The Dewey Schools

Attending
Feb 2021
iFair® February 2021
Attending
Mar 2021
iFair® March 2021

The Dewey Schools

The Dewey Schools exemplify the designing of schools where a positive attitude towards learning and friendship is ignited in each student. The fundamental mission of the school is to cultivate the student’s character development and to serve the community with commitment. We highly value inquiry, impact, and innovation in education, along with the focused vision and mission in creating global influences.

The Dewey Schools inspire students to explore themselves and the potential opportunities in the world around them. We create learning experiences with and for the students, connecting the essential skills to real-world opportunities and future possibilities. We believe that our students, the little people, do have big ideas, and we hope to empower them to make a difference in our world, now.

VISION

THE DEWEY SCHOOLS – The pioneering International Bilingual Schools, delivering world-class education, that parents look for, students love, and staff are proud of.

MISSION

Our purpose is to empower and enable generations with the necessary knowledge and skills to master world changes and be leaders that positively impact communities wherever they are.

CORE VALUES

Integrity:
Commit to what you say, promise, and do with honesty and responsibility.

Passion:
Enthusiastically develop your areas of interest, inspiring, and motivating everyone around.

Generosity:
Live with kindness and empathy while respecting diversity and positively contributing to family and society.

Lifelong learning:
Demonstrate a love of learning and actively pursue knowledge that positively impacts your personal development and your community.

  • About the School
  • Working with Us
  • Benefits
  • Vacancies
Public
Profit
.
Boarding
Co-Educational
None
Council of International Schools (CIS)

Contact Information
Contact Details
(+84) 24.7108.8998
The Dewey Schools
No. 89 Khuc Thua Du street, Dich Vong ward
Urban area Tay Ho Tay, Xuan Dinh, Bac Tu Liem, Ha Noi
Vietnam
Not set
Hanoi
Cau Giay district
100000

Media Links
Education Information
None Provided
English
Other
Nursery
12

Tuition Fees
Not Set
Not Set

Teacher Information
99
69
30
6

Student Information
562
95
4
Teaching Information
Not Set
August
Yes
Yes
No
Yes

Job Types and Salaries
This school has not provided this information

Visa Requirements
Years Experience
A minimum of 3 years' teaching experience
Minimum Qualification Level
A Bachelor's degree in Education or other fields with teaching certification/teaching license.
Other
A clean criminal record check.
Documents need to be authenticated and legalized.
School Benefits
Flights/Transport
One way flight tick to Vietnam.
(The school covers 70% of the expenses for a 14-day quarantine)
Dependent Opportunities
Tuition discount for up to 2 legal dependent children
Medical
Private medical insurance is provided
Other
• Paid holidays
• Paid annual leave

[HANOI, VIETNAM] MIDDLE SCHOOL NATURAL SCIENCE TEACHER (AUGUST START)

POSITION TITLE: Middle School Natural Science Teacher

REPORTS TO: Head of School

POSITION SUMMARY :
Informed by the school’s values, teachers will ensure that all students learn the content and skills required for academic success as defined by curricular and instructional objectives and overarching school goals. Instructors will teach appropriate content and skills by utilizing student-centered, project-based curriculum material adopted by the school, as well as providing appropriate supplemental and teacher-made materials as needed; develop appropriate lesson plans that accommodate the range of learning styles and specialized needs of students in the classroom; create a learning environment that encourages positive social interaction, active engagement, and self-motivation; and, actively participate with colleagues in school improvement activities, professional development, curriculum, instruction, and assessment meetings as well as student support meetings.
QUALIFICATIONS:
A Bachelor's degree in Education/Science/Mathematics (other similar degrees will be considered) and Teacher Certification/License or PGCE in Education from U.S.A., Canada, U.K., Australia, or South Africa. A Master's degree in education preferred. Candidates should have at least 3 years of full-time professional teaching experience. Experience in student-centered, project-based learning is preferred. Strength of academic background, professional experience, interview performance, and references will be considered during the selection process.

PERSONAL ATTRIBUTES: All Dewey teachers must
• -Support the mission and vision of our organization and schools.
• -Be passionate about teaching students.
• -Set high goals for our students and themselves.
• -Work tirelessly to attain these high goals.
• -Have strong knowledge and skills in their content area and in the art of teaching.
• -Be strong analytical and critical thinkers, willing to engage in debate discourse.
• -Be ready to be part of a collaborative team.
• -Be open to receiving coaching and support.
• -Demonstrate initiative, persistence, and resiliency.
• -Be results-oriented.
• -Be reflective listeners.

DUTIES AND RESPONSIBILITIES:

PLANNING AND PREPARATION: All Dewey teachers must
• -Demonstrate deep knowledge of the content area, instructional pedagogy, and project-based learning.
• -Incorporate knowledge of students' needs including academic abilities, developmental strengths or challenges, language, and culture into the implementation of instructional activities.
• -Implement interventions, accommodations, and modifications as needed.
• -Set instructional outcomes that are appropriately challenging, clear, sequenced, and aligned vertically and horizontally within and across content.
• -Complete lesson plans based on the innovative, project-based curriculum as per the direction of the Head of School.
• -Incorporate a variety of instructional resources into teaching and learning, including materials provided by the school curriculum and outside materials to support enrichment.
• -Implement a project-based, innovative curriculum design based on well-structured units that include purposeful hands-on activities, appropriate materials, and grouping that meets the individual needs of students in the classroom.
• -Use assessment to inform planning and instruction for the whole class, small groups, and individual remediation and/or enrichment learning.

CLASSROOM ENVIRONMENT: All Dewey teachers must
• -Develop and maintain strong, respectful, and productive relationships with all members of the school community.
• -Create a student-centered learning environment where the focus of instruction is on the students to be autonomous, independent, and to place the responsibility for learning in their hands.
• -Create a classroom culture that supports respectful teacher-to-student, student-to-student, and student-to-teacher communication.
• -Maintain a classroom that communicates high expectations, the value of content, and the importance of quality student work as demonstrated through the display of quality student work and instruction.
• -Develop and maintain a well-managed and well-organized classroom where there are clear structures, routines, and organization that support safety and learning. -Demonstrate a clearly defined plan for maintaining student behavior that includes clear expectations, on-going monitoring of behavior, and appropriate responses to misbehavior.
• -Maintain a classroom environment that is safe and supports the needs of a variety of learning activities.

INSTRUCTION: All Dewey teachers must
• -Deliver student-centered instruction that communicates a clear purpose, process, and is highly engaging for students.
• -Direct spoken and written language toward students that is correct, incorporates new words and concepts to stretch student vocabulary.
• -Actively engage students with high-quality questions that emphasize higher-order thinking skills while allowing for sufficient wait time.
• -Encourage and engage students in relevant conversations during instruction where students demonstrate leadership and allow for a variety of voices to be -heard.
• Design and implement activities and assignments that cognitively engage students while allowing for adaptation and ownership to meet students’ individual needs.
• -Utilize grouping (mixed-ability or same-ability depending upon the task and focus) to support classroom learning.
• -Actively monitor student understanding and performance within and beyond the classroom to inform planning and instruction.
• -Provide regular feedback to students that is constructive and supports growth and improvement.
• -Develop systems and processes that allow students to self-assess and improve performance on tasks.
• -Demonstrate flexibility and responsiveness to adjust lessons to meet the needs of students while also maintaining persistence in finding effective learning strategies that will support student success.

PROFESSIONAL RESPONSIBILITIES: All Dewey teachers must
• -Demonstrate appropriate reflection on the effectiveness of lessons or units to inform future instruction.
• -Maintain accurate records of completion of student assignments, student progress/grades/rubrics, and non-instructional records needed to support teaching and the functioning of the school.
• -Involve students in monitoring, interpreting, and acting on feedback.
• -Communicate with parents or guardians on a regular basis in regard to course expectations, instructional program, and student progress (positive feedback and concerns).
• -Engage parents by getting them involved in the school community or by attending school events.
• -Participate positively in the school community by building strong and productive professional relationships, engaging in a culture of inquiry focused on school or student improvement, providing service to the school, and by participating in school projects and special events.
• -Actively initiate and engage in opportunities to grow professionally including but not limited to participation in professional development, instructional coaching, and feedback from colleagues or administration.
• -Provide service to the profession and fellow teachers by assisting other educators and seeking to contribute to the advancement of the profession.
• -Demonstrate professionalism by conducting oneself with integrity, ethics, provision of service, and advocacy for students and families.
• -Participate in team or departmental decision-making by maintaining an open mind and acting in the best interests of students.
• -Comply with campus, school, and district regulations.

• OTHER RESPONSIBILITIES: All Dewey teachers must
• -Refer students that are struggling academically, socially, emotionally, or academically to the school-based intervention team.
• -Complete school-based documentation in a timely manner including but not limited to interim reports, report cards, student logs, incident reports, etc.
• -Provide supervision for students at all assigned times during the school day.
• -Accept responsibility for the completion of a minimum of one additional duty and an advisory course.
• -Any additional duties assigned at the discretion of their supervisor.

WHAT WE OFFER:
• Visa/work permit sponsor, including spouse and up to 2 dependents
• Paid personal leave days and public holidays
• Reimbursed flight ticket and 50% costs of hotel and meals during quarantine (if any)
• KPI (Key Performance Index) bonuses
• The 11th salary as bonus for completion of 10 working months
• Professional development opportunities
• Ongoing support for new teachers, such as airport pickup, bank assistance, phone set-up, etc.
• Tuition discount for up to 2 children
Starting: 16 Aug 2021
Apply By: 31 Jul 2021
Closes In: 36 days

[HANOI & HAI PHONG, VIETNAM] DEPUTY HEAD OF MIDDLE SCHOOL POSITION WITH A START

The Deputy Head of Middle School will be a leader of learning and an exemplary educator with excellent interpersonal and organisational skills. The role has responsibility for the development and implementation of sound curriculum practices and the organisational aspects of the day to day running of the School. The Deputy Head of Middle School will work collaboratively with the teaching staff to enable the delivery of innovative learning programs that inspire our students to love learning and attain their personal best.
Strong academic leadership will be matched by sensitive pastoral care of students and colleagues. The Deputy Head of Middle School is a member of the School’s Senior Leadership Team (PAB) and is expected to support and participate in the co-curricular life of the school.

ROLE DESCRIPTION

Leadership:

• Leads to teaching and learning through strategic and collaborative engagement with the teaching staff to enable students to thrive.
• Uses interpersonal skills to:
o Lead curriculum delivery and student learning
o Provide pastoral care to students to support wellbeing and in managing behaviour and resolving conflict
o Work collaboratively to nurture, grow and support staff
o Proactively support parents
o Build trust through diplomatic and confidential interactions

• Proactively model exemplary and inspired teaching practice where a love of learning and inquiry are visible
• Collaborate with the Head of School to set the strategic vision and to determine implementation
• Assist in staff recruitment, appointment, orientation, and ongoing professional growth Curriculum
• Plan, develop, coordinate, implement, and evaluate curriculum in collaboration with the 1–12 Observation Policy.

Important elements to this role will be the implementation of the curriculum, accreditation process, and pastoral side to education.
• Develop, refine, and review school-based curriculum documents that support the TDS academic purpose.
• Support the accreditation process from an Elementary or Secondary perspective for each visitation every 3-5 years
• Coordinate and support staff to grow professionally through goal setting and teacher-led inquiry
• Develop and monitor school-based curriculum, programming, and assessment documents to ensure practices are aligned with 21st Century learning capabilities
• Lead the collection of student data and analysis with teachers
• Take a mentoring role with teachers, overseeing the writing of teaching programs, paying attention to:
o Alignment with TDS requirements
o Scope and sequence
o Pedagogy
o Differentiated curriculum outcomes, indicators, and content to cater to student needs with special focus on high potential learners
o Integration of curriculum to embed STEAM, service-learning outcomes, international curriculum
o Evaluation of program and students’ performance Organisation
• Devise and maintain academic timetables and duty rosters to support student learning and wellbeing
• Recruit, roster, and allocate relief staff on a day to day basis
• Manage weekly timetable changes and general day to day running of the school
• Lead assemblies and meetings when required
• Coordinate events (eg: photo days, whole school functions)
• Supervise organisation and approval of excursions, including risk assessment and parent communication
• Organise and facilitate standardised and external testing across the school, including MAP and WiDA testing
• Organise and supervise the report writing process
• Update the relevant section of the Staff Handbook each year
• Liaise with universities to ensure the suitable appointment and allocation of practicum students
• Other duties as they might arise

Teaching Duties

The role includes a teaching load of up to 50% with particular responsibility for modeling exemplary and innovative teaching practice to students and teachers from Grade 6 onwards. Typically, these programs will be developed and taught in collaboration with classroom teachers.

General Duties

• Attend and act on weekly Elementary or Secondary School Meetings
• Attend and act on weekly Leadership Meetings
• Raise curriculum and organisational issues at meetings
• Attend organizational meetings and other professional groups as appropriate
• Attend Senior Leadership Team meetings

Co-curricular

• Participate fully in the co-curricular program as negotiated with the Head of School
• Be fully involved in the life of the school eg including attending parent functions, concerts, sporting events, camps and other activities as required Support for Head of School
• Be a positive line of communication for all staff members
• Provide loyal, confidential, and honest advice to the Head of School

Support for the School

• Be completely supportive of the whole School and the Executive Director
• Support the mission and foundation of the School and the organization

Additional Duties

• Based on areas of expertise, assume additional responsibilities to support the success of students, the school, and the organization.

Benefits:
• One-way flight ticket to Vietnam
• Visa/work permit sponsor, including spouse and up to 2 dependents
• Paid personal leave days and public holidays
• Professional development opportunities
• Ongoing support for new teachers, such as airport pickup, bank assistance, phone set-up, etc.
• Tuition discount for up to 2 children
Starting: 2 Aug 2021
Apply By: 31 Jul 2021
Closes In: 36 days

[HANOI, VIETNAM] ELEMENTARY SCHOOL ENGLISH TEACHER POSITION (AUGUST START)

POSITION TITLE: Elementary School English Teacher

REPORTS TO: Head of School
POSITION SUMMARY :
Informed by the school’s values, teachers will ensure that all students learn the content and skills required for academic success as defined by curricular and instructional objectives and overarching school goals. Instructors will teach appropriate content and skills by utilizing student-centered, project-based curriculum material adopted by the school, as well as providing appropriate supplemental and teacher-made materials as needed; develop appropriate lesson plans that accommodate the range of learning styles and specialized needs of students in the classroom; create a learning environment that encourages positive social interaction, active engagement, and self-motivation; and, actively participate with colleagues in school improvement activities, professional development, curriculum, instruction, and assessment meetings as well as student support meetings.
QUALIFICATIONS:
A Bachelor's degree in English as a Second Language Education (other similar degrees will be considered) and Teacher Certification/License or PGCE in Education from U.S.A., Canada, U.K., Australia, or South Africa. A Master's degree in education preferred. Candidates should have at least 3 years of full-time professional teaching experience. Experience in student-centered, project-based learning is preferred. Strength of academic background, professional experience, interview performance, and references will be considered during the selection process.

PERSONAL ATTRIBUTES: All Dewey teachers must
• -Support the mission and vision of our organization and schools.
• -Be passionate about teaching students.
• -Set high goals for our students and themselves.
• -Work tirelessly to attain these high goals.
• -Have strong knowledge and skills in their content area and in the art of teaching.
• -Be strong analytical and critical thinkers, willing to engage in debate discourse.
• -Be ready to be part of a collaborative team.
• -Be open to receiving coaching and support.
• -Demonstrate initiative, persistence, and resiliency.
• -Be results-oriented.
• -Be reflective listeners.

DUTIES AND RESPONSIBILITIES:

PLANNING AND PREPARATION: All Dewey teachers must
• -Demonstrate deep knowledge of the content area, instructional pedagogy, and project-based learning.
• -Incorporate knowledge of students' needs including academic abilities, developmental strengths or challenges, language, and culture into the implementation of instructional activities.
• -Implement interventions, accommodations, and modifications as needed.
• -Set instructional outcomes that are appropriately challenging, clear, sequenced, and aligned vertically and horizontally within and across content.
• -Complete lesson plans based on the innovative, project-based curriculum as per the direction of the Head of School.
• -Incorporate a variety of instructional resources into teaching and learning, including materials provided by the school curriculum and outside materials to support enrichment.
• -Implement a project-based, innovative curriculum design based on well-structured units that include purposeful hands-on activities, appropriate materials, and grouping that meets the individual needs of students in the classroom.
• -Use assessment to inform planning and instruction for the whole class, small groups, and individual remediation and/or enrichment learning.

CLASSROOM ENVIRONMENT: All Dewey teachers must
• -Develop and maintain strong, respectful, and productive relationships with all members of the school community.
• -Create a student-centered learning environment where the focus of instruction is on the students to be autonomous, independent, and to place the responsibility for learning in their hands.
• -Create a classroom culture that supports respectful teacher-to-student, student-to-student, and student-to-teacher communication.
• -Maintain a classroom that communicates high expectations, the value of content, and the importance of quality student work as demonstrated through the display of quality student work and instruction.
• -Develop and maintain a well-managed and well-organized classroom where there are clear structures, routines, and organization that support safety and learning. -Demonstrate a clearly defined plan for maintaining student behavior that includes clear expectations, on-going monitoring of behavior, and appropriate responses to misbehavior.
• -Maintain a classroom environment that is safe and supports the needs of a variety of learning activities.

INSTRUCTION: All Dewey teachers must
• -Deliver student-centered instruction that communicates a clear purpose, process, and is highly engaging for students.
• -Direct spoken and written language toward students that is correct, incorporates new words and concepts to stretch student vocabulary.
• -Actively engage students with high-quality questions that emphasize higher-order thinking skills while allowing for sufficient wait time.
• -Encourage and engage students in relevant conversations during instruction where students demonstrate leadership and allow for a variety of voices to be -heard.
• Design and implement activities and assignments that cognitively engage students while allowing for adaptation and ownership to meet students’ individual needs.
• -Utilize grouping (mixed-ability or same-ability depending upon the task and focus) to support classroom learning.
• -Actively monitor student understanding and performance within and beyond the classroom to inform planning and instruction.
• -Provide regular feedback to students that is constructive and supports growth and improvement.
• -Develop systems and processes that allow students to self-assess and improve performance on tasks.
• -Demonstrate flexibility and responsiveness to adjust lessons to meet the needs of students while also maintaining persistence in finding effective learning strategies that will support student success.

PROFESSIONAL RESPONSIBILITIES: All Dewey teachers must
• -Demonstrate appropriate reflection on the effectiveness of lessons or units to inform future instruction.
• -Maintain accurate records of completion of student assignments, student progress/grades/rubrics, and non-instructional records needed to support teaching and the functioning of the school.
• -Involve students in monitoring, interpreting, and acting on feedback.
• -Communicate with parents or guardians on a regular basis in regard to course expectations, instructional program, and student progress (positive feedback and concerns).
• -Engage parents by getting them involved in the school community or by attending school events.
• -Participate positively in the school community by building strong and productive professional relationships, engaging in a culture of inquiry focused on school or student improvement, providing service to the school, and by participating in school projects and special events.
• -Actively initiate and engage in opportunities to grow professionally including but not limited to participation in professional development, instructional coaching, and feedback from colleagues or administration.
• -Provide service to the profession and fellow teachers by assisting other educators and seeking to contribute to the advancement of the profession.
• -Demonstrate professionalism by conducting oneself with integrity, ethics, provision of service, and advocacy for students and families.
• -Participate in team or departmental decision-making by maintaining an open mind and acting in the best interests of students.
• -Comply with campus, school, and district regulations.

• OTHER RESPONSIBILITIES: All Dewey teachers must
• -Refer students that are struggling academically, socially, emotionally, or academically to the school-based intervention team.
• -Complete school-based documentation in a timely manner including but not limited to interim reports, report cards, student logs, incident reports, etc.
• -Provide supervision for students at all assigned times during the school day.
• -Accept responsibility for the completion of a minimum of one additional duty and an advisory course.
• -Any additional duties assigned at the discretion of their supervisor.

WHAT WE OFFER:
• Visa/work permit sponsored, including spouse and up to 2 dependents
• Paid personal leave days and public holidays
• Reimbursed flight ticket and a part of expenses for hotel and meals during quarantine (if any for overseas hires)
• KPI (Key Performance Index) bonuses
• The 11th salary as bonus for completion of 10 working months
• Professional development opportunities
• Ongoing support for new teachers, such as airport pickup, bank assistance, phone set-up, etc.
• Tuition discount for up to 2 children
Starting: 2 Aug 2021
Apply By: 2 Jul 2021
Closes In: 7 days

[HANOI, VIETNAM] HIGH SCHOOL ENGLISH/SOCIAL STUDIES (HUMANITIES) TEACHER (JULY S

POSITION TITLE: High School English/ Social Studies (Humanities)Teacher

REPORTS TO: Head of School

POSITION SUMMARY :
Informed by the school’s values, teachers will ensure that all students learn the content and skills required for academic success as defined by curricular and instructional objectives and overarching school goals. Instructors will teach appropriate content and skills by utilizing student-centered, project-based curriculum material adopted by the school, as well as providing appropriate supplemental and teacher-made materials as needed; develop appropriate lesson plans that accommodate the range of learning styles and specialized needs of students in the classroom; create a learning environment that encourages positive social interaction, active engagement, and self-motivation; and, actively participate with colleagues in school improvement activities, professional development, curriculum, instruction, and assessment meetings as well as student support meetings.
QUALIFICATIONS:
A Bachelor's degree in Education, English or History (other similar degrees will be considered) and Teacher Certification/License or PGCE in Education from U.S.A., Canada, U.K., Australia, or South Africa. A Master's degree in education preferred. Candidates should have at least 3 years full-time professional teaching experience . Experience in student-centered, project-based learning is preferred. Strength of academic background, professional experience, interview performance, and references will be considered during the selection process.

PERSONAL ATTRIBUTES: All Dewey teachers must
• -Support the mission and vision of our organization and schools.
• -Be passionate about teaching students.
• -Set high goals for our students and themselves.
• -Work tirelessly to attain these high goals.
• -Have strong knowledge and skills in their content area and in the art of teaching.
• -Be strong analytical and critical thinkers, willing to engage in debate discourse.
• -Be ready to be part of a collaborative team.
• -Be open to receiving coaching and support.
• -Demonstrate initiative, persistence, and resiliency.
• -Be results-oriented.
• -Be reflective listeners.

DUTIES AND RESPONSIBILITIES:

PLANNING AND PREPARATION: All Dewey teachers must
• -Demonstrate deep knowledge of the content area, instructional pedagogy, and project-based learning.
• -Incorporate knowledge of students' needs including academic abilities, developmental strengths or challenges, language, and culture into the implementation of instructional activities.
• -Implement interventions, accommodations, and modifications as needed.
• -Set instructional outcomes that are appropriately challenging, clear, sequenced, and aligned vertically and horizontally within and across content.
• -Complete lesson plans based on the innovative, project-based curriculum as per the direction of the Head of School.
• -Incorporate a variety of instructional resources into teaching and learning, including materials provided by the school curriculum and outside materials to support enrichment.
• -Implement a project-based, innovative curriculum design based on well-structured units that include purposeful hands-on activities, appropriate materials, and grouping that meets the individual needs of students in the classroom.
• -Use assessment to inform planning and instruction for the whole class, small groups, and individual remediation and/or enrichment learning.

CLASSROOM ENVIRONMENT: All Dewey teachers must
• -Develop and maintain strong, respectful, and productive relationships with all members of the school community.
• -Create a student-centered learning environment where the focus of instruction is on the students to be autonomous, independent, and to place the responsibility for learning in their hands.
• -Create a classroom culture that supports respectful teacher-to-student, student-to-student, and student-to-teacher communication.
• -Maintain a classroom that communicates high expectations, the value of content, and the importance of quality student work as demonstrated through the display of quality student work and instruction.
• -Develop and maintain a well-managed and well-organized classroom where there are clear structures, routines, and organization that support safety and learning. -Demonstrate a clearly defined plan for maintaining student behavior that includes clear expectations, on-going monitoring of behavior, and appropriate responses to misbehavior.
• -Maintain a classroom environment that is safe and supports the needs of a variety of learning activities.

INSTRUCTION: All Dewey teachers must
• -Deliver student-centered instruction that communicates a clear purpose, process, and is highly engaging for students.
• -Direct spoken and written language toward students that is correct, incorporates new words and concepts to stretch student vocabulary.
• -Actively engage students with high-quality questions that emphasize higher-order thinking skills while allowing for sufficient wait time.
• -Encourage and engage students in relevant conversations during instruction where students demonstrate leadership and allow for a variety of voices to be -heard.
• Design and implement activities and assignments that cognitively engage students while allowing for adaptation and ownership to meet students’ individual needs.
• -Utilize grouping (mixed-ability or same-ability depending upon the task and focus) to support classroom learning.
• -Actively monitor student understanding and performance within and beyond the classroom to inform planning and instruction.
• -Provide regular feedback to students that is constructive and supports growth and improvement.
• -Develop systems and processes that allow students to self-assess and improve performance on tasks.
• -Demonstrate flexibility and responsiveness to adjust lessons to meet the needs of students while also maintaining persistence in finding effective learning strategies that will support student success.

PROFESSIONAL RESPONSIBILITIES: All Dewey teachers must
• -Demonstrate appropriate reflection on the effectiveness of lessons or units to inform future instruction.
• -Maintain accurate records of completion of student assignments, student progress/grades/rubrics, and non-instructional records needed to support teaching and the functioning of the school.
• -Involve students in monitoring, interpreting, and acting on feedback.
• -Communicate with parents or guardians on a regular basis in regard to course expectations, instructional program, and student progress (positive feedback and concerns).
• -Engage parents by getting them involved in the school community or by attending school events.
• -Participate positively in the school community by building strong and productive professional relationships, engaging in a culture of inquiry focused on school or student improvement, providing service to the school, and by participating in school projects and special events.
• -Actively initiate and engage in opportunities to grow professionally including but not limited to participation in professional development, instructional coaching, and feedback from colleagues or administration.
• -Provide service to the profession and fellow teachers by assisting other educators and seeking to contribute to the advancement of the profession.
• -Demonstrate professionalism by conducting oneself with integrity, ethics, provision of service, and advocacy for students and families.
• -Participate in team or departmental decision-making by maintaining an open mind and acting in the best interests of students.
• -Comply with campus, school, and district regulations.

• OTHER RESPONSIBILITIES: All Dewey teachers must
• -Refer students that are struggling academically, socially, emotionally, or academically to the school-based intervention team.
• -Complete school-based documentation in a timely manner including but not limited to interim reports, report cards, student logs, incident reports, etc.
• -Provide supervision for students at all assigned times during the school day.
• -Accept responsibility for the completion of a minimum of one additional duty and an advisory course.
• -Any additional duties assigned at the discretion of their supervisor.

WHAT WE OFFER:
• Visa/work permit sponsor, including spouse and up to 2 dependents
• Paid personal leave days and public holidays
• Reimbursed flight ticket and 50% costs of hotel and meals during quarantine (if any)
• KPI (Key Performance Index) bonuses
• The 11th salary as bonus for completion of 10 working months
• Professional development opportunities
• Ongoing support for new teachers, such as airport pickup, bank assistance, phone set-up, etc.
• Tuition discount for up to 2 children

Starting: 26 Jul 2021
Apply By: 30 Jun 2021
Closes In: 5 days