As a subsidiary of FirstCom Solutions, Firstcom Academy is no stranger to the needs of SMEs and the digital economy. We are focused on addressing the knowledge and skills gaps faced by employees and employers as more businesses make the offline-to-online transition.

At FirstCom Academy, we’re partnering with SkillsFuture Singapore to help busy professionals transform and upgrade their careers through courses taught by industry veterans. By empowering our learners with real employable skills sought after by current market demands, we set them up for success and a fruitful career.

[Responsibilities]

• Be responsible for direct sales to professionals and corporate customers
• Identify, build and manage sales pipeline and business relationships
• Drive the entire sales cycle – from cold calling, leads generation, initial customer engagement, qualifying, consultation to closure
• Participate in prospecting activities to build a strong pipeline for the company
• Consult with prospects and pursue sales opportunities to close the deals effectively
• Engage professionals to advance opportunities by sharing on the benefits of our curriculum and understanding their learning aspirations
• Engage corporate customers to advance opportunities by carrying out activities such as using relevant marketing tools and platforms such as Google Analytics to understand clients’ digital marketing performance and propose training solutions for business digital marketing transformation

[Requirements]

• Diploma/ Degree or equivalent practical experience
• Hunter mentality and a “no fear” approach to prospecting clients
• Passion in promoting lifelong learning and employability
• Ability to communicate efficiently and possess strong presentation skills
• A strong work ethic, positive attitude and genuine desire to learn
• Highly disciplined and good time management
• Able to converse in Mandarin in order to liaise with Mandarin speaking clients
• Candidates with no prior experience are welcomed to apply as on-the-job training is provided

[Remuneration Package]

• Basic salary of up to $4,500, depending on experiences and suitability.
• Attractive individual monthly commission scheme
• Additional incentives

Job Details:

• Salary is from $3,500 - $5,500 + Fixed allowance $150 + Monthly & Quarterly Commission

• Working hours – Mon to Sunday depends on the candidate allocated to which branch but it

will be 5 working days only. Usually, 4 weekday + 1 weekends but they’re flexible.

• AL: 25 Days

Job Responsibilities:

• Establish customers' financial goals

• Determine their current financial situations to identify any shortfalls

• Develop wealth management strategies to plan for their future

• Customize solutions for individual needs and regularly review financial plans

• Be a financial solutions provider who provides affordable solutions and options to help

customers achieve their financial goals

• Act as a financial coach to provide guidance on saving

Requirements:

• Min. a Local Diploma/Degree in any discipline

• Must have at least 6 months of financial sales experience

Only shortlisted candidates will be notified
Send your resume to:
Email: [email protected]
WhatsApp: 9833 5766

ONG HUI XIN R23114158
Just Recruit Singapore Pte Ltd EA12C6295

Responsibilities:

• Overseeing full spectrum of HR activities including talent acquisition, management and retention, performance management, training and development, compensation and welfare, HR budgeting and payroll, statutory/regulatory reporting, employee work pass matters; etc.
• Involved in the full spectrum of compensations & benefits functions including payroll and budgeting
• Work with business units and employees in providing value-adding advice, support and service to attract, retain, train, develop, reward, care and engage talents.
• Lead and execute HR Operations to ensure all processes are delivered in compliance with internal policies as well as external regulations.
• Manage daily HR operations and provide guidance on appropriate handling of non-routine transactions as required.
• Recommend solutions to streamline processes and improve service delivery and employee experience.
• Develop and maintain Standard Operating Procedures (SOPs) where appropriate.
• Ensure work processes are audit compliance.

Requirements:

• Degree in Human Resource or related discipline.
• At least 5 years’ experience in HR functions, preferrably in Compensation & Benefits
• Able to review HR process changes
• Positive work attitude and good analytical skills
• Organised, meticulous, pro-active
• Excellent communication and interpersonal skills
• Working location: East

Interested applicants, please send in your latest resume. We regret to inform you that only shortlisted candidates will be notified.

EA License No: 18C9251

EA Personnel No: R22111484

Reporting to the Centre Manager on administration matters, this is a dedicated internal and external client service role. This job involves paperwork documentation and filing, engagement with parents, interactions with the children and working co-operatively with all team members.

Job Responsibilities:

• Prepare financial and centre reports (e.g. petty cash, daily collections, centre enrolment report, etc)
• Prepare monthly forms such as teachers and students’ attendance form, sign in/out forms, school bus attendance forms, etc.
• Conduct daily health checks on the children upon arrival when necessary
• Conduct check-in / check-out on the children upon arrival / dismissal when necessary
• Assist parents in the purchase of merchandise such as uniforms, haversacks, books, etc
• Administrative work (sales, collection of fees, and collection of forms) and upkeep of centre premises
• Conduct stock-taking and restocking of supplies such as merchandise and stationery
• Ensure safety of children within the premises and to the washrooms
• Update and maintain display on notice boards
• Handle other ad-hoc duties as assigned

Job Requirements:

• Diploma in Business Management with minimum of 2 years of working experience in a preschool environment.
• Proficient in MS Office (Word, Excel and PowerPoint)
• Good communication and interpersonal skills
• Meticulous, organised and able to multi-task

Additional Information:

• Attractive remuneration and staff welfare benefits
• Friendly and condusive working enviroment
• Permanent/Part Time position
• Working Hours from 8.30am to 7pm
• Saturday and Sunday

Benefits:

• Dental insurance
• Employee discount
• Parental leave
• Professional development

Supplemental pay types:

• Performance bonus
• Yearly bonus

Reporting to the Centre Manager on administration matters, this is a dedicated internal and external client service role. This job involves paperwork documentation and filing, engagement with parents, interactions with the children and working co-operatively with all team members.

Job Responsibilities:

• Prepare financial and centre reports (e.g. petty cash, daily collections, centre enrolment report, etc)
• Prepare monthly forms such as teachers and students’ attendance form, sign in/out forms, school bus attendance forms, etc.
• Conduct daily health checks on the children upon arrival when necessary
• Conduct check-in / check-out on the children upon arrival / dismissal when necessary
• Assist parents in the purchase of merchandise such as uniforms, haversacks, books, etc
• Administrative work (sales, collection of fees, and collection of forms) and upkeep of centre premises
• Conduct stock-taking and restocking of supplies such as merchandise and stationery
• Ensure safety and timely transfer of students from school to centre
• Ensure safety of children within the premises and to the washrooms
• Update and maintain display on notice boards
• Handle other ad-hoc duties as assigned

Job Requirements:

• Diploma in Business Management with minimum of 2 years of working experience in a preschool environment.
• Proficient in MS Office (Word, Excel and PowerPoint)
• Good communication and interpersonal skills
• Meticulous, organised and able to multi-task

Additional Information:

• Attractive remuneration and staff welfare benefits
• Friendly and condusive working enviroment
• Permanent position

Benefits:

• Dental insurance
• Employee discount
• Parental leave
• Professional development

Supplemental pay types:

• Performance bonus
• Yearly bonus

Job Scope:

Food Preparation:

· Assist teachers in preparing food for every practical lesson in Food Labs 1 and 2

· Take stock of leftover perishable food daily, and keep teacher updated

Cleaning Duties:

· Ensure cleanliness of Food Labs 1 and 2, and the Prep Room

· Daily cleaning of Food Labs 1 and 2 (cleaning of teacher’s and students’ work area, sinks, stoves, teacher’s food preparation and demonstration table, washing of utensils/equipment used for practical lessons)

· Daily mopping of the floors in Food Labs 1 and 2

· Daily washing of teacher’s kitchen linens

· Deep cleaning of the fridges, all the cabinets and all utensils/equipment once after all practical lessons have concluded

Other Duties:

· Assist in other ad-hoc FCE-related duties assigned by teachers

Any other ad-hoc duties as arranged and assigned by the school

(during school holiday)

Duties will include cleaning and sanitising the equipment, and preparing ingredients for upcoming lessons. During the September holidays, she will be doing deep cleaning of all cupboards and equipment. This will take quite a lot of time for both Food Labs.

Requirements:

· Preferably with experience in food preparation/handling and/or basic cleaning

· Excellent team-player who is organised, meticulous & the ability to multi-task

· Good communication & interpersonal skills

Salary: TBA

Location: Upper Changi Road

Contract Period: 3 months (June to Sept 2024)

Working Arrangement:

· Mondays to Fridays: 7.30am – 4.30pm, inclusive of 1hr lunch break

· Service not required on Saturdays, Sundays and gazetted public holidays.

Are you looking for a challenging and exciting career in the textile industry? Groz-Beckert is the place for you! As a leading provider of industrial machine needles, precision parts, fine tools, and systems and services for the production and joining of textile surfaces, we combine passion, creativity, and expertise to drive innovation and excellence in our industry.

With around 9,500 colleagues worldwide, you will join a strong community of professionals who share your enthusiasm and drive for success. We offer a collaborative and supportive work environment where you can learn from industry experts and work on exciting projects that impact the future of textiles.

Don't miss your chance to become a part of our team, join us and let yourself be infected by the fascination of Groz-Beckert!

The ideal candidate will be responsible for providing support to ensure the smooth operation of various training programs and initiatives within the organization.

Job responsiblities

· Assist in the coordination and administration of training programs, workshops, and events.

· Prepare training materials, including presentations, handouts, and other resources.

· Support the setup and logistics for training sessions, including scheduling, room setup, and equipment preparation.

· Maintain accurate records of training activities, including participant attendance, evaluations, and feedback.

· Provide logistical support for virtual training sessions, including setting up and troubleshooting online platforms.

· Assist in the development and implementation of e-learning initiatives, including content development and platform management.

· Collaborate with subject matter experts and trainers to ensure the effectiveness of training content and delivery.

· Support the Learning Management System (LMS), including user management, data entry, and reporting.

· Assist in the creation and distribution of training-related communications and materials.

· Conduct research on training topics, industry trends, and best practices to support the ongoing improvement of training programs.

· Proficiency in Adobe Creative Suite, particularly Adobe Photoshop, for digital learning design-related tasks.

Qualifications:

· ITE/Diploma (Business Administration, Human Resources, Education, or related field preferred)

· Preference is given to candidates with administrative experience, especially in training or HR, and familiarity with Learning Management Systems (LMS) is a plus

· A passion for learning and development and a desire to contribute to the growth and development of others.

· Detail-oriented with excellent organizational, communication, and multitasking skills.

· Strong interpersonal abilities for effective teamwork and adaptability to changing priorities.

· Proficiency in Adobe Creative Suite, particularly Adobe Photoshop

· Proficiency in Microsoft Office Suite (Word, Excel, PowerPoint, Outlook)

Job Description:

(A) Educational Programmes

1. Oversee and monitor the school booking system for Learning Journeys at the

museum and keep track of school visits and answer enquiries about school programmes, bookings via emails, and phone calls, etc.

2. Co-ordinate weekday and weekend docent tours/virtual tours for school visits, regular or special requests.

3. Welcome school groups to the museums or virtually, and undertake crowd control measures during peak periods or when there are a few school groups in the museum.

4. Prepare and monitor educational resources and worksheets.

(B) School Workshops, Programmes and Travelling Exhibitions

1. Co-ordinate logistics / equipment list for all workshops and programmes.

2. Assist in the coordination and the running of the workshops or programmes –

both onsite and online.

(C) Volunteer Management

1. Liaise with various groups on bookings of museum facilities for activities like training, gatherings, meetings etc.

2. Co-ordinate logistics / equipment list for all volunteer events.

(D) Secondary Duties and Responsibilities

1. Work with the Education Managers in research and content development in the following domains – Early Childhood Programmes, Education Programmes, Access Programmes.

2. Handle the dissemination and distribution of marketing materials like school brochures, newsletter, resource kits etc.

3. Assist in maintaining exhibition interpretive spaces.

4. Collate the relevant KPIs for the unit.

5. Handle ad-hoc duties as assigned by the incumbent’s supervisor.

Work Arrangement:

Working Hours:

Monday - Friday: 9am to 6.30pm

Location: Raffles Place MRT Station/Bras Basah MRT Station

Contract Duration: 1 Year (extendable)

Salary: $2200-$2800/Month

Job Requirements:

Diploma/Degree in the following fields: Arts management, education, art, history, or museum/gallery-related is preferred.

Skillset: Microsoft office, especially with using excel

Job Description:

Primary Objectives

Oversees client's training resource planning and deployment, including managing the Institute’s master training schedule, proposing, and matching facilitators to training assignments, administering, and updating management team on weekly training schedule, generating and sense-making of training statistics, among others.

Plans and supervises the smooth execution of training schedule and course administration processes, including the development and management of Institute’s training resource and ops system in support of client's training deliverables.

Strengthen client's training relations and communication initiatives through marketing, branding and social media engagement efforts with the aim to strengthen client's positioning and its training outreach, and create stronger mindshare about the value of client's training and its work in developing, aligning and inspiring leaders in service of the community.

What you will be working on:

Key responsibilities include:

Training Resource Management

• Plans, reviews and recommends continuous improvements to training resource deployment to achieve greater operational efficiency in consideration of strategic alignments.
• Provides supervision and guidance in proposing monthly training assignments and coordination of schedule for facilitators, not limiting to the following:
  • Managing of Master Training Schedule / Calendar
  • Timely release of Monthly Training Assignments
  • Timely release of Weekly Schedule
  • Understudy arrangements for Facilitators
  • Timely update to management on key information on training programmes and deployment matters
• Manages communication loops with training faculty and training admin on resource allocation arrangements for both scheduled and constituency-based training.
• Liaises with Vice-Deans (Training) on follow-up to training requests, confirmation of training assignments and course scheduling.
• Works closely with internal stakeholders on the scheduling of facilitators for professional development courses.
• Oversees learning facilitators’ training records in LEarning And Performance (LEAP) system to ensure accurate and timely updates and regular reviews of module mapping and ownership lists in training admin and resource management system.

Training Relations & Communications

• Plans and implements initiatives to strengthen training relations and communications.
• Oversees and support the roll-out of all corporate communication initiatives, media relations, branding and outreach efforts to raise organisational visibility and enhance corporate identity.
• Supervises the timely release of quarterly training calendar.
• Oversees media and publicity for major projects and programmes.
• Strategises and supervises contents of Institute’s website and social media platforms such as Facebook and Instagram.
• Supervises the development and implementation of course announcements/ nominations notice/ marketing brochures, blurbs to market and publicise training programmes to staff and relevant external organisations.
• Oversees the production of tiered corporate collateral ranging from corporate gifts for speakers and guests, corporate kits for visitors and learning aids.
• Reviews existing and establishes new communication channels to achieve greater outreach to targeted GRLs to ensure successful implementation of training initiatives in support of strategic directions.
• Conceptualises and spearheads course promotions and cross-marketing efforts to increase grassroots and community volunteers training participation.
• Monitors and tracks the effectiveness of training outreach initiatives.
• Facilitates campus tour for official visits.

Supervisory and General Administration

• Guides and supervises staff in discharging their duties and responsibilities effectively and efficiently.
• Assists to prepare reports and agenda papers for meetings.
• Conducts regular presentation to management and staff to update on individual training hours.

Other Duties

Other ad-hoc duties not covered under main responsibilities and duties:

• Covers duties of Assistant Dean when required.
• Provides operational / secretariat support when required for meetings, projects and weekend events.
• Supports Assistant Dean in onboarding briefing on the roles of Training Deployment & Relations for new hires.
• Performs any other duties assigned by senior officers.

· Serves as member of Key Priority Area teams.

Skills & Experience

· Minimum - 3 years of working experience with some management/supervisory responsibilities.

· Strong communication and planning skills

· Strong writing and creative thinking skills

· Good administrative skills and detail orientation

· Able to work well with IT systems, numbers and statistics

· Able to manage multiple stakeholders at all levels

· Strong literacy in Microsoft Office Productivity Suite

Position Objective

The role of the PE Teacher is essentially to build and maintain a successful Physical Education program within the school by providing an educational atmosphere conductive to learning and developing through the process of inquiry and in conjunction with the International Baccalaureate MYP program.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom the individual is responsible, or with whom the individual comes into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, the individual must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Teaching:

● To teach Middle School Physical and Health Education (PHE) classes (Grades 6-8)

● To possibly work with students who are on a learning accommodation plan and/or require an additional support teacher in class

● To work with and differentiate for EAL mainstream students

● To have a knowledge of and demonstrate the MYP concepts, contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’ (ATLs) – leading learning towards the IB vision and the aims of Individuals & Societies

● To use and refer to the Shape standards in the curriculum and in teaching and learning

● To actively plan and collaborate with specialist teachers (Librarian, Ed. Tech. Coach, EAL and Student Support teachers) to enrich curriculum and student learning

● To differentiate and target learning to students’ needs and aptitude levels

● To be culturally and linguistically responsive and proactive

● To use a variety of feedback methods to help inform students on how to improve their learning

Relationships:

● To develop trusting and effective relationships with all students and parents of your classes

● To establish supportive, collaborative, and positive working relationships with all staff members

● To work in a collegial and professional manner with peers that demonstrates respect, being prepared and on time, and adhering to the school wide meeting norms and team essential agreements

● To become a positive presence across the whole school and a representative of it within its wider community

Educational role:

● To develop and execute the preparation, planning and delivery of child-centered learning activities

● To be a pastoral advisor to a group of students, being responsible for the holistic academic and social-emotional well-being of these students

● To build pedagogical practices around understanding the EAL learner, the importance of differentiation, and the essential aspects of peer observation and feedback

● To establish effective home/school communication

● To participate fully in appropriate training in the various programs and initiatives at Stamford

● To demonstrate a willingness to analyze data such as MAP scores that inform teaching and learning

● To utilize the MYP “Approaches to Learning” (ATLs) expectations per the International Baccalaureate

● To develop a practice that accommodates a range of ability levels and learning styles

As an advisor:

● Develop strong, positive relationships with students in your Advisory.

● Liaise with Heads of Grade to help develop the Advisory curriculum in accordance with the scope and sequence, the CASEL framework and the expectations of academic labs.

● Deliver the impactful advisory curriculum that addresses student academic and wellbeing needs.

● Be the first point of communication for students, parents and teachers

● Follow up on Level 1 student behaviors and academic concerns

● Addressing behavior and academic concerns in liaison with parents and the Heads of Grade.

● Monitor both the well-being and the academic progress of the whole child and implement and/or support the implementation of behavioral and academic interventions

● Liaising with other stakeholders within the division to support student academic success and wellbeing.

● Attend, participate and support students in Field Studies.

● Design and create your Advisory page in the divisional yearbook.

● Supporting incoming new students throughout the year

Extended professional role:

● To understand and implement the expectations and policies established by Cognita and Stamford.

● To participate in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)

● To supervise duties at break/lunch and/or other unstructured times

● To lead/coach an after school CCA (co-curricular activity) from 3:50-4:30pm once a week

● To abide by the child safeguarding expectations of the school

● To assist in internal sub coverage according to department needs

● To provide any other reasonable duties delegated by the School Management Team

Parents:

● To coordinate parent meetings (organize translations if need be) and review student progress

● To coordinate efforts of parents to assist with classroom volunteering duties or on excursions

Position Requirements

● At least 3-5 years of experience in working with children as a grade teacher with relevant qualifications

● MYP/IB experience preferred

● Curriculum development knowledge is required

● Advisory/Pastoral experience preferred

● Possess highly developed interpersonal and teamwork skill

● Excellent verbal and written English skills

● Good references on request

● Proficiency in using school databases, communications platforms, and educational technology

Qualifications

● Minimum Bachelor’s degree in Education or equivalent is required

● Professional current teacher licensure or certification is required

● Master’s degree in relevant field preferred

Contacts

● Other Stamford Teaching and Non-Teaching Staff

● Parents and Students

● PTA

Working Conditions

● Working hours 8am to 4:30pm, Monday to Friday, (until 5:00 pm on one day per week), plus occasional staff meetings and trainings

● School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates)

Terms of Employment

● Medical Benefits: Medical insurance provided where applicable

● Sick Leave/Hospital Leave: 60 days hospitalization leave including 14 days sick leave

● Probation Period: 3 months from date of commencement

● Pre-medical exam: Required

● Referee request: Required

● Background Check: Required

SAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion,sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability.

We welcome applications from all qualified candidates. We regret that only shortlisted candidates will be notified.

Position Objective

The role of the PE Teacher is essentially to build and maintain a successful Physical Education program within the school by providing an educational atmosphere conductive to learning and developing through the process of inquiry and in conjunction with the International Baccalaureate MYP program.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom the individual is responsible, or with whom the individual comes into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, the individual must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Teaching:

● To teach Middle School Physical and Health Education (PHE) classes (Grades 6-8)

● To possibly work with students who are on a learning accommodation plan and/or require an additional support teacher in class

● To work with and differentiate for EAL mainstream students

● To have a knowledge of and demonstrate the MYP concepts, contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’ (ATLs) – leading learning towards the IB vision and the aims of Individuals & Societies

● To use and refer to the Shape standards in the curriculum and in teaching and learning

● To actively plan and collaborate with specialist teachers (Librarian, Ed. Tech. Coach, EAL and Student Support teachers) to enrich curriculum and student learning

● To differentiate and target learning to students’ needs and aptitude levels

● To be culturally and linguistically responsive and proactive

● To use a variety of feedback methods to help inform students on how to improve their learning

Relationships:

● To develop trusting and effective relationships with all students and parents of your classes

● To establish supportive, collaborative, and positive working relationships with all staff members

● To work in a collegial and professional manner with peers that demonstrates respect, being prepared and on time, and adhering to the school wide meeting norms and team essential agreements

● To become a positive presence across the whole school and a representative of it within its wider community

Educational role:

● To develop and execute the preparation, planning and delivery of child-centered learning activities

● To be a pastoral advisor to a group of students, being responsible for the holistic academic and social-emotional well-being of these students

● To build pedagogical practices around understanding the EAL learner, the importance of differentiation, and the essential aspects of peer observation and feedback

● To establish effective home/school communication

● To participate fully in appropriate training in the various programs and initiatives at Stamford

● To demonstrate a willingness to analyze data such as MAP scores that inform teaching and learning

● To utilize the MYP “Approaches to Learning” (ATLs) expectations per the International Baccalaureate

● To develop a practice that accommodates a range of ability levels and learning styles

As an advisor:

● Develop strong, positive relationships with students in your Advisory.

● Liaise with Heads of Grade to help develop the Advisory curriculum in accordance with the scope and sequence, the CASEL framework and the expectations of academic labs.

● Deliver the impactful advisory curriculum that addresses student academic and wellbeing needs.

● Be the first point of communication for students, parents and teachers

● Follow up on Level 1 student behaviors and academic concerns

● Addressing behavior and academic concerns in liaison with parents and the Heads of Grade.

● Monitor both the well-being and the academic progress of the whole child and implement and/or support the implementation of behavioral and academic interventions

● Liaising with other stakeholders within the division to support student academic success and wellbeing.

● Attend, participate and support students in Field Studies.

● Design and create your Advisory page in the divisional yearbook.

● Supporting incoming new students throughout the year

Extended professional role:

● To understand and implement the expectations and policies established by Cognita and Stamford.

● To participate in professional duties as necessary outside of the scope of the school day (E.G. Field Studies trips, professional development on weekends as needed, and after school meetings as required)

● To supervise duties at break/lunch and/or other unstructured times

● To lead/coach an after school CCA (co-curricular activity) from 3:50-4:30pm once a week

● To abide by the child safeguarding expectations of the school

● To assist in internal sub coverage according to department needs

● To provide any other reasonable duties delegated by the School Management Team

Parents:

● To coordinate parent meetings (organize translations if need be) and review student progress

● To coordinate efforts of parents to assist with classroom volunteering duties or on excursions

Position Requirements

● At least 3-5 years of experience in working with children as a grade teacher with relevant qualifications

● MYP/IB experience preferred

● Curriculum development knowledge is required

● Advisory/Pastoral experience preferred

● Possess highly developed interpersonal and teamwork skill

● Excellent verbal and written English skills

● Good references on request

● Proficiency in using school databases, communications platforms, and educational technology

Qualifications

● Minimum Bachelor’s degree in Education or equivalent is required

● Professional current teacher licensure or certification is required

● Master’s degree in relevant field preferred

Contacts

● Other Stamford Teaching and Non-Teaching Staff

● Parents and Students

● PTA

Working Conditions

● Working hours 8am to 4:30pm, Monday to Friday, (until 5:00 pm on one day per week), plus occasional staff meetings and trainings

● School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates)

Terms of Employment

● Medical Benefits: Medical insurance provided where applicable

● Sick Leave/Hospital Leave: 60 days hospitalization leave including 14 days sick leave

● Probation Period: 3 months from date of commencement

● Pre-medical exam: Required

● Referee request: Required

● Background Check: Required

SAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion,sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability.

We welcome applications from all qualified candidates. We regret that only shortlisted candidates will be notified.

Job Title:

Special-Education Teacher (1:1)

Setting:

Private Therapy Centre

Location:

Central

About Our Client:

Our client is one of the leading private therapy centres in Singapore. They have served more than 10,000 families over the past 24 years. The organization believes that every child has the potential to learn, adapt and thrive, and their role as therapists is to support this growth.

Job description

We are looking for a special-education teacher who can assist one of the client on a permanent basis. This will be on a 1:1 basis where you will shadow the child on a full-day basis to understand her routine and incorporate all the learnings from her therapy center into her daily life.

Responsibilities

• Integrate with child and family, understand her daily routine and challenges.
• Reinforce and generalise the skills being imparted at the therapy centre at home, as the child is currently not able to replicate these outside the clinic environment. (eg self dressing, or using AAC/iPad-Talker to communicate)
• Add new skills, while working with the team at the therapy centre, with regular discussions between the therapists, parents and you.
• Integrate with helpers and mummy at home and create a structured routine for the child to follow at home. Train helpers at home and provide them strategies to replicate the skills learnt by child at therapy centre.
• Help structure a better more sustainable routine, divide the day into predictable activities (child already follows a very OCD, self taught routine), and tasks that can teach/generalise the child skills and education concepts being trained in clinic, via a mix of usual OT/SLT activities integrated into daily routine, child led-free play, and usual fun tasks like blocks, colouring, ball play, swinging, water play etc.

Requirements

• A bachelor's degree in early childhood education or special education.
• Previous experience working with students with special needs. The ideal candidate will have a minimum of 3 years experience.
• Experience with managing a non-verbal childrenExcellent verbal and written communication skills.
• Knowledge of teaching practices for students with special needs.
• Specialization in Special Education would be advantageous.

Work Arrangement:

• 5-6 times per week (must include Saturday)
• 6-8 hours per day (timings can be discussed)
• Can offer up to 6 months contract

We are looking for a Security Patrol, Training & Compliance Officer to ensure officers are well-train to carry out their duties and the sites are well-maintain to project the image of the company.

From time to time, he/she will also need to support HQ initiatives to promote active and healthy living, and general well-being of the ground officers, as well as to support the operations department deployment and effective running of the operations

The successful incumbent must be competent in security policies and regulations, good in people management and communication skills and is able to perform under tight deadline and pressure. He or she must possess relevant people skill, and able to follow and implement instructions efficiently and effectively.

Key Responsibilities Includes :

· Conduct induction, competency training and assessment to new hire and officers due for promotion to ensure they are competent to carry out the job assigned.

· Support HQ initiatives and events to promote active and healthy living, and general well-being of officers.

· Conduct patrol and audit checks at various sites to ensure the guardhouse and site operations are running at optimal and proper image of the company is being projected.

· Conduct investigation on reported incidents and complaints on officer’s misconduct.

· Respond to any situations or incidents at various sites.

· Conduct site risk survey to identify any potential hazards or risks.

· Prepare site audit, training and investigation reports.

· Perform any other duties as assigned by the Management.

- Implement the program for the class in accordance with the policies, guidelines, framework and philosophy of the centre.

- Guide primary school children (primary 1 to 5) to ensure completion of daily homework

- Keep accurate records of children’s progress and address each child’s educational and developmental needs on an individual basis to the best of your ability.

- Responsible for the preparation and upkeep of teaching resources, arrangement, appearance and learning environment of the classroom.

- Maintain and build relationships with children and parents.

- Conduct MindChamps unique enrichment programmes.

- Being an inspiring role model with a creative spirit and a champion (positive) mindset.

- Ensure safety and timely transfer of students from school to student centre

- Ensure safety of children within the premises

- Any other ad-hoc duties as delegated by Centre Director

Responsibilities:

• Overseeing full spectrum of HR activities including talent acquisition, management and retention, performance management, training and development, compensation and welfare, HR budgeting and payroll, statutory/regulatory reporting, employee work pass matters; etc.
• Work with business units and employees in providing value-adding advice, support and service to attract, retain, train, develop, reward, care and engage talents.
• Lead and execute HR Operations to ensure all processes are delivered in compliance with internal policies as well as external regulations.
• Manage daily HR operations and provide guidance on appropriate handling of non-routine transactions as required.
• Recommend solutions to streamline processes and improve service delivery and employee experience.
• Oversee the maintenance of HR Information System (HRIS) and work with vendor to ensure system optimization.
• Analyze, troubleshoot, and rectify issues raised on the HRIS.
• Develop and maintain Standard Operating Procedures (SOPs) where appropriate.
• Ensure work processes are audit compliance.

Requirements:

• Degree in Human Resource or related discipline.
• At least 5 years’ experience in HR Operations
• Experience in leadership role is preferred
• Able to review HR process changes
• Positive work attitude and good analytical skills
• Organised, meticulous, pro-active
• Excellent communication and interpersonal skills

Interested applicants, please send in your latest resume. We regret to inform you that only shortlisted candidates will be notified.

EA License No: 18C9251

EA Personnel No: R22111484

Position Summary

The Training Manager holds the responsibility for maintaining the standards and quality of the educational experience provided by Bettr Academy. You will ensure that the training team adheres to the Academy's training standards and keep the training curriculum, courseware, and delivery methods aligned with current industry practices and the requirements of certifying bodies and stakeholders. As the primary representative of the Academy concerning training and curriculum affairs, you will play a crucial role in upholding excellence in education.

Key Responsibilities

Training Standards

• Collaborate with the strategic team to align training standards and learner experiences with the Academy's overarching strategy.

• Oversee Subject Matter Expert (SME) teams, collaborating closely to ensure the curriculum and lesson courseware remain current and meet required standards.

• Work in conjunction with the Head Trainer/SMEs/Lead Trainers to ensure thorough training of all trainers in their specialized areas, facilitation techniques, and IT/digital platforms (such as Zoom, Kahoot, and e-learning).

• Ensure adherence to the training code of conduct by all trainers and assessors, promoting fairness and ethical practices in their respective training domains.

• Collaborate with various leads to enhance the overall student experience, covering aspects such as space, facilities, equipment, tools, setup, learning materials, hospitality, and pre- and post-class administration.

• Analyze learner feedback, using insights to develop improvement plans for identified key areas.

• Direct the course development team for both new and existing classes/products, ensuring that courseware is comprehensive and updated for trainers to follow.

• Establish a Standard Operating Procedure for training calibration and refresher programs, targeting trainers and assessors.

Curriculum & Content Management

• Lead the project management efforts for developing and launching new courses/programs, aligning them with the Academy's New Course strategy plan. Responsibilities include, but are not limited to:

• Collaborating with Course Developer (CD) and Subject Matter Expert (SME) teams throughout the process, from acquiring new Course Accreditation to the finalization of courseware and materials.

• Coordinating with SME and Marketing teams to strategize trial classes and coordinate the official launch.

• Stay updated on the latest trends and content in adult education, ensuring that training programs remain relevant and future-proof.

• Establish a Continuous Improvement Review (CIR) system for periodic curriculum assessments of SCA and WSQ courses to ensure their ongoing relevance, conducting biannual reviews for the curriculum and quarterly reviews for lesson plans.

• Ensure proper archiving and documentation of course materials.

• Collaborate closely with the e-learning lead to guarantee the development of relevant, user-friendly, and up-to-date content for e-learning, while also monitoring and tracking e-learning programs.

Trainer Development & Advancement Pathways

• Collaborate closely with Bubble Heads to create a structured training progression framework for Senior Trainers, Junior Trainers, Assessors, and Coaches.

• Partner with Bubble Heads to guarantee the scheduling of both Primary and Secondary Trainers for each course.

• Work in tandem with Bubble Heads to identify any gaps in training manpower and collaborate with the Head Trainer and SMEs to train individuals, ensuring a ready pool of deployable trainers for all courses and levels.

• Establish a Trainer Assessment/Quality Control System applicable to both full-time and adjunct trainers.

• Ensure continuous professional development (CPD) requirements are fulfilled by all full-time trainers.

Adult Education Network (AEN)

• Maintain active connections within the AEN to stay informed about developments in the Training and Adult Education (TAE) community, fostering collaborative support.

• Cultivate engagement and connections with Schools, Institutions, and Government Partners to stay abreast of the latest training and education initiatives.

Portfolio and Knowledge Requirements

• Possess ACTA/ACLP & DACE Certification (DACE certification is optional).

• Proficient in learning and development technology, encompassing but not limited to learning management systems, e-learning platforms, and resources. Additionally, adept in the theories and applications of pedagogy and andragogy.

• Acquainted with the F&B scene, including familiarity with emerging trends (experience in coffee-related matters is advantageous).

Personal Skills

• Strong interpersonal and communication skills

• Strong project management skills and excellent time management.

• Good leadership skills

• Highly organized and able to multi-task

• Resourceful and thinks out of the box

This job has everything for the right applicant, and is available immediately. All applications will be treated in strict confidence. Only successful candidates will be contacted.

As a part of our selection process, please provide to [email protected]:

1) Cover Letter detailing:

- your interest in joining our merry crew

- how your past experiences and values can be applied to the role

- what you believe you can bring to Bettr

2) CV

- detailing your availability and expected remuneration

3) Tests

Please take these 2 tests and screenprint your results back to us:

a) MBTI: http://www.16personalities.com/free-personality-test

b) Synergist: https://predictablesuccess.com/styles-quiz/

Keep in mind that there are no ‘right answers.’ The assessments are designed for us to understand your strengths and how you interact with others so that we can work better together.

About The Bettr Group

The Bettr Group is a home-grown specialty coffee company founded in 2011, and Singapore’s first certified B-Corporation. Currently comprising Bettr Academy and Bettr Coffee, they offer world-class professional beverage education, sustainably sourced coffee products and caffeine driven experiences.

The Bettr Group works to empower lives through social programme for marginalised women and youth-at-risk, by nurturing direct and sustainable trade across its supply chain, and by building socially conscious communities wherever they operate.

The 2022 President’s Volunteerism & Philanthropy Awards and the 2017 President's Challenge Social Enterprise of the Year was awarded to The Bettr Group. We are also Singapore's 1st Certified B Corp and Best For The World Honouree (Community) ‘16 - ’19, Best For The World (Workers) '22.

BETTR@WORK
We're a diverse, mad flock of multi-hyphenates... all united behind our purpose of wanting to make the world a Bettr place through the work we do.

Some of us are a little geeky, some are a little OCD and some are all over the place all the time. But we have a lot of get-it-done gung ho and share a collective commitment to bringing the best of our individual super powers to work everyday to keep the Bettr world buzzing.

Bettr Group is an equal-opportunity, non-pigeonholey organisation and Singapore's first certified B Corporation . We have an open door hiring policy, where we offer employment opportunities regardless of educational attainment, work history, or past social barriers.

We're certainly not your average cup of Joe.

Position Objective

The Student Support Department (SSD) is looking for a highly qualified Special Education Teacher with previous experience in delivering individualized intervention to join our team of multidisciplinary professionals. Utilizing a MTSS (Multi-Tiered System of Support) Model, the primary role of the Special Education Teacher is to provide Tier 3/intensive intervention directly to students as well as design individualized education for students that require increased support, curricular modification, and explicit instruction.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they come into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Delivers effective and efficient individualized intervention to students

• Utilizes data-based decision making and evidence-based strategies to provide individualized education
• Plans, prepares, and delivers intensive intervention in a one-on-one and small group settings
• Collaborates with colleagues/general education teachers, service providers, community programs, parent/guardians to deliver effective intervention to increase independence in the general education classroom
• Establishes positive, safe, and trusting relationships with older students, their families and teachers to encourage student progress related to students’ needs
• Coordinates services alongside Occupational Therapists, Speech-Language Therapists, and Student Support Teachers for the purposes of addressing the individual needs of students
• Manages student behavior for the purpose of providing a safe and optimal learning environment

Regularly assesses students’ progress to modify instruction/intervention

• Collects and analyzes screening as well as progress monitoring data to identify student needs, modify instruction and curriculum, and report progress to parents, faculty, staff, and administration
• Summarizes assessment results and incorporates information into an appropriate support plan

Serves as a case manager for students receiving Tier 3 support services

• Gathers relevant background information related to students’ strengths and challenges
• Maintains updated and accurate student files which adhere to high-levels of confidentiality
• Coordinates, facilitates, and maintains records on meetings with parents, teachers, and internal/external service providers

Serves as a case manager for students receiving support services

• Gathers relevant background information related to students’ academic and/or social needs
• Maintains updated and accurate student files which adhere to high levels of confidentiality
• Coordinates, facilities, and maintains records on meetings with parents, teachers, and internal/external service providers

Provides consultation to teachers, parents, and other service providers to foster greater academic and social/emotional skill development across all students

• Participates on a multi-disciplinary team of professionals by utilizing a problem-solve approach
• Prepares and disseminates professional resources according to student need
• Offers ongoing support to faculty, staff, and parents in order to accelerate student growth
• Establishes and maintains ongoing professional collaboration with service providers on and off campus in order to maximize student impact in all areas of development

Offers professional development to the wider school community

• Develops and facilitates presentations for faculty, staff, and parents related to prevention and intervention strategies for students with learning and/or developmental challenges intervention services and support to students

Position Requirements

• Minimum of 3 years of experience working within special education with relevant qualifications
• Exceptional interpersonal communication and professional collaboration skills
• Must demonstrate flexibility, strong work habits, and a positive attitude
• Strong organizational skills and excellent command of the English language
• Proficiency in using computers and other forms of technology
• Strong references and attendance record
• Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

Qualifications

Required:

• Current Special Education Teaching Certification from an accredited educational institution or equivalent certification
• Minimum 3 years’ experience working within a special education department
• Previous experience and/or training using recognized screening and progress monitoring assessments

Preferred:

• Knowledge and experience delivering Tier 3 support services within an MTSS Model Training and/or previous experience with using recognised Tier 3 intervention programs and assessments

Contacts

• Other Stamford Teaching and Non-Teaching Staff
• Parents and Students
• PTA

Working Conditions

• School Environment
• Working hours 8am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings
• School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates)

Terms of Employment

• Medical Benefits: Medical insurance provided where applicable
• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave
• Probation Period: 3 months from date of commencement
• Referee request: Required
• Background Check: Required

Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, Stamford’s parent organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability.  We welcome applications from all qualified candidates.

Please note that only shortlisted candidates will be notified.

Position Objective

The Student Support Department (SSD) is looking for a highly qualified Special Education Teacher with previous experience in delivering individualized intervention to join our team of multidisciplinary professionals. Utilizing a MTSS (Multi-Tiered System of Support) Model, the primary role of the Special Education Teacher is to provide Tier 3/intensive intervention directly to students as well as design individualized education for students that require increased support, curricular modification, and explicit instruction.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they come into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Delivers effective and efficient individualized intervention to students

• Utilizes data-based decision making and evidence-based strategies to provide individualized education
• Plans, prepares, and delivers intensive intervention in a one-on-one and small group settings
• Collaborates with colleagues/general education teachers, service providers, community programs, parent/guardians to deliver effective intervention to increase independence in the general education classroom
• Establishes positive, safe, and trusting relationships with older students, their families and teachers to encourage student progress related to students’ needs
• Coordinates services alongside Occupational Therapists, Speech-Language Therapists, and Student Support Teachers for the purposes of addressing the individual needs of students
• Manages student behavior for the purpose of providing a safe and optimal learning environment

Regularly assesses students’ progress to modify instruction/intervention

• Collects and analyzes screening as well as progress monitoring data to identify student needs, modify instruction and curriculum, and report progress to parents, faculty, staff, and administration
• Summarizes assessment results and incorporates information into an appropriate support plan

Serves as a case manager for students receiving Tier 3 support services

• Gathers relevant background information related to students’ strengths and challenges
• Maintains updated and accurate student files which adhere to high-levels of confidentiality
• Coordinates, facilitates, and maintains records on meetings with parents, teachers, and internal/external service providers

Serves as a case manager for students receiving support services

• Gathers relevant background information related to students’ academic and/or social needs
• Maintains updated and accurate student files which adhere to high levels of confidentiality
• Coordinates, facilities, and maintains records on meetings with parents, teachers, and internal/external service providers

Provides consultation to teachers, parents, and other service providers to foster greater academic and social/emotional skill development across all students

• Participates on a multi-disciplinary team of professionals by utilizing a problem-solve approach
• Prepares and disseminates professional resources according to student need
• Offers ongoing support to faculty, staff, and parents in order to accelerate student growth
• Establishes and maintains ongoing professional collaboration with service providers on and off campus in order to maximize student impact in all areas of development

Offers professional development to the wider school community

• Develops and facilitates presentations for faculty, staff, and parents related to prevention and intervention strategies for students with learning and/or developmental challenges intervention services and support to students

Position Requirements

• Minimum of 3 years of experience working within special education with relevant qualifications
• Exceptional interpersonal communication and professional collaboration skills
• Must demonstrate flexibility, strong work habits, and a positive attitude
• Strong organizational skills and excellent command of the English language
• Proficiency in using computers and other forms of technology
• Strong references and attendance record
• Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

Qualifications

Required:

• Current Special Education Teaching Certification from an accredited educational institution or equivalent certification
• Minimum 3 years’ experience working within a special education department
• Previous experience and/or training using recognized screening and progress monitoring assessments

Preferred:

• Knowledge and experience delivering Tier 3 support services within an MTSS Model Training and/or previous experience with using recognised Tier 3 intervention programs and assessments

Contacts

• Other Stamford Teaching and Non-Teaching Staff
• Parents and Students
• PTA

Working Conditions

• School Environment
• Working hours 8am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings
• School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates)

Terms of Employment

• Medical Benefits: Medical insurance provided where applicable
• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave
• Probation Period: 3 months from date of commencement
• Referee request: Required
• Background Check: Required

Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, Stamford’s parent organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability.  We welcome applications from all qualified candidates.

Please note that only shortlisted candidates will be notified.

Job Scope:

· Facilitate election training both in-person and virtually to appointed public officers in the form of hands-on simulated exercises with election equipment in groups, scenario discussions and mass briefings

· Review and prepare training/briefing materials/content

· Responsible for training administration (including preparation of logistical requirements) for each training session

· Consolidate feedback from training participants, prepare training feedback report to Management and modify training delivery for constant improvement

Requirements:

· Background in training/teaching or equivalent

· Good communication and interpersonal skills

· Agility in internalising new training content and delivering different trainings back-to-back within a compressed timeframe

· Ability to work independently and with others

· Prior working experience as an appointed election official will be an advantage

· Must be prepared to work extended hours under pressure during the election period

Contract Period: 11 months and 29 days

Working Arrangement: Mon to Fri

Location: Novena

Salary: $3,300 to $4,800 (commensurate with qualifications and experience)

Responsibilities

• To train and assist clients in community living, social and emotional wellbeing, physical maintenance, and vocational activities

• To be responsible for the safety and wellbeing of the clients

• Plan and implement and monitor clients’ safety procedures

• To plan client’s training programs

• To conduct 6-monthly client evaluations

• To plan small group activities, updating client’s progress, maintaining statistics, etc.

• To plan and implement intervention plans and conduct basic counselling for clients and their caregivers when required

Requirements

· Experience in training and working with people with special needs will be an advantage

· Strong communication and interpersonal skills

· Good organizational and time management skills

· Good teamplayer

As a subsidiary of FirstCom Solutions, Firstcom Academy is no stranger to the needs of SMEs and the digital economy. We are focused on addressing the knowledge and skills gaps faced by employees and employers as more businesses make the offline-to-online transition.

At FirstCom Academy, we’re partnering with SkillsFuture Singapore to help busy professionals transform and upgrade their careers through courses taught by industry veterans. By empowering our learners with real employable skills sought after by current market demands, we set them up for success and a fruitful career.

[Responsibilities]

• Be responsible for direct sales to professionals and corporate customers
• Identify, build and manage sales pipeline and business relationships
• Drive the entire sales cycle – from cold calling, leads generation, initial customer engagement, qualifying, consultation to closure
• Participate in prospecting activities to build a strong pipeline for the company
• Consult with prospects and pursue sales opportunities to close the deals effectively
• Engage professionals to advance opportunities by sharing on the benefits of our curriculum and understanding their learning aspirations
• Engage corporate customers to advance opportunities by carrying out activities such as using relevant marketing tools and platforms such as Google Analytics to understand clients’ digital marketing performance and propose training solutions for business digital marketing transformation

[Requirements]

• Diploma/ Degree or equivalent practical experience
• Hunter mentality and a “no fear” approach to prospecting clients
• Passion in promoting lifelong learning and employability
• Ability to communicate efficiently and possess strong presentation skills
• A strong work ethic, positive attitude and genuine desire to learn
• Highly disciplined and good time management
• Able to converse in Mandarin in order to liaise with Mandarin speaking clients
• Candidates with no prior experience are welcomed to apply as on-the-job training is provided

[Remuneration Package]

• Basic salary of up to $4,500, depending on experiences and suitability.
• Attractive individual monthly commission scheme
• Additional incentives

MindSpace Student Care Assistant Teacher at Bidadari, The Woodleigh Mall

https://mindspace.mindchamps.org/mindspace-the-woodleigh-mall/

Mindspace by MindChamps is the only after-school care, weekend enrichment and Holiday programmes for primary school students that incorporate the proprietary MindChamps research evidence-based pedagogy on 3-Minds Approach (Champion mind, Learning mind, Creative mind) and revolutionary Optimal Flow Method. When used in tandem, the 3 Minds will allow our students to achieve the Champion Mindset and unlock their full potential. The MindSpace curriculum is guided by the Optimal Flow Method, by breaking down topics learnt in school and build upon prior knowledge for better and understanding and recall. This will achieve subject mastery and empowering the child with confidence.

Our MindSpace centre (The Woodleigh Mall) is actively looking out for passionate MindSpace Assistant Teacher. The position and job title will depend on your relevant experience and qualifications. You will be given the opportunity to grow together with the business and be rewarded commensurately for your efforts.

Job Responsibilities:

• Assist in implementing the program for the class in accordance with the policies, guidelines, framework and philosophy of the centre.
• Assist in guiding primary school children (primary 1 to 6) to ensure completion of daily homework
• Assist in keeping accurate records of children’s progress and address each child’s educational and developmental needs on an individual basis to the best of your ability.
• Assist in the preparation and upkeeping of teaching resources, arrangement, appearance and learning environment of the classroom.
• Maintain and build relationships with children and parents.
• Assist in conducting MindChamps unique enrichment programmes.
• Being an inspiring role model with a creative spirit and a champion (positive) mindset.
• Use positive discipline techniques at all times.
• Ensure safety and timely transfer of students from school to student centre
• Ensure safety of children within the premises
• Any other ad-hoc duties as delegated by Centre Director

Job Requirements:

• Diploma in any discipline
• Experience in teaching primary school students will be an advantage
• Able to guide in doing primary school subjects
• Possess good communication and classroom management skills.
• Enthusiastic & energetic and has a positive mindset to learn and grow together with the company.
• Creative and loving energy with a positive disposition
• Excellent communication and classroom management skills

Additional Information

• Attractive remuneration and staff welfare benefits
• Ample opportunities for Career Progression
• Friendly and Conducive working environment
• Comprehensive HQ training for all teachers
• Strong Curriculum team and mentorship programs available
• Company Sponsorships

Working Days/Hours

• Monday to Friday
• 2pm to 7pm

Benefits:

• Employee discount
• Medical
• Parental leave
• Professional development

Supplemental Pay

• Performance bonus
• Yearly Bonus

Position Objective

The Student Support Department (SSD) is looking for a highly qualified Special Education Teacher with previous experience in delivering individualized intervention to join our team of multidisciplinary professionals. Utilizing a MTSS (Multi-Tiered System of Support) Model, the primary role of the Special Education Teacher is to provide Tier 3/intensive intervention directly to students as well as design individualized education for students that require increased support, curricular modification, and explicit instruction.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact will be adhered to and will ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Delivers effective and efficient individualized intervention to students

• Utilizes data-based decision making and evidence-based strategies to provide individualized education
• Plans, prepares, and delivers intensive intervention in a one-on-one and small group settings
• Collaborates with colleagues/general education teachers, service providers, community programs, parent/guardians to deliver effective intervention to increase independence in the general education classroom
• Establishes positive, safe, and trusting relationships with older students, their families and teachers to encourage student progress related to students’ needs
• Coordinates services alongside Occupational Therapists, Speech-Language Therapists, and Student Support Teachers for the purposes of addressing the individual needs of students
• Manages student behavior for the purpose of providing a safe and optimal learning environment

Regularly assesses students’ progress to modify instruction/intervention

• Collects and analyzes screening as well as progress monitoring data to identify student needs, modify instruction and curriculum, and report progress to parents, faculty, staff, and administration
• Summarizes assessment results and incorporates information into an appropriate support plan

Serves as a case manager for students receiving Tier 3 support services

• Gathers relevant background information related to students’ strengths and challenges
• Maintains updated and accurate student files which adhere to high-levels of confidentiality
• Coordinates, facilitates, and maintains records on meetings with parents, teachers, and internal/external service providers

Provides consultation to teachers, parents, and other service providers to foster greater academic and social/emotional skill development across all students

• Participates on a multi-disciplinary team of professionals by utilizing a problem-solve approach
• Prepares and disseminates professional resources according to student need
• Offers ongoing support to faculty, staff, and parents in order to accelerate student growth
• Establishes and maintains ongoing professional collaboration with service providers on and off campus in order to maximize student impact in all areas of development

Offers professional development to the wider school community

• Develops and facilitates presentations for faculty, staff, and parents related to prevention and intervention strategies for students with learning and/or developmental challenges intervention services and support to students

Position Requirements

• Minimum of 3 years of experience working within special education with relevant qualifications
• Exceptional interpersonal communication and professional collaboration skills
• Must demonstrate flexibility, strong work habits, and a positive attitude
• Strong organizational skills and excellent command of the English language
• Proficiency in using computers and other forms of technology
• Strong references and attendance record
• Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

Qualifications

Required:

• Current Special Education Teaching Certification from an accredited educational institution or equivalent certification
• Minimum 3 years’ experience working within a special education department
• Previous experience and/or training using recognized screening and progress monitoring assessments

Preferred:

• Knowledge and experience delivering Tier 3 support services within an MTSS Model Training and/or previous experience with using recognised Tier 3 intervention programs and assessments

Contacts

• Other Stamford Teaching and Non-Teaching Staff
• Parents and Students
• PTA

Working Conditions

• School Environment
• Working hours 8:00am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings
• School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates)

Terms of Employment

• Medical Benefits: Medical insurance provided where applicable
• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave
• Probation Period: 3 months from date of commencement
• Referee request: Required
• Background Check: Required

SAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability. We welcome applications from all qualified candidates.

We regret that only shortlisted candidates will be notified.

Position Objective

The Student Support Department (SSD) is looking for a highly qualified Special Education Teacher with previous experience in delivering individualized intervention to join our team of multidisciplinary professionals. Utilizing a MTSS (Multi-Tiered System of Support) Model, the primary role of the Special Education Teacher is to provide Tier 3/intensive intervention directly to students as well as design individualized education for students that require increased support, curricular modification, and explicit instruction.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact will be adhered to and will ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Delivers effective and efficient individualized intervention to students

• Utilizes data-based decision making and evidence-based strategies to provide individualized education
• Plans, prepares, and delivers intensive intervention in a one-on-one and small group settings
• Collaborates with colleagues/general education teachers, service providers, community programs, parent/guardians to deliver effective intervention to increase independence in the general education classroom
• Establishes positive, safe, and trusting relationships with older students, their families and teachers to encourage student progress related to students’ needs
• Coordinates services alongside Occupational Therapists, Speech-Language Therapists, and Student Support Teachers for the purposes of addressing the individual needs of students
• Manages student behavior for the purpose of providing a safe and optimal learning environment

Regularly assesses students’ progress to modify instruction/intervention

• Collects and analyzes screening as well as progress monitoring data to identify student needs, modify instruction and curriculum, and report progress to parents, faculty, staff, and administration
• Summarizes assessment results and incorporates information into an appropriate support plan

Serves as a case manager for students receiving Tier 3 support services

• Gathers relevant background information related to students’ strengths and challenges
• Maintains updated and accurate student files which adhere to high-levels of confidentiality
• Coordinates, facilitates, and maintains records on meetings with parents, teachers, and internal/external service providers

Provides consultation to teachers, parents, and other service providers to foster greater academic and social/emotional skill development across all students

• Participates on a multi-disciplinary team of professionals by utilizing a problem-solve approach
• Prepares and disseminates professional resources according to student need
• Offers ongoing support to faculty, staff, and parents in order to accelerate student growth
• Establishes and maintains ongoing professional collaboration with service providers on and off campus in order to maximize student impact in all areas of development

Offers professional development to the wider school community

• Develops and facilitates presentations for faculty, staff, and parents related to prevention and intervention strategies for students with learning and/or developmental challenges intervention services and support to students

Position Requirements

• Minimum of 3 years of experience working within special education with relevant qualifications
• Exceptional interpersonal communication and professional collaboration skills
• Must demonstrate flexibility, strong work habits, and a positive attitude
• Strong organizational skills and excellent command of the English language
• Proficiency in using computers and other forms of technology
• Strong references and attendance record
• Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

Qualifications

Required:

• Current Special Education Teaching Certification from an accredited educational institution or equivalent certification
• Minimum 3 years’ experience working within a special education department
• Previous experience and/or training using recognized screening and progress monitoring assessments

Preferred:

• Knowledge and experience delivering Tier 3 support services within an MTSS Model Training and/or previous experience with using recognised Tier 3 intervention programs and assessments

Contacts

• Other Stamford Teaching and Non-Teaching Staff
• Parents and Students
• PTA

Working Conditions

• School Environment
• Working hours 8:00am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings
• School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates)

Terms of Employment

• Medical Benefits: Medical insurance provided where applicable
• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave
• Probation Period: 3 months from date of commencement
• Referee request: Required
• Background Check: Required

SAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability. We welcome applications from all qualified candidates.

We regret that only shortlisted candidates will be notified.

Position Objective

The Student Support Department (SSD) is looking for a highly qualified Special Education Teacher with previous experience in delivering individualized intervention to join our team of multidisciplinary professionals. Utilizing a MTSS (Multi-Tiered System of Support) Model, the primary role of the Special Education Teacher is to provide Tier 3/intensive intervention directly tostudents as well as design individualized education for students that require increased support, curricular modification, and explicit instruction.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact will be adhered to and will ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant

harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Delivers effective and efficient individualized intervention to students

● Utilizes data-based decision making and evidence-based strategies to provide individualized education

● Plans, prepares, and delivers intensive intervention in a one-on-one and small group settings

● Collaborates with colleagues/general education teachers, service providers, community programs, parent/guardians to deliver effective intervention to increase independence in the general education classroom

● Establishes positive, safe, and trusting relationships with older students, their families and teachers to encourage student progress related to students’ needs

● Coordinates services alongside Occupational Therapists, Speech-Language Therapists, and Student Support Teachers for the purposes of addressing the individual needs of students

● Manages student behavior for the purpose of providing a safe and optimal learning environment

Regularly assesses students’ progress to modify instruction/intervention

● Collects and analyzes screening as well as progress monitoring data to identify student needs, modify instruction and curriculum, and report progress to parents, faculty, staff, and administration

● Summarizes assessment results and incorporates information into an appropriate support plan

Serves as a case manager for students receiving Tier 3 support services

● Gathers relevant background information related to students’ strengths and challenges

● Maintains updated and accurate student files which adhere to high levels of confidentiality

● Coordinates, facilitates, and maintains records on meetings with parents, teachers, and internal/external service providers

Provides consultation to teachers, parents, and other service providers to foster greater academic and social/emotional skill development across all students

● Participates on a multi-disciplinary team of professionals by utilizing a problem-solve approach

● Prepares and disseminates professional resources according to student need

● Offers ongoing support to faculty, staff, and parents in order to accelerate student growth

● Establishes and maintains ongoing professional collaboration with service providers on and off campus in order to maximize student impact in all areas of development

Offers professional development to the wider school community

● Develops and facilitates presentations for faculty, staff, and parents related to prevention and intervention strategies for students with learning and/or developmental challenges intervention services and support to students

Position Requirements

● Minimum of 3 years of experience working within special education with relevant qualifications

● Exceptional interpersonal communication and professional collaboration skills

● Must demonstrate flexibility, strong work habits, and a positive attitude

● Strong organizational skills and excellent command of the English language

● Proficiency in using computers and other forms of technology

● Strong references and attendance record

● Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

Qualifications

Required:

● Current Special Education Teaching Certification from an accredited educational institution or equivalent

certification

● Minimum 3 years’ experience working within a special education department

● Previous experience and/or training using recognized screening and progress monitoring assessments

Preferred:

● Knowledge and experience delivering Tier 3 support services within an MTSS Model

Training and/or previous experience with using recognized Tier 3 intervention programs and

assessments

Contacts

● Other Stamford Teaching and Non-Teaching Staff

● Parents and Students

● PTA

Working Conditions

● School Environment

● Working hours 8am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings

● School holidays are paid and free except staff days and training days (please refer to the website to see

the school

● calendar with school holiday dates)

Terms of Employment

● Medical Benefits: Medical insurance provided where applicable

● Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave

● Probation Period: 3 months from date of commencement

● Referee request: Required

● Background Check: Required

SAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, SAIS’ holding organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability. We welcome applications from all qualified candidates.

We regret that only shortlisted candidates will be notified.