CDNIS is creating two new middle leadership positions which will focus on leading a cohesive approach to the delivery of innovative, research-based learning in the key areas of Mathematics/Science and Language from Early Years to Grade 5.
The Leader of Mathematics and Science Innovation and Leader of Language Innovation are non-class based roles. They will report directly to the Lower School Principal but will work closely on a day-to-day basis with the PYP Coordinator. They will collaborate closely with the Lower School Pedagogical Leadership Team (PLT), which includes the Principal, Vice Principals and PYP Coordinator and is responsible for overseeing the curriculum and setting the pedagogical vision and direction of the Lower School. They will also play a key role in the Lower School Learning Leader Team, which includes all grade level and subject specialist team leaders, and is responsible for contributing to the pedagogical direction, setting priorities and implementing the vision in the classrooms.
CDNIS has long enjoyed a reputation as an innovative school. We are also committed to a one-school approach to the development of curriculum and pedagogy, to ensure our students enjoy a cohesive learning journey from Early Years to Grade 12, across the PYP, MYP, IBDP and OSSD programmes. In 2017 CDNIS launched Project Innovate, a EY-12 initiative to bring future-ready learning to our students, to provide them with the skills, mindsets and dispositions they need to be successful in the age of the Fourth Industrial Revolution. Our model of future-ready learning is built around the three pillars of exceptional core skills, 21st century competencies and character development. This is supported by a range of pedagogical approaches including play, experiential, hands-on learning, personalised learning, project-based learning and design thinking and is underpinned by inquiry and transdisciplinary learning.
The creation of these roles demonstrates our commitment to the important role of the core skills of Mathematics, Science and Language within our inquiry-based, transdisciplinary PYP programme.
The roles involve the following:
● Overseeing the development, implementation and review of the curriculum in Mathematics/Science or Language in collaboration with the PLT
● Ensuring there is alignment in curriculum, pedagogy and practice both within and between grade levels
● Continuing to develop innovative, research-based pedagogical practices in line with our model of future-ready learning
● Providing Lower School educators with in-house professional development to ensure educators have a cohesive understanding and the skills required to implement the pedagogical practices we advocate
● Providing Lower School educators with hands-on support in developing innovative pedagogical practices through modelling in the classroom
● Supporting the planning process through attendance at collaborative planning meetings
● Leading the continued development of common assessments
● Leading the analysis of MAP and other assessment data to enable teachers to track individual student progress and to enable PLT to monitor the success of our programmes
● Supporting educators in the further development of differentiation skills to enable them to successfully meet the wide range of learning needs within each classroom
● Supporting the further development of inquiry-based, concept driven transdisciplinary learning
Qualifications, Experience and Qualities
● A Bachelor’s degree and elementary teacher certification
● At least 5 years teaching experience
● Experience teaching and/or leading in the PYP or a similar inquiry-based programme
● Demonstrated passion and expertise in Mathematics/Science or Language, including significant professional development in the subject area
● Prior curriculum leadership experience is preferred
● Exceptional communication and interpersonal skills
● An excellent understanding and experience of implementing innovative pedagogies, including hands-on, experiential learning, project-based learning, personalised learning, design thinking and maker culture
● Experience of coaching and delivering professional development
● Experience working in a large, busy international school preferred
CDNIS reserves the right to make an appointment at any time, even before the deadline if an exceptional candidate is identified early in the process. For this reason, interested candidates are encouraged to apply at the earliest possible time. Personal data is collected and used for recruitment purposes only.
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