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

Part-time 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: 28 Feb 2021
Closes In: 32 days

ES EAL Teacher (Tentative)

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: 28 Feb 2021
Closes In: 32 days

MS EAL Teacher (Tentative)

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: 28 Feb 2021
Closes In: 32 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: 28 Feb 2021
Closes In: 32 days

ES Learning Support Teacher

JOB GOAL/PURPOSE:

The learning support teacher teaches students who have been identified with learning disabilities and/or learning challenges, using current and evidence-based practices. This position is highly collaborative, requiring co-planning, co-teaching, and co-assessing with classroom teachers as well as small group and individual intervention, ensuring the inclusion in and access to the grade level curriculum. The learning support teacher is also a leader of adult learning, increasing classroom teachers’ understanding of effective strategies for specific conditions and creating inclusive classroom cultures.

DUTIES/RESPONSIBILITES:

• Collaborate with classroom teachers to co-plan, co-teach, co-assess, co-report and ensure accommodations and/or modifications are implemented with fidelity
• Effectively teach and support learners using a variety of service delivery options (i.e. small group and individual instruction, co-teaching, consultation, etc.)
• Progress monitor and report on students’ academic progress using recognized and purposeful assessment tools
• Collaborate with classroom teachers in the development of differentiated / scaffolded unit and lesson planning, as well as plan effective instruction and assessment for learning support classes
• Write professional and effective Individual Learning Plans (ILPs) and progress reports that accurately reflect students’ learning profiles and guide individual programs
• Teach students to self-advocate through exploration of individual strengths, challenges, and interests
• Keep up-to-date on developments in the field of special education through professional reading and development opportunities
• Actively participate in student team meetings and faculty meetings to support schoolwide growth and improvement
• Effectively use technology to enhance student learning and access to the curriculum
• Assist in the Admissions process by reading files and making program/support recommendations
• Provide a supportive, safe, and challenging environment where students are comfortable to take risks, self-advocate, and feel motivated to learn to their potential
• Lead adult learning by providing professional learning opportunities about disability awareness for parents and teachers
• Recognize and celebrate the value of students’ home language and culture
• Participate in parent/teacher/student conferences to the same extent, and more where needed, as classroom teachers
• Participate in co-curricular activities and/or school section committees
• Respect confidentiality of all information about students and their families
• Perform any other duties as assigned


QUALIFICATIONS AND EXPERIENCE:

• Bachelor’s degree in special education required, Master’s degree with emphasis in special education preferred
• Current teaching credentials and minimum three years successful special education teaching experience; preferred experience in an inclusive international school setting
• Expertise and knowledge in a variety of disability categories (i.e. Specific Learning Disabilities, language disorders, Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, etc.)
• An established knowledge of current special education interventions for students with high incident disabilities
• Knowledge of and experience with MTSS, RTI, and PBIS 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
• 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: 28 Feb 2021
Closes In: 32 days

Secondary Curriculum Coordinator

JOB GOAL / PURPOSE:

The Secondary Curriculum Coordinator provides curriculum and staff development leadership in collaboration with the Office of Learning and individual offices. They will also provide support in matters of school initiatives and special projects.  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.

DUTIES/RESPONSIBILITIES:

Supports:
• the faculty, Principal and Assistant Principal(s) to advance the ongoing curriculum initiatives (implementation of standards, unit development, formative and summative assessment design, common assessments, etc.)
• implementation of school-wide initiatives and special projects as required
• teachers with the planning and development of high-quality curriculum, assessment, grading, and reporting practices in the classroom.
• the creation of a school focused action plan and supports the Curriculum Area Leader with implementation
• horizontal and vertical articulation across the assigned schools and between schools
• new faculty to effect a smooth and successful transition
• Educational and Library/Media faculty in the implementation of their curriculum and goals
• professional learning of faculty
• teachers and administrators with data-driven analysis of student learning data both internal and external

Collaborates with:
• Director of Learning and Strategic Planning on Office of Learning initiatives and projects
• Director of Curriculum and Assessment to ensure research-based teaching and assessment practices are systemically implemented
• Building-level leadership to support teachers and program implementation
• Assessment Coordinator to identify relevant data and processes for data analysis with administration and teachers
• Educational Technology and Library/Media to ensure a common, consistent, and coordinated approach to the support of teaching and learning

Attends:
• Curriculum meetings directed by the Director of Curriculum and Assessment
• Learning Leadership Team meetings
• Learning Connections Meeting
• School-based leadership team 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 curriculum and school-wide teaching and learning priorities.


QUALIFICATIONS AND EXPERIENCE REQUIRED:

• Experience with curriculum development and collaboration across divisions and within an all-school context
• Experience and current knowledge of staff development programs and implementation
• Successful classroom teaching experiences
• Experience with UbD unit development, curriculum mapping, and effective assessment practices
• Strong ICT skills, with evidence of technology infusion in classroom practices
• Superior facilitation and organizational ability, with demonstrated ability to lead teacher groups
• The capacity to organize and deliver effective presentations to diverse audiences
Starting: 1 Jul 2021
Apply By: 28 Feb 2021
Closes In: 32 days

Intensive Needs Teacher / Life Centered Education class (Tentative)

JOB GOAL / PURPOSE:
To work closely with the Director of Student Support Services in the development of an inclusive program for students with intellectual/cognitive disabilities; to lead professional learning about disability and inclusion; and to teach and program for students with intellectual disabilities.

DUTIES/RESPONSIBLES:
● Teaching:
 Teaches students with intellectual disabilities
 Plans and implements an individualized program for each student using modified and Life Skills / Functional Academics curricula
 Manages unexpected student behavior using positive behavioral interventions
● Facilitating / Leading:
 Leads professional conversations about the appropriate integration of students with intellectual disabilities throughout the school
 Teaches neurotypical students about disability awareness and champions awareness events and programs that highlight inclusion (i.e. World Autism Day/Down Syndrome Day, Best Buddies, Special Olympics, etc.)
 Supports parents in their understanding of disability and long-term planning and impact
● Documenting / Reporting:
 Writes comprehensive Individual Learning Plans for each student
 Reports progress to parents, students, and grade level teachers
 Creates lesson and unit plans for each student appropriately aligned with age and/or grade expectations
● Learning:
 Participates in professional learning to maintain knowledge of current pedagogical practices, understand the school and local community, and build skills where improvement is needed

Supervises:
• Instructional Assistants

Directs:
● Instructional Assistants to implement modified curriculum, manage unexpected behaviors, and facilitate appropriate integration

Collaborates with:
● Director of Student Support Services in the development and implementation of an intensive learning needs program for students with intellectual disabilities
● Classroom teachers in the appropriate integration of students with intellectual disabilities in classroom settings, strategies for social inclusion, and disability awareness
● Parents in developing individual learning plans based on current and future student needs and family plans

Attends:
● Student support team meetings
● Grade level team meetings

Engages:
● in positive and authentic interactions in order to build strong relationships with colleagues, students, and parents
● in challenging and joyful learning

QUALIFICATIONS AND EXPERIENCE REQUIRED:
● Master’s Degree with certification in Special Education with an emphasis in severe/profound disabilities or intellectual disabilities
● Current teaching certificate
● Minimum two years’ experience of successfully teaching students with intellectual disabilities in an inclusive school setting
● Expertise in current special education pedagogy, research, and practices
● Proficient knowledge of curriculum modification and implementation of a Life Skills curriculum
● Demonstrated ability to collaborate with colleagues and partner with parents
● Strong oral and written communication skills, in English
Starting: 1 Jul 2021
Apply By: 28 Feb 2021
Closes In: 32 days