource Center, leading the process of acquiring appropriate resources to support learning, and weeding old resources that no longer match our philosophy
In managing the process of annual orders to build classroom libraries

QUALIFICATIONS AND EXPERIENCE REQUIRED:

Knowledge of ISB curriculum, expectations, philosophy, and methodology and focus on implementation of our program
Strong knowledge of readers and writers workshop model
Passion for increased student learning and social emotional learning
Evidence of continued professional development
Evidence of data-driven decision making skills
Five years of successful classroom teaching experience
Experience in teacher leadership position
Effective communication skills
Ability to structure own time and management of multiple priorities
Evidence of planning and organization skills

QUALIFICATIONS AND EXPERIENCE PREFERRED:

Teachers' College Reading and Writing Workshop Coaching Training
Adaptive Schools or Cognitive Coaching Training
Strong background in Inquiry-based learning
Experience and background working with EAL students
Previous experience as a literacy coordinator, instructional coach, or curriculum coordinator
Starting: 1 Jul 2021
Apply By: 31 Dec 2020
Closes In: 26 days

Elementary Instructional Coach

JOB GOAL / PURPOSE:

• As ISB implements new programs and supports more diverse learners, in order to best support teachers with implementation and teaching strategies.
• To collaborate with elementary teachers, the ES Principal, the Office of Learning (OOL) and other curriculum support positions to support implementation of new programs with a focus on Balanced Literacy, tier one instruction, early intervention, differentiation and use of data to drive instruction via coaching, mentoring, modeling and co-teaching.
• To collaborate with classroom teachers to create and implement relevant, authentic learning experiences around curriculum, instruction and assessment by providing support through research, resources and professional development
• To support strong academic development across the K-5 curriculum.
• To support the development of a vision and process around Instructional Coaching at ISB
• To support the development and establishment of a culture of coaching and workshop models at ISB

Supports:
• ES Teachers
• Curricular alignment and articulation through continuous communication and work with vertical curricular teams, team facilitators, grade level teams, and individual teachers
• Teachers in the development, administration, interpretation and analysis of assessments, including facilitation of data protocols that result in program evaluation, instructional shifts and improved student achievement
• The Elementary Curriculum Coordinator with coaching support to ES teachers for targeted academic support.

Professional Learning by:
• Providing training for teachers and leaders with a focus on evidence-based practices, aligned with school-based instructional initiatives, with the goal of moving individuals across a continuum of pedagogical competence towards independence and exemplary practice
• Conducting workshops for teachers in identified areas of learning related to literacy instruction, phonics instruction, diversity-responsive strategies, SIOP planning and instruction, and differentiation.
• Identifying areas of growth for teachers in order to further develop and strengthen teaching and assessment methods and practices
• Researching, selecting, procuring, creating and managing effective instructional resources and high-quality exemplars for teachers
• Promoting initiatives in collaboration with the Office of Learning and ES Principal
• Offering new teacher orientation workshops and transition activities in order to develop a shared understanding of key curriculum, instructional resources and assessment practices
• Any other school identified areas for growth or development

Develops:
• A shared understanding of key curriculum, instructional resources and assessment practices among the faculty, in conjunction with the Office of Learning and the ES Principal
• Plans that will support the growth, confidence and professional competence of teachers in the delivery of curriculum units
• Use of documentation tools, such as photo, video, articles or blog posts, to document instructional practices with the goal of communicating to stakeholders and facilitate future professional development

Attends:
• Grade level team meetings
• Faculty meetings
• ES leadership team meetings as needed
• Curriculum and Professional Learning meetings as needed

Collaborates with:
• ES vertical curriculum area leaders
• ES Team Facilitators
• ES Curriculum Coordinator
• Office of Learning on schoolwide initiatives and professional learning for faculty and staff
• ES Principal and Assistant Principals

Engages:
• in professional learning to support their own learning and the various initiatives of the school
• in positive relationships to continue the development, implementation, and assessment of the ISB curriculum and schoolwide teaching and learning priorities

QUALIFICATIONS AND EXPERIENCE REQUIRED:
• A degree in Education and current teaching certification
• 5 years of successful classroom teaching experience and proven interest in teacher leadership
• Strong written, verbal and digital communication skills
• Skilled use and analysis of data to enhance/transform learning and teaching
• Successful experience with curriculum development and collaboration within a Professional
Learning Community
• Demonstrates professional knowledge, skills and abilities in content, pedagogical, and technological areas as well as adult learning and leadership
• Demonstrates an understanding and respect for a diversity of cultures and language learners
• Excellent leadership, organizational, communication, interpersonal and planning skills
• Advanced understanding and experience with MTSS, Balanced Literacy Programs, Readers and Writers Workshop Model, differentiation instructional strategies, SIOP and use of data to inform instructional decisions.
• Trained and demonstrated experience with SIOP and Readers and Writers Workshop preferred
• Demonstrated coaching and/or leadership experience preferred
Starting: 1 Jul 2021
Apply By: 31 Dec 2020
Closes In: 26 days

MS/ HS Instructional Coach - Literacy

JOB GOAL / PURPOSE:

• As ISB implements new programs and supports more diverse learners, in order to best support teachers with implementation and teaching strategies, these positions are intended to focus on program implementation to support literacy in the secondary school.
• To collaborate with secondary teachers, the Principals, the Office of Learning (OOL) and other curriculum support positions to support implementation of new programs with a focus on Balanced Literacy instruction (one position) and Math and Science Instruction (one position), differentiation and use of data to drive instruction via coaching, mentoring, modeling and coteaching.
• To collaborate with classroom teachers to create and implement relevant, authentic learning experiences around curriculum, instruction and assessment by providing support through research, resources and professional development
• To support evidence-based instructional practices across the secondary school
• To support the development of a vision and process around Instructional Coaching at ISB
• To support the development and establishment of a culture of coaching and workshop models at ISB

Supports:
• Literacy Instruction in core subject areas
• Implementation of the 7C’s Instructional Growth Model
• Curricular alignment and articulation through continuous communication and work with vertical curricular teams, team facilitators, grade level teams, and individual teachers
• Teachers in the development, administration, interpretation and analysis of assessments, including facilitation of data protocols that result in program evaluation, instructional shifts and improved student achievement
• The EY-12 Coaching Team as well as the Director of Professional Learning and Instruction.
Professional Learning by:
• Providing training for teachers and school leaders with a focus on sound pedagogy, aligned with school based instructional initiatives/practices, with the goal of moving individuals across a continuum of pedagogical competence towards independence and exemplary practice
• Conducting workshops for teachers in identified areas of learning related to Balanced Literacy instruction, SIOP planning and instruction.
• Identifying areas of growth for teachers in order to further develop and strengthen teaching and assessment methods and practices
• Researching, selecting, procuring, creating and managing effective instructional resources and high-quality exemplars for teachers
• Promoting Initiatives in collaboration with the Office of Learning and the secondary Principals
• Offering new teacher orientation workshops and transition activities in order to develop a shared understanding of key curriculum, instructional resources and assessment practices
• Any other school identified areas for growth or development

Develops:
• A shared understanding of key curriculum, instructional resources and assessment practices among the faculty, in conjunction with the Office of Learning and the Principals
• Plans that will support the growth, confidence and professional competence of teachers in the delivery of curriculum units
• Use of documentation tools, such as photo, video, articles or blog posts, to document instructional practices with the goal of communicating to stakeholders and facilitate future professional development

Attends:
• Grade level team meetings
• Faculty meetings
• Secondary leadership team meetings as needed
• Curriculum and Professional Learning meetings as needed

Collaborates with:
• Secondary vertical curriculum area leaders
• EY-12 Coaching Team and Director of Professional Learning and Instruction
• Office of Learning on schoolwide initiatives and professional learning for faculty and staff
• Secondary Principals and Assistant Principals

Engages:
• in professional learning to support their own learning and the various initiatives of the school
• in positive relationships to continue the development, implementation, and assessment of the ISB curriculum and schoolwide teaching and learning priorities

QUALIFICATIONS AND EXPERIENCE REQUIRED:
• A degree in education and current teaching certification
• 5 years of successful classroom teaching experience and proven interest in teacher leadership
• Strong written, verbal and digital communication skills
• Skilled use and analysis of data to enhance/transform learning and teaching
• Successful experience with curriculum development and collaboration within a Professional Learning Community
Learning Community
• Demonstrates professional knowledge, skills and abilities in content, pedagogical, and technological areas as well as adult learning and leadership
• Demonstrates an understanding and respect for a diversity of cultures and language learners
• Excellent leadership, organizational, communication, interpersonal and planning skills
• Advanced understanding and experience with Balanced Literacy Programs, Readers and Writers Workshop Model
• Trained and demonstrated experience with SIOP and Readers and Writers Workshop preferred
• Demonstrated coaching and/or leadership experience preferred
Starting: 1 Jul 2021
Apply By: 31 Dec 2020
Closes In: 26 days

ES Chinese Teacher (Tentative)

ISB EDUCATOR ATTRIBUTES

ISB educators exhibit a constant working understanding of the school’s vision, mission, and core values in a balanced academic environment. Working collaboratively, we engage in active, inquiry- based, and reflective teaching. Our educators foster positive relationships and promote a school culture of equity, excellence, and relevance.

USING L21, OUR CURRICULUM FRAMEWORK, OUR EDUCATORS:

1. Increase relevant learning through authentic, compelling local and global engagements
2. Optimize each student’s capacity to learn through individualized experiences and opportunities
3. Nurture the whole child including social-emotional, academic, and physical well-being
4. Invigorate ISB’s practice based on best research on teaching and learning methods and the changing realities of the 21st Century
5. Increase access to expertise and new learning opportunities through additional collaborative efforts and networks beyond ISB

Qualifications & Requirements:

• Minimum of a Bachelor's degree in Chinese language and/or literature
• Native level Mandarin
• Current, relevant teaching certification/licensure from a recognized/ accredited organization
• Minimum of five years of successful full-time teaching experience
• Experience in teaching relevant Chinese curriculum to diverse learners in an international school environment
• Theoretical and practical understanding of effective Chinese teaching and learning strategies
• Evidence of Chinese curriculum design and planning by incorporating relevant thinking and reflective skills
• Fluent in the English language
• Dedication to the Vision, Mission and Core Values of ISB
Starting: 1 Jul 2021
Apply By: 31 Dec 2020
Closes In: 26 days

Part-time ES Chinese Teacher (Tentative)

ISB EDUCATOR ATTRIBUTES

ISB educators exhibit a constant working understanding of the school’s vision, mission, and core values in a balanced academic environment. Working collaboratively, we engage in active, inquiry- based, and reflective teaching. Our educators foster positive relationships and promote a school culture of equity, excellence, and relevance.

USING L21, OUR CURRICULUM FRAMEWORK, OUR EDUCATORS:

1. Increase relevant learning through authentic, compelling local and global engagements
2. Optimize each student’s capacity to learn through individualized experiences and opportunities
3. Nurture the whole child including social-emotional, academic, and physical well-being
4. Invigorate ISB’s practice based on best research on teaching and learning methods and the changing realities of the 21st Century
5. Increase access to expertise and new learning opportunities through additional collaborative efforts and networks beyond ISB

Qualifications & Requirements:

• Minimum of a Bachelor's degree in Chinese language and/or literature
• Native level Mandarin
• Current, relevant teaching certification/licensure from a recognized/ accredited organization
• Minimum of five years of successful full-time teaching experience
• Experience in teaching relevant Chinese curriculum to diverse learners in an international school environment
• Theoretical and practical understanding of effective Chinese teaching and learning strategies
• Evidence of Chinese curriculum design and planning by incorporating relevant thinking and reflective skills
• Fluent in the English language
• Dedication to the Vision, Mission and Core Values of ISB
Starting: 1 Jul 2021
Apply By: 31 Dec 2020
Closes In: 26 days

HS Science Teacher

ISB EDUCATOR ATTRIBUTES

ISB educators exhibit a constant working understanding of the school’s vision, mission, and core values in a balanced academic environment. Working collaboratively, we engage in active, inquiry- based, and reflective teaching. Our educators foster positive relationships and promote a school culture of equity, excellence, and relevance.

USING L21, OUR CURRICULUM FRAMEWORK, OUR EDUCATORS:

1. Increase relevant learning through authentic, compelling local and global engagements
2. Optimize each student’s capacity to learn through individualized experiences and opportunities
3. Nurture the whole child including social-emotional, academic, and physical well-being
4. Invigorate ISB’s practice based on best research on teaching and learning methods and the changing realities of the 21st Century
5. Increase access to expertise and new learning opportunities through additional collaborative efforts and networks beyond ISB

QUALIFICATIONS AND EXPERIENCE REQUIRED:

1. Minimum of a Bachelor's degree
2. Current, relevant teaching certification/licensure
3. Minimum of five years of successful full-time teaching experience
4. Full proficiency in the English language
5. Dedication to the Vision, Mission and Core Values of ISB
Starting: 1 Jul 2021
Apply By: 31 Dec 2020
Closes In: 26 days

Lower ES Classroom Teacher (K-G2)

JOB GOAL / PURPOSE:
• To plan, organize and implement a developmentally appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their individual potential
• To maintain a caring, challenging and joyful learning environment for all students
• To implement research-based classroom practices that promote social-emotional growth and academic achievement based on the learning needs of each student
• To model and promote the ISB mission, vision and school values, in accordance with the school code of professional conduct and ethics

KEY DUTIES AND RESPONSIBILITES:
• Provide relevant, authentic learning opportunities that are aligned to school adopted standards and the published school curriculum
• Monitor student progress and analyze data to inform teaching
• Grade and report student progress to reflect authentic learning and encourage success
• Communicate necessary information regularly and effectively to students, colleagues and parents regarding student progress and student needs
• Keep up to date with developments and research in subject areas, pedagogy and teaching resources
• Adapt instructional plans and activities based on analysis of student data and research
• Supervise students to ensure their safety and well-being
• Perform other duties as assigned that ensure a caring and safe learning environment and the delivery of the curriculum

Develops:
• A shared understanding of key curriculum, instructional resources and assessment practices
• Standards-based units of study and assessments using backward design
• Instructional plans and scaffolds that support the social-emotional and academic growth and development of individual students
• Positive relationships with parents to support the personal growth, progress and success of individual students

Attends:
• Grade level team meetings
• Faculty meetings
• ES curriculum, school development and professional learning meetings as needed

Collaborates with:
• Grade level team members and team facilitator
• Teaching assistant, if applicable
• ES Content Area Specialists and Student Support Services specialists (EAL specialist, Learning Support specialist, Speech Language Pathologist, Counselor)
• ES Instructional Coach
• ES Curriculum Support Team (STEAM facilitator, librarian, Curriculum Area Leader)
• ES Principal and Assistant Principals

Engages in:
• Professional learning to support their own learning and the initiatives of the school
• Positive relationships to continue the development, implementation and assessment of the ISB curriculum and school-level teaching and learning priorities
• Parent meetings to share and reflect upon student growth and progress
• Extracurricular activities by offering and supervising at least one after school activity during the school year

QUALIFICATIONS AND EXPERIENCE REQUIRED:

• A Bachelors degree or higher in Elementary Education or Education-related field of study
• Five (5) years of successful, full-time classroom teaching experience
• Strong written, verbal and digital communication skills
• Demonstrated excellence in organizational, planning, communication and interpersonal skills
• Strong understanding and respect for a diversity of cultures and needs of language learners
• Strong understanding and experience with standards-based grading and assessment, balanced literacy, workshop model, differentiated instructional strategies, sheltered instruction, and use of data to inform instruction
• Strong ICT skills and use of educational technology in classroom practices
• Valid teaching certificate

Starting: 1 Jul 2021
Apply By: 31 Dec 2020
Closes In: 26 days

Upper ES Classroom Teacher (G3-G5)

JOB GOAL / PURPOSE:
• To plan, organize and implement a developmentally appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their individual potential
• To maintain a caring, challenging and joyful learning environment for all students
• To implement research-based classroom practices that promote social-emotional growth and academic achievement based on the learning needs of each student
• To model and promote the ISB mission, vision and school values, in accordance with the school code of professional conduct and ethics

KEY DUTIES AND RESPONSIBILITES:
• Provide relevant, authentic learning opportunities that are aligned to school adopted standards and the published school curriculum
• Monitor student progress and analyze data to inform teaching
• Grade and report student progress to reflect authentic learning and encourage success
• Communicate necessary information regularly and effectively to students, colleagues and parents regarding student progress and student needs
• Keep up to date with developments and research in subject areas, pedagogy and teaching resources
• Adapt instructional plans and activities based on analysis of student data and research
• Supervise students to ensure their safety and well-being
• Perform other duties as assigned that ensure a caring and safe learning environment and the delivery of the curriculum

Develops:
• A shared understanding of key curriculum, instructional resources and assessment practices
• Standards-based units of study and assessments using backward design
• Instructional plans and scaffolds that support the social-emotional and academic growth and development of individual students
• Positive relationships with parents to support the personal growth, progress and success of individual students

Attends:
• Grade level team meetings
• Faculty meetings
• ES curriculum, school development and professional learning meetings as needed

Collaborates with:
• Grade level team members and team facilitator
• Teaching assistant, if applicable
• ES Content Area Specialists and Student Support Services specialists (EAL specialist, Learning Support specialist, Speech Language Pathologist, Counselor)
• ES Instructional Coach
• ES Curriculum Support Team (STEAM facilitator, librarian, Curriculum Area Leader)
• ES Principal and Assistant Principals

Engages in:
• Professional learning to support their own learning and the initiatives of the school
• Positive relationships to continue the development, implementation and assessment of the ISB curriculum and school-level teaching and learning priorities
• Parent meetings to share and reflect upon student growth and progress
• Extracurricular activities by offering and supervising at least one after school activity during the school year

QUALIFICATIONS AND EXPERIENCE REQUIRED:

• A Bachelors degree or higher in Elementary Education or Education-related field of study
• Five (5) years of successful, full-time classroom teaching experience
• Strong written, verbal and digital communication skills
• Demonstrated excellence in organizational, planning, communication and interpersonal skills
• Strong understanding and respect for a diversity of cultures and needs of language learners
• Strong understanding and experience with standards-based grading and assessment, balanced literacy, workshop model, differentiated instructional strategies, sheltered instruction, and use of data to inform instruction
• Strong ICT skills and use of educational technology in classroom practices
• Valid teaching certificate

Starting: 1 Jul 2021
Apply By: 31 Dec 2020
Closes In: 26 days

HS English Teacher

ISB EDUCATOR ATTRIBUTES

ISB educators exhibit a constant working understanding of the school’s vision, mission, and core values in a balanced academic environment. Working collaboratively, we engage in active, inquiry- based, and reflective teaching. Our educators foster positive relationships and promote a school culture of equity, excellence, and relevance.

USING L21, OUR CURRICULUM FRAMEWORK, OUR EDUCATORS:

1. Increase relevant learning through authentic, compelling local and global engagements
2. Optimize each student’s capacity to learn through individualized experiences and opportunities
3. Nurture the whole child including social-emotional, academic, and physical well-being
4. Invigorate ISB’s practice based on best research on teaching and learning methods and the changing realities of the 21st Century
5. Increase access to expertise and new learning opportunities through additional collaborative efforts and networks beyond ISB

QUALIFICATIONS AND EXPERIENCE REQUIRED:

1. Minimum of a Bachelor's degree
2. Current, relevant teaching certification/licensure
3. Minimum of five years of successful full-time teaching experience
4. Full proficiency in the English language
5. Dedication to the Vision, Mission and Core Values of ISB
Starting: 1 Jul 2021
Apply By: 31 Dec 2020
Closes In: 26 days

MS Counselor (Tentative)

JOB GOAL / PURPOSE:

The Counselor provides individual counseling, group guidance and counseling for students, and consultation, coordination and information services for students, staff and parents. Generally, each MS counselor takes responsibility for a grade level (6,7, or 8), and the grade level is likely to change from year to year.

DUTIES / RESPONSIBILITES:

SEL Coordination:
• Integrate the SEL scope and sequence across your grade level in collaboration with grade-level mentoring coordinators
• Work with the team of SEL teachers, counselors, and division heads to support the integration of SEL into the fabric of the school
• Collaborate with colleagues to enrich the SEL components of their curriculum and instruction
• Teach SEL classes as need in the mentoring program
• With the counseling team, support the development of the SEL components for mentoring
• Support faculty and staff with SEL-based professional development, for example through new teacher or associate teacher training, small weekly working groups, or whole-school PD in-service days

Counseling Duties:
• Provides social-emotional counseling to individual students, parents and teachers.
• Provides group counseling.
• Consults with parents regarding parenting concerns and problems that are related to the student’s school adjustment and performance.
• Consults with teachers regarding student’s emotional/social concerns, developmental concerns, problem solving and behavior management and then develops appropriate strategies.
• Assists teaching teams to formulate plans of action related to identify issues to help create a positive learning environment throughout the school.
• Helps to manage and facilitate the Middle School Multi-tiered System of Support (MTSS) process.
• Refers students and parents to appropriate community resources.
• Participates in the admissions process as needed.
• Collaborates with all stakeholders in student placement.
• Develop and implement a transition program to assist students who are making transitions between grades at ISB.
• Organizes and lead Parent Workshops and meetings.
• Assists families with preparation and assembly of specific documents to support student transition to other schools.
• Facilitates student applications to summer programs.
• Serves as a first point of contact and manages all documentation for child protection (safeguarding) concerns for all students on his/her caseload.
• Maintains confidential student records.

QUALIFICATIONS AND EXPERIENCE REQUIRED:
• Possess Guidance Counselor qualifications and experience
• Be an effective communicator with teachers, students and parents.
• Have the ability to problem solve under pressure.
• Have the ability to deal with conflict resolution.
• Have proven organizational skills.
Starting: 1 Jul 2021
Apply By: 31 Dec 2020
Closes In: 26 days

MS/HS French / Spanish Teacher

ISB EDUCATOR ATTRIBUTES

ISB educators exhibit a constant working understanding of the school’s vision, mission, and core values in a balanced academic environment. Working collaboratively, we engage in active, inquiry- based, and reflective teaching. Our educators foster positive relationships and promote a school culture of equity, excellence, and relevance.

USING L21, OUR CURRICULUM FRAMEWORK, OUR EDUCATORS:

1. Increase relevant learning through authentic, compelling local and global engagements
2. Optimize each student’s capacity to learn through individualized experiences and opportunities
3. Nurture the whole child including social-emotional, academic, and physical well-being
4. Invigorate ISB’s practice based on best research on teaching and learning methods and the changing realities of the 21st Century
5. Increase access to expertise and new learning opportunities through additional collaborative efforts and networks beyond ISB

QUALIFICATIONS AND EXPERIENCE REQUIRED:

1. Minimum of a Bachelor's degree
2. Current, relevant teaching certification/licensure
3. Minimum of five years of successful full-time teaching experience
4. Full proficiency in the English language
5. Dedication to the Vision, Mission and Core Values of ISB

Starting: 1 Jul 2021
Apply By: 31 Dec 2020
Closes In: 26 days

Middle School Assistant Principal

JOB GOAL / PURPOSE:

The Middle School Assistant Principal assists the Middle School Principal in the daily operations of the school. The Assistant Principal works with the Principal to ensure that all programs and practices of faculty and staff support the school’s mission and philosophy and that all students, on a daily basis, are provided with an excellent educational program.

DUTIES / RESPONSIBILITES:

1. Student Care
The Assistant Principal will assist the Team Leaders and Teams in the care of students by:
a. Assisting Team Leaders to formulate plans of action related to identified issues
b. Working closely with Counselors in supporting students, parents and teachers
c. Assisting Team Leaders with the organization of Fall and Spring activities and trips
d. Support individual and schoolwide protection of children in accordance with ISB’s child safeguarding policies, particularly as they relate to the role of section leaders

2. Scheduling
a. Assist the Principal with the setting up and construction of the Middle School schedule

3. Enrichment Courses
a. Selection and organization of Enrichment Courses
b. Organization of student selection of courses
c. Allocation of Enrichment Courses into an effective pattern
d. Setting up and operation of a system of monitoring Enrichment Course choices over a year

4. Reporting
a. Organize reporting form input (include in-service of new teachers)
b. Prepare appropriate documentation associated with the reporting system

5. Mentoring
a. Support the MS Counselors as needed in the development, implementation and evaluation of the Mentoring system in the Middle School

6. Discipline
a. Support for teachers in discipline issues
b. Development, documentation and implementation of behavior guidelines
c. Discipline of students where required, using Restorative Discipline approaches


7. Curriculum
a. Support the MS faculty to advance the ISB curriculum initiatives
b. Support teachers with planning, development, and delivery of high-quality units
c. Support the principal and Office of Learning in the implementation of middle school curriculum goals and special projects as required
d. Support Curriculum Area Leaders in their work with Subject Area teams
e. Serve as a member of the Learning Leadership Team

8. Duty Rosters
a. Preparation of Lunch Duty allocation guidelines
b. Preparation and distribution of Lunch Duty rosters

9. Teacher Supervision
a. Supervise the annual professional growth of middle school teachers in cooperation with the MS Principal.

10. Special Activities Planning
a. Schedule and support MAP testing in conjunction with the Office of Learning
b. Assist in the organization of Middle School Assemblies
c. Organization of information to be distributed regarding Parent/Teacher Conferences
d. Assist with presentations and workshops for parent education

11. Teacher Induction
a. Organizing the new teacher transition process
b. Assisting in the implementation of teacher induction programs/processes

12. Student transition
a. Administrative support for Counselors and teachers assisting students to make the transition into the Middle School.
b. Administrative support for Counselors and teachers assisting students to make the transition out of the Middle School.

13. Substitutes
a. Overseeing the orientation and organization of substitutes.
b. Overseeing the evaluation of substitute teachers
c. Overseeing the substitute feedback system related to their teaching experience

14. Schoolwide Committees
a. Serve on schoolwide committees as required.

15. Perform any other duties as assigned by the MS Principal and the Director

QUALIFICATIONS AND EXPERIENCES REQUIRED:
The Middle School Assistant Principal shall have appropriate degrees and current Certification in the area of Secondary School Administration (negotiable). Knowledge of the aspects of international middle school operation is essential. The individual serving in this capacity shall have demonstrated prior exemplary leadership as an administrator or middle school teacher leader.

The Middle School Assistant Principal should be a mature and energetic educator with experience and energy in the following areas:

• An aptitude for building and maintaining positive relationships with students, educators, and parents

• Experience with curriculum development and collaboration across divisions and within an all-school context

• A demonstrated ability in leading groups and implementing curricular initiatives within a Professional Learning Community

• Knowledgeable about all aspects of strategic initiatives as well as experience with unit development, curriculum mapping, and effective assessment practices

• The capacity to organize and deliver effective presentations to diverse audiences

• An ability to work with diverse audiences and build consensus to support the ISB mission and core values

• Superior organizational strategies and an aptitude for solving problems

• Effective communication skills utilizing a variety of mediums and techniques

• Possess a philosophy and character that is aligned with ISB’s Mission and Vision
Starting: 1 Jul 2021
Apply By: 10 Dec 2020
Closes In: 5 days

Elementary School Assistant Principal

JOB GOAL / PURPOSE:

The Elementary School Assistant Principal assists the Principal in the daily operations and long-term planning of the school. The Assistant Principal works with the Principal to ensure that
• all programs and practices of faculty and staff support the school’s mission, vision and strategic plan, in accordance with the school code of professional conduct and ethics
• all students, on a daily basis, are provided with a safe, caring learning environment
• all students can access a high quality, developmentally appropriate, research-based educational program.

The Assistant Principal will hold an Early Years to Grade 5 curriculum leadership role in specified subject areas. The Assistant Principal will be expected to maintain some school wide responsibilities as part of the Administrative Team.

DUTIES / RESPONSIBILITIES:

LEADERSHIP FUNCTIONS
Curriculum, Instruction, and Assessment
Assists the Principal in developing and supporting curriculum, instruction and assessment by:
• Collaborating with staff, the Elementary School Principal, and Office of Learning to facilitate improvement in curriculum, instruction and assessment
• Collaborating with Early Years 3 to Grade 5 faculty and staff to ensure successful implementation of the curriculum and use of instructional materials in specified curriculum areas
• Observing teachers and providing feedback on teaching and learning to facilitate student learning and ongoing improvement of instruction using best practices
• Developing teachers’ conceptual knowledge and skills in the specified curriculum areas
• Leading teachers in designing integrated curriculum units of inquiry, developing performance-based assessments and instruction that supports deep understanding of content, and achievement of standards and benchmarks using the Backward Design Model.
• Collaborating with staff to enhance processes of assessment and monitoring of student information and data to improve instruction
• Support individual and schoolwide protection of children in accordance with ISB’s child safeguarding policies, particularly as they relate to the role of section leaders

Professional Learning
Works with the Principal to support staff in their continuous improvement by:
• Meeting with grade level and specialist area teams during appropriate planning times to help with 1) coordination and integration of instruction, 2) collaborative evaluation of student work and data to plan instruction, 3) ensuring a consistent program for all students at a grade level
• Working with the Principal and Office of Learning to plan, implement and evaluate divisional professional development
• Supervising and evaluating teachers as directed by the Principal

Communication
Promotes effective communication and collaboration amongst faculty, students and the community by:
• Communicating with and through grade levels, encouraging continuity regarding curriculum, instructional and assessment practices throughout the school
• Maintaining vision for ongoing improvement of teaching and learning in specified curriculum areas
• Gathering information/data from parents, students and staff as needed
• Assisting the Principal in providing parents with information regarding curriculum, instruction, divisional procedures and special events
• Leading parent education sessions and supporting parent understanding of specified curriculum areas

MANAGEMENT FUNCTIONS
Assists the Principal in ensuring the smooth daily operations of the division by managing areas of operations including:
• Assisting the Principal with maintaining, evaluating and improving operating systems and processes
• Assisting the Principal with construction of Elementary School schedules
• Supervising students and supporting student discipline
• Supervising and evaluating teaching assistants and support staff, as assigned
• Performing additional duties as assigned by the Principal that ensure a caring and safe learning environment and the delivery of a high quality, developmentally appropriate, research-based educational program

QUALIFICATIONS AND EXPERIENCE REQUIRED:
The Elementary School Assistant Principal should be a mature and energetic educator with experience and energy in the following areas:
• An aptitude for building and maintaining positive relationships with students, educators, and parents
• Experience with curriculum development and collaboration across school sections and within an all-school context
• A demonstrated ability in leading groups and implementing curricular initiatives within a Professional Learning Community
• Backwards design unit development, curriculum mapping, and effective assessment practices
• The capacity to organize and deliver effective presentations to diverse audiences
• An ability to work with diverse audiences and build consensus to support the ISB mission, vision and core values
• Superior organizational strategies and an aptitude for solving problems
• Effective communication skills utilizing a variety of mediums and techniques

Essential Qualifications:
1. Current teaching certification
2. Successful experience as a teacher in the elementary grades
3. A sound understanding of the developmental needs of students in the identified section of the elementary school
4. Proven successful experience in a leadership role
5. Strong understanding and respect for a diversity of cultures and needs of language learners

Desirable:
1. Qualifications in educational leadership (or current study in that field)
2. Qualifications/advanced study in subject specific areas.
Starting: 1 Jul 2021
Apply By: 10 Dec 2020
Closes In: 5 days

2020 ISB Teacher Recruitment Fair

UPDATE: Given the Coronavirus pandemic and the current border and visa restrictions, our preference is to find a candidate who is currently working/living in Mainland China.

The International School of Beijing (ISB) invites educators in China to attend our third annual Recruitment Fair. The ISB Recruitment Fair is an in person event on Saturday, December 12th in Beijing. At the Recruitment Fair the ISB Leadership Team will be interviewing short-listed candidates for faculty openings in SY 2021-2022.

This is why it is important for you to complete your profile in ISS Schrole Advantage. This will allow the Recruitment Team to review your qualifications and match you with the available positions. Having an active profile on Schrole gives you the best chance of receiving consideration.

Learn more about International School of Beijing by visiting www.isb.bj.edu.cn.
Find out more about the ISB Recruitment Fair by visiting the ISB Recruitment Fair 2020 page.

We thank you for your interest in joining the teaching team at International School of Beijing, and we look forward to meeting potential ISB educators at the Recruitment Fair on December 12th.
Starting: 1 Jul 2021
Apply By: 9 Dec 2020
Closes In: 101 hrs