Job Purpose
To implement and deliver an appropriately broad, balanced, personalised, and differentiated curriculum
To plan and implement challenging learning experiences that engage all students of all abilities
To contribute to raising standards of students’ academic performances
To support the school’s responsibility to provide and monitor opportunities for students’ holistic development  To monitor and assess the progress of students as a teacher
To support the overall development of students as a Form Tutor

Main Duties
Curriculum Team Leader for English
Students in your charge
Teaching and support staff, parents, Centre Director
To ensure a high-quality learning experience for students which meets internal and external standards  To ensure consistency of teaching and learning data in required digital platforms
To deliver a designated programme of teaching
To prepare and update subject materials
To ensure that numeracy and other cross-curricular requirements are reflected in the learning experience of students
To mark, grade, and give written, verbal and diagnostic feedback as required
To maintain discipline in accordance with school policy and to encourage good practice with regard to punctuality, behaviour, standards of work and homework
To assess, record, and report on the attendance, progress, development, and attainment of students and to keep accurate records as required
To provide and/or contribute to, oral and written assessments, reports, and references relating to individual students and groups of students
To carry out an assessment of students as required by examination bodies, departmental and school procedures  To set clear and challenging targets for each student that build on prior attainment
To ensure the effective deployment of classroom support
To be familiar with the needs of students with additional needs and plan appropriately to meet those needs  To maintain teaching areas in a safe and organised manner
To make classrooms stimulating environments for learning

Job Title: IB MYP Coordinator
Reports to: Principal / Head of School
Position Type: Full-Time

Job Overview:
This job description is to be read in conjunction with the Middle School/High School classroom teacher’s job description. The Middle Years Program Coordinator is an informed, reflective practitioner who uses Inquiry learning strategies within the MYP framework to create positive learning environments which motivate and challenge all learners to become self-regulated, life-long learners and leaders. Consistent with SIBS policies, the Middle Years Program Coordinator, alongside the Principal, will act as the pedagogical leader of the MYP in the school. The position holder will have a commitment to collaborative planning and is responsible for ensuring that pedagogical aspects are discussed, information is disseminated and the MYP is planned, taught and assessed collaboratively.

Responsibilities and Duties:
Liaison between IBO and school v Defining the culture of school based on the MYP learner profile
Developing the programme and its whole-school implementation Grades (6-10). Phase 1: 6-8 grade.
Facilitating inquiry
Promote international-mindedness in the school
Articulation of the programme
Professional development: workshops, conferences, school visits, induction; IB networks
Supporting the IB authorization and evaluation processes
Recording, collating and archiving materials, including recording the MYP Personal Project
Developing assessment, language, and academic honesty policies
To be familiar with and promote understanding and use of all MYP documents
Be fully conversant with all MYP publications
Ensure that copies of IB publications pertaining to the MYP section of the school are available to all staff members
Establish and maintain a record of completed IB Middle Years Planners
Publish the school’s programme of inquiry
Lead the process of developing or reviewing the school’s curriculum documents, scope and sequence documents
Model IB planning, assessment, and implementation
Ensure that agreements are formulated for teaching and learning and for assessment
Ensure the development of an action plan and, advise and support the formulation of the school’s strategic development plan
Maintain the archive of MYP records from one year to the next, including the personal project
Ensure that the document entitled General regulations: Middle Years Programme is supplied to parents/guardians
Ensure that the document entitled Rules for IB World Schools: Middle Years Program shared with relevant staff.

Professional development:
Ensure that staff members are made aware of professional development opportunities
Ensure IB teaching staff receive ongoing training in the delivery of the programme
Make recommendations regarding professional development opportunities on and off campus
Keep a record of workshop attendance and school visits to ensure equality of opportunity to identify ongoing needs, and to complete authorization and programme evaluation forms
Provide appropriate guidance and support are given to staff to implement the programme (for example, use of the MYP planner, use of an appropriate diversity of assessment strategies, planning the personal project)
Assist teams or individuals in developing and documenting units of inquiry and individual student inquiries
Support the teachers responsible for, and the students involved in, the PYP exhibition in the final year of the programme
Ensure that all MYP teachers are issued with passwords to access ‘MY IB’

Resource Management
Make recommendations for the purchase of suitable resources to support the implementation of the programme
Be responsible for the establishment of an inventory of resources to facilitate efficient collaboration
Identify resources within the local community to aid the implementation of the MYP

Communication:
Ensure that all requirements of the IB concerning the implementation of the programme are adhered to
Set up systems for communication and collaboration among all staff members involved in implementing the programme
Conduct parent information sessions
Develop, create a school newsletter and publish articles pertaining to the programme in the school newsletter
Circulate all relevant information received from the IB and ensure that teachers and other staff are kept up to date with current developments in the programme
Prepare and submit any documentation required for authorization and evaluation
Respond to requests for information (for example, questionnaires) from the IB
Provide a liaison between the school and the IB
Provide outreach to the wider MYP community through MY IB discussion forums, email and hosting visits from other schools
Promote the use of the MY IB within the school community
Recommend exemplary teachers to participate in curriculum development meetings
Further details of the role and responsibilities of MYP Coordinators are available from the IBO, in particular refer to the ‘Responsibilities of the pedagogical leadership team’ section of ‘MYP: Principles to Practice’.
While every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description.
This job description may be amended at any time following discussion between the Head of School and member of staff, and is to be reviewed annually.
The MYP Coordinators reports to the Head of School.

Personal Qualities:
A demonstrated and genuine liking and appreciation of children
Inclusive
Flexible and adaptable
Resilient
Sense of humor
High standards and expectations
Motivated, a go-getter

Core Competencies:
Establish and maintain good relationships with colleagues, learners and parents
Collaborate
Communicate effectively orally and in writing
Deal effectively and non confrontationally with learners and staff
Positively influence others
Listen actively
Motivate and engage with colleagues

Knowledge and Understanding:
Deep knowledge and understanding of conceptually based planning and learning
Practical understanding of effective teaching and learning strategies
Theoretical understanding of effective teaching and learning strategies
Relevant curriculum knowledge
Understanding and knowledge of principles and practice of inclusion

Qualifications and Training:
IBO
Local and International MYP Coordinator Networks
School leadership team v Middle School teachers
Administration staff v Parents and learners Personal Specification Qualifications and Training
A degree plus teaching qualification (or equivalent) in a relevant area
Higher degree or recognized professional qualification (preferred)
Evidence of continued relevant professional development.
IB experience (preferred, not required)

Experience:
Two years administrative experience
Experience of teaching the MYP (preferred)
Experience in teaching learners with diverse needs, especially EAL
Experience and knowledge of curriculum design and development

Job Summary:
An Elementary School music teacher at SIBS is responsible for supporting the school’s development toward a comprehensive fine and performing arts program. There will be a shift from band only offered in Middle School and High School to offering Grade 5 Concert Band, in addition to General Music, with a view to building capacity in students for success in secondary band programs.

Qualifications:
1. Desired qualifications: Bachelor’s Degree in music Education or Bachelor’s Degree with Teaching Certificate in subject area preferred, evidence of enrollment in an accredited college/university in completing a state approved teacher preparation program within 3 years of date of hire or in the field experience.
2. Evidence of knowledge of NAFME Music Standards and the ability to implement it.
3. Evidence of ability to interact collaboratively with faculty, students, parents, and administration.
4. Evidence of excellent oral and written skills in English.

Roles and Responsibilities:
- Teach music courses to students including voice, tone, tempo and rhythm skills.
- Teach beginner instruments including trumpet, baritone horn, clarinet, and flute.
- Train, rehearse and lead students in school and community musical programs.
- Conduct music classes according to rules and regulations established by administration.
- Develop and maintain an effective music educational program for students.
- Schedule daily classes to instruct and rehearse within the assigned time.
- Understand potentials and skills of each student and guide individual student according to their skills.
- Evaluate student performance and provide feedback and assistance to improve their musical skills.
- Maintain lesson plans and instructional materials for students.
- Recommend maintenance and repairs for musical instruments when necessary.
- Maintain student behavioral standards to ensure productive and disciplined environment during group
rehearsals, practices, and performances.
- Collaborate with school administration to organize musical programs for civic functions and school
productions.
- Monitor students in and out of the classrooms.
- Maintain safe and positive learning environment for students.
- Participate in curriculum development programs, student activities and faculty committees.
- Attend educational workshops, training and professional improvement programs to maintain
professional competence.
- Maintain student grading and attendance records.
- Evaluate student progress and ensure that students complete daily assignments.

Elementary Homeroom Teacher:

At SIBS the ES Homeroom teaching role is consistent with what would be expected in a traditional ES classroom in North America. The class sizes vary between 15 and 20 students.
- All core subjects are to be planned for and taught.
- Running records are utilized for reading progress monitoring and multiple other assessments are used in order to measure growth.
- The teacher should employ a high degree of classroom management, communication skills and curriculum knowledge.
- Planning time should be used to prepare programs for learning and for developing curriculum.

• Candidates in mainland China at the time being are greatly preferable for the COVID-19 situation
• Bachelor's degree with at least 2 years relative working experience
• Develop and implement effective learning programs
• Establish learning objectives and goals clearly
• Use various methods such as oral presentation, workshops, discussion, etc. for instruction
• Implement small group guided reading
• Utilize differentiation strategies to meet the needs of all learners
• Prepare lesson materials, homework, assignments, etc.
• Create an interactive classroom environment for students
• Develop classroom standards to maintain student discipline and behavior based upon Responsive Classroom principles
• Collaborate with grade level and division teams
• Create and administer grade level formative and summative assessments
• Administer standardized, school-wide assessments and participate in collaborative data analysis efforts
• Evaluate student performance regularly and prepare report cards
• Communicate regularly with parents on student performance
• Provide technical guidance and materials to substitute teachers
• Perform school administrative activities as and when needed
• Work with colleagues to identify and address student health, behavioral, and learning issues
• Conduct classes as per the designated schedule
• Carry out all professional responsibilities outside the classroom, including but not limited to: supervision, arrival and departure times, field trips, etc.
• Participate in the staff evaluation process, which includes self-reflection and administrative observations

Elementary Homeroom Teaching:

At SIBS the ES Homeroom teaching role is consistent with what would be expected in a traditional ES classroom in North America. The class sizes vary between 15 and 20 students.
- All core subjects are to be planned for and taught.
- Running records are utilized for reading progress monitoring and multiple other assessments are used in order to measure growth.
- The teacher should employ a high degree of classroom management, communication skills and curriculum knowledge.
- Planning time should be used to prepare programs for learning and for developing curriculum.

• Candidates in mainland China at the time being are greatly preferable for the COVID-19 situation
• Bachelor's degree with at least 2 years relative working experience
• Develop and implement effective learning programs
• Establish learning objectives and goals clearly
• Use various methods such as oral presentation, workshops, discussion, etc. for instruction
• Implement small group guided reading
• Utilize differentiation strategies to meet the needs of all learners
• Prepare lesson materials, homework, assignments, etc.
• Create an interactive classroom environment for students
• Develop classroom standards to maintain student discipline and behavior based upon Responsive Classroom principles
• Collaborate with grade level and division teams
• Create and administer grade level formative and summative assessments
• Administer standardized, school-wide assessments and participate in collaborative data analysis efforts
• Evaluate student performance regularly and prepare report cards
• Communicate regularly with parents on student performance
• Provide technical guidance and materials to substitute teachers
• Perform school administrative activities as and when needed
• Work with colleagues to identify and address student health, behavioral, and learning issues
• Conduct classes as per the designated schedule
• Carry out all professional responsibilities outside the classroom, including but not limited to: supervision, arrival and departure times, field trips, etc.
• Participate in the staff evaluation process, which includes self-reflection and administrative observations

Immediate Opening for Director of Academics for Secondary School:

-- Report to Principal of Secondary School,
-- Manages the day-to-day instructional delivery and perform quality control;
-- Respond to the dynamic differentiated learning needs of students, make tactical adjustments to instruction and learning support;
-- Must be specialized in one of the following areas: instructional coaching, pedagogic leadership, in-depth subject area knowledge with extensive teaching practices, curriculum development and implementation, academic standards (AP, IBMYP, IBDP, IGCSE, or ALEVEL) unpacking and implementation;
-- Strong English & cross-cultural communication skills;
-- M.S. in relevant fields is required;
--Must be currently in educational administration position and at least two years of similar experience.

MS/HS Language Arts
JOB SUMMARY: Under the direction of the School Principal the teacher is responsible for the education of assigned students and will create a flexible program and class environment favorable for learning and personal growth. The teacher will establish effective rapport with students; motivate students to develop skills, attitudes, and the knowledge needed to provide a good foundation for further education, and do so in accordance with each student's ability. Professional relations will be developed and maintained with other staff and parents.

ESSENTIAL FUNCTIONS
1. Teach English, utilizing the course of study adopted by SIBS, correlated with other appropriate learning activities.
2. Develop lesson plans, adapt the curriculum to meet individual student needs, and utilize effective teaching techniques in translating lesson plans into productive student learning experiences which best utilize the time available for instruction.
3. Utilize computers and other technological classroom support equipment in student instruction.
4. Control the storage and use of school-owned property; make minor adjustments and request repairs as required.
5. Maintain classroom organization and discipline.
6. Establish and maintain standards of student behavior needed to achieve a functional learning atmosphere.
7. Provide and maintain a safe and supervised environment in the classroom and on the school grounds.
8. Devise and utilize techniques that accurately measure student progress.
9. Evaluate student's academic and personal growth keeping appropriate records, and prepare progress reports.
10. Communicate with parents through conferences and other means discussing academic and personal progress; interpret school programs.
11. Communicate and cooperate with other professional staff in academic and personal growth areas.
12. Demonstrate professional ethics as outlined by school policy.
13. Conform to school policies, including attendance, absences, and evaluations.
14. Attendance must be adequate to acceptably perform listed job functions.

MARGINAL FUNCTIONS
1. Create an effective learning environment through functional and attractive displays, bulletin boards, and interest centers.
2. Select and requisition books and instructional materials; maintain required inventory records.
3. Administer group standardized tests in accordance with school testing programs.
4. Participate in faculty meetings, committees and the sponsorship of student activities.
5. Maintain professional competence through in-service education activities provided by the school and through self-selected professional growth activities.
6. Perform other job duties as required.

Required Knowledge, Skills & Abilities Necessary to Performance of Essential Functions:
1. Possess problem-solving skills.
2. Establish and maintain effective working relationships with students, school staff, district staff, and patrons.
3. Communicates effectively.
4. Knowledge of USA Common Core State Standards

Required Education and Training for Essential Functions:
1. Valid university degree in education with a concentration in secondary English Language Arts
2. Valid teaching credential (USA state licensure, PGCE, etc.) preferable

Develop and implement effective learning programs
Establish learning objectives and goals clearly
Utilize differentiation strategies to meet the needs of all learners
Prepare lesson materials, homework, assignments, etc.
Create an interactive classroom environment for students
Develop classroom standards to maintain student discipline and behavior based upon Responsive Classroom principles
Collaborate with grade level and division teams
Create and administer grade level formative and summative assessments
Administer standardized, school-wide assessments and participate in collaborative data analysis efforts
Evaluate student performance regularly and prepare report cards
Communicate regularly with parents on student performance
Provide technical guidance and materials to substitute teachers
Perform school administrative activities as and when needed
Work with colleagues to identify and address student health, behavioral, and learning issues
Conduct classes as per the designated schedule
Participate in the staff evaluation process, which includes self-reflection and administrative observations