Position Objective

We are looking for a highly qualified English as an Additional Language (EAL) teacher with previous teaching experience in international education to join our team of high-quality professionals. The role of the EAL Teacher is essentially to build and maintain a successful EAL Program which includes; providing support for students with English language needs (beginning to intermediate), preparing EAL students to independently access our curriculum in English, to provide grade level and/or teacher training, to co-teach, co-plan, co-assess and co-reflect with the grade level homeroom teachers.

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 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, s/he 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.

Relationships:

● Developing trusting and effective relationships with all the children in the class and their parents

● To develop successful, trusting and professional relationships with co-teachers and teaching assistants

● Establishing supportive and positive working relationships with all other members of staff

● Becoming a presence across the whole school and a representative of it within its wider community

Educational Role:

● Developing and executing the preparation, planning and delivery of EAL classes and activities for students

● Using a range and balance of teaching strategies including co-planning, co-teaching, co-assessing and co-reflecting

● Using grouping strategies for a variety of different learning situations, including whole class, small group, partner work and individual work

● Building on student capabilities and differentiating to meet student needs

● Ensuring that the teaching environment is well managed and appropriately resourced

● Collecting and analyzing data, such as WIDA and MAP scores, on student performance to ensure a successful progression of English language acquisition.

● Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of a PYP program

● Planning and working in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times

● Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate

● Involving students in shared reflection during, and at the end of, each unit on a consistent basis

● Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

● Taking responsibility for a Co-curricular activity (CCA) once per week, each semester.

Extended Professional Role:

● Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of Stamford American International School and Cognita

● 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)

● Taking responsibility for the class during times of emergency

● Supervising the children at break/lunch and other unstructured times

● Ensuring that the children are safe and secure at all times

● Communicating regularly and positively with parents via timely meetings, class webs, reports and conferences

● Carrying out other duties and tasks as reasonably directed by the Superintendent

Parents:

● Coordinating parent meetings where appropriate to review a students’ progress

● Providing parent workshops in collaboration with the HOD and/or Director of EAL

General:

● To teach any classes as deemed necessary

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

Position Requirements

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

● Curriculum development knowledge is required

● Intermediate to advanced level of knowledge of Language Acquisition for Multilingual Learners

● IB knowledge and experience required

● Possess highly developed interpersonal and teamwork skills.

● Excellent verbal and written English skills

● Good references on request

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

● Proficiency in other EAL testing and reporting systems

● Experience with and knowledge of co-teaching

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

Qualifications

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

● Additional qualifications/endorsements for working with English Language Learners, from an accredited school is required.

● Master’s degree in Education preferred

● WIDA Training is preferred

● SIOP Training is preferred

Contacts

● Other Stamford Teaching and Non-Teaching Staff

● Parents and Students and PTA

Working Conditions

● School Environment

● Working hours 8am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings that extend past the end of regular hours

● 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

To collaboratively plan, organize and implement an appropriate learning program in the context of an IBO World School serving a dynamic and diverse community. We are looking for a highly qualified English as an Additional Language (EAL) teacher with previous experience in international education to join our team of high-quality professionals. The role of the EAL Teacher is essentially to build and maintain a successful EAL Program which includes providing support for students with English language needs and preparing EAL students for accessing our curriculum in English.

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.

Teaching:

• To teach classes within the Middle School

• To work with students in our EAL program in subject classes as well as one-to-one language coaching

• To demonstrate through collaboration, planning, and teaching, the IBO framework of concepts within contexts, and inquiry-based learning that is balanced with specific skills of 'how to learn', leading learning towards the 1B vision and the aims of individual subject areas

• To use and refer to the defined standards in the curriculum and in teaching and learning

• To work and collaborate with colleagues to enrich curriculum and student learning

• To differentiate and target learning to students' needs and proficiency levels

• To be culturally and linguistically responsive and proactive

Relationships:

• To develop trusting and effective positive relationships with the all the students in the classes and their parents

• To establish supportive, collaborative, and positive working relationships with all other members of staff

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

• Having a sense of humour

Educational role:

• Developing and executing the preparation, planning and delivery of child-centered learning activities in accordance with the school vision.

• Acting as a pastoral advisor, being responsible for the holistic academic and social-emotional well-being of these students, and in the case of grades 11 and 12, acting in a formal CAS Advisor capacity.

• Building on what students know, and differentiating to meet student needs

• Ensuring that the classroom environment is well-managed, properly ordered and neatly presented

• A willingness to analyze data such as SLATE PLus, WIDA, MAP, and other formative and summative assessments

• Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of the MYP program.

• Planning which accommodates a range of ability levels and learning styles; teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more of a challenge

• Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering

to the school wide meeting norms and team's essential agreements at all times

• Communicating professionally with students and families.

• Planning collaboratively for student learning

• Planning which is based on agreed student learning outcomes, in the context of the school-wide program.

• Planning work that builds on students' prior knowledge and experience.

• Planning significant MYP Language Acquisition units of inquiry, to be explored in depth.

• Implementing accurate assessment through the collaborative pre-planning and moderation processes.

• Planning work which emphasizes connections between and among curriculum areas

• Planning work which accommodates a range of ability levels

• Building on what students bring to the learning experience in the way of prior understanding.

• Ensuring a well-organized and stimulating learning environment

• Empowering students to feel responsible and to take action.

• Maintaining constant awareness of the needs of any children to whom English is a second or even a third or fourth language

• Planning with other subject teachers in order to support English language learners

• Using learning technologies to enhance learning.

• Supporting other aspects of the IBO programs (ex: Supervise Extended Essays and/or Personal Projects) as directed

• Being aware of students' capabilities, their prior knowledge and planning teaching and differentiation as appropriate.

• Demonstrating an understanding of and taking responsibility for promoting high standards of literacy

• Providing clear and constructive feedback to students and their parents and caregivers

• Ensuring the documentation of curricula units and other planning on the platform and within the timelines set forth by the administration

Extended professional role:

• Understanding and implementing the expectations and policies established by Cognita and Stamford.

• Participating 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)

• Supervising duties at break/lunch and/or other unstructured times

• Leading/coaching an after school CCA (co-curricular activity) from 3:45-4:30pm once a week

• Ensuring that students are safe and secure at all times, and abiding by the child safeguarding expectations of the school

• Assisting in internal sub coverage according to department needs

• Providing any other reasonable duties delegated by the School Management Team

Position Requirements

• Ability to teach MYP Language Acquisition English, grades 6-8

• At least 3-5 years of teaching experience in a K-12 school

• At least 3 years of teaching in an English Language acquisition program

• At least 3 years MYP experience preferred

• International School teaching experience preferred

• Curriculum development knowledge is required

• Advisory/Pastoral experience preferred

• 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

• Demonstrates the Stamford Values - Courage, Ingenuity, Compassion, Integrity

Qualifications

• Minimum Bachelor's degree in Education or equivalent is required

• Certificate or higher degree of professional English Language acquisition training

• 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 one day/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/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.

1. Minimum Primary Education;
2. Reliable and Responsible (attendance and work requirements);
3. Team Player;
4. Initiated and creative;
5. Enjoys cooking for infants from 6 - 17 month;
6. Aware of developmental milestones and dietary requirements for infants below 18 month;
7. Aware and familiar with Health Promotion Board's Healthy Meal requirement;
8. Physically fit and healthy;
9. Assists in cleaning, washing of toys and caring for infants when not preparing meals/cooking.

1. Minimum Diploma in Early Childhood Education.
2. Candidates with degree in other discipline over and above the DECCE qualifications advantageous.
3. ECDA L2 certified
4. Initiated, team player, creative, effectively bilingual
5. Task and people oriented, able to work closely with people and complete work within deadlines
6. Plans lessons and activities for preschoolers aged 18 month - 6 years
7. Plans special events together with colleagues
8. Liaise with families for the holistic development of the children under your charge
9. Carries out administrative aspects within the class e.g. collection of forms etc
10. Works closely with the school management to ensure that the vision, mission and core values are explicit in out day-to-day interactions with children, families, colleagues and are exemplified in the curriculum/programmes.
11. Comfortable in a Christian working environment

Position Objective

We are looking for a highly qualified English as an Additional Language (EAL) teacher with previous teaching experience in international education to join our team of high-quality professionals. The role of the EAL Teacher is essentially to build and maintain a successful EAL Program which includes; providing support for students with English language needs (beginning to intermediate), preparing EAL students to independently access our curriculum in English, to provide grade level and/or teacher training, to co-teach, co-plan, co-assess and co-reflect with the grade level homeroom teachers.

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 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, s/he 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.

Relationships:

● Developing trusting and effective relationships with all the children in the class and their parents

● To develop successful, trusting and professional relationships with co-teachers and teaching assistants

● Establishing supportive and positive working relationships with all other members of staff

● Becoming a presence across the whole school and a representative of it within its wider community

Educational Role:

● Developing and executing the preparation, planning and delivery of EAL classes and activities for students

● Using a range and balance of teaching strategies including co-planning, co-teaching, co-assessing and co-reflecting

● Using grouping strategies for a variety of different learning situations, including whole class, small group, partner work and individual work

● Building on student capabilities and differentiating to meet student needs

● Ensuring that the teaching environment is well managed and appropriately resourced

● Collecting and analyzing data, such as WIDA and MAP scores, on student performance to ensure a successful progression of English language acquisition.

● Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of a PYP program

● Planning and working in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times

● Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate

● Involving students in shared reflection during, and at the end of, each unit on a consistent basis

● Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

● Taking responsibility for a Co-curricular activity (CCA) once per week, each semester.

Extended Professional Role:

● Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of Stamford American International School and Cognita

● 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)

● Taking responsibility for the class during times of emergency

● Supervising the children at break/lunch and other unstructured times

● Ensuring that the children are safe and secure at all times

● Communicating regularly and positively with parents via timely meetings, class webs, reports and conferences

● Carrying out other duties and tasks as reasonably directed by the Superintendent

Parents:

● Coordinating parent meetings where appropriate to review a students’ progress

● Providing parent workshops in collaboration with the HOD and/or Director of EAL

General:

● To teach any classes as deemed necessary

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

Position Requirements

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

● Curriculum development knowledge is required

● Intermediate to advanced level of knowledge of Language Acquisition for Multilingual Learners

● IB knowledge and experience required

● Possess highly developed interpersonal and teamwork skills.

● Excellent verbal and written English skills

● Good references on request

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

● Proficiency in other EAL testing and reporting systems

● Experience with and knowledge of co-teaching

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

Qualifications

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

● Additional qualifications/endorsements for working with English Language Learners, from an accredited school is required.

● Master’s degree in Education preferred

● WIDA Training is preferred

● SIOP Training is preferred

Contacts

● Other Stamford Teaching and Non-Teaching Staff

● Parents and Students and PTA

Working Conditions

● School Environment

● Working hours 8am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings that extend past the end of regular hours

● 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

We are looking for a highly qualified English as an Additional Language (EAL) teacher with previous teaching experience in international education to join our team of high-quality professionals. The role of the EAL Teacher is essentially to build and maintain a successful EAL Program which includes; providing support for students with English language needs (beginning to intermediate), preparing EAL students to independently access our curriculum in English, to provide grade level and/or teacher training, to co-teach, co-plan, co-assess and co-reflect with the grade level homeroom teachers.

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 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, s/he 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.

Relationships:

● Developing trusting and effective relationships with all the children in the class and their parents

● To develop successful, trusting and professional relationships with co-teachers and teaching assistants

● Establishing supportive and positive working relationships with all other members of staff

● Becoming a presence across the whole school and a representative of it within its wider community

Educational Role:

● Developing and executing the preparation, planning and delivery of EAL classes and activities for students

● Using a range and balance of teaching strategies including co-planning, co-teaching, co-assessing and co-reflecting

● Using grouping strategies for a variety of different learning situations, including whole class, small group, partner work and individual work

● Building on student capabilities and differentiating to meet student needs

● Ensuring that the teaching environment is well managed and appropriately resourced

● Collecting and analyzing data, such as WIDA and MAP scores, on student performance to ensure a successful progression of English language acquisition.

● Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of a PYP program

● Planning and working in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times

● Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate

● Involving students in shared reflection during, and at the end of, each unit on a consistent basis

● Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

● Taking responsibility for a Co-curricular activity (CCA) once per week, each semester.

Extended Professional Role:

● Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of Stamford American International School and Cognita

● 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)

● Taking responsibility for the class during times of emergency

● Supervising the children at break/lunch and other unstructured times

● Ensuring that the children are safe and secure at all times

● Communicating regularly and positively with parents via timely meetings, class webs, reports and conferences

● Carrying out other duties and tasks as reasonably directed by the Superintendent

Parents:

● Coordinating parent meetings where appropriate to review a students’ progress

● Providing parent workshops in collaboration with the HOD and/or Director of EAL

General:

● To teach any classes as deemed necessary

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

Position Requirements

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

● Curriculum development knowledge is required

● Intermediate to advanced level of knowledge of Language Acquisition for Multilingual Learners

● IB knowledge and experience required

● Possess highly developed interpersonal and teamwork skills.

● Excellent verbal and written English skills

● Good references on request

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

● Proficiency in other EAL testing and reporting systems

● Experience with and knowledge of co-teaching

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

Qualifications

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

● Additional qualifications/endorsements for working with English Language Learners, from an accredited school is required.

● Master’s degree in Education preferred

● WIDA Training is preferred

● SIOP Training is preferred

Contacts

● Other Stamford Teaching and Non-Teaching Staff

● Parents and Students and PTA

Working Conditions

● School Environment

● Working hours 8am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings that extend past the end of regular hours

● 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 role of the Teacher (Homeroom), Elementary is essentially to build and maintain a successful Elementary 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 PYP.

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.

Relationships:

• Developing trusting and effective relationships with the all the children in the class and their parents
• Establishing supportive and positive working relationships with all other members of staff
• Becoming a presence across the whole school and a representative of it within its wider community

Educational role:

• Developing and executing the preparation, planning and delivery of child-centered learning activities for the children in the class
• Being a facilitator in the classroom and taking an interactive role with students
• Using a range and balance of teaching strategies
• Grouping strategies using a variety of different learning situations, including whole class, small group, partner work and individual work; at desks, on the floor, etc.
• Viewing students as thinkers with their own emerging theories
• Building on what students know, and differentiating to meet student needs
• Ensuring that the classroom environment is well-managed, properly ordered and neatly presented
• Planning, by collecting and using data such as MAP scores, and other formative and summative assessments
• Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of PYP
• Planning which accommodates a range of ability levels and learning styles; teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more of a challenge
• Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times
• Participate in Professional Learning Communities and review of student data
• Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate
• Involving students in shared reflection during, and at the end of, each unit, on a consistent basis
• Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

Extended professional role:

• Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of the Stamford American International School
• Taking responsibility for the class during times of emergency
• Supervising the children at break/lunch and other unstructured times
• Ensuring that the children are safe and secure at all times
• Communicating regularly and positively with parents via timely meetings, class blogs, reports and conferences
• Leading co-curricular activities

Parents:

• Coordinating parent meetings where appropriate to review a students’ progress
• Coordinating efforts of parents to assist with class room volunteering duties or on excursion

General:

• To teach any classes as deemed necessary
• To provide any other reasonable duties delegated by the School Management

Position Requirements

• At least 3 years of experience in working with children as an elementary IB or Inquiry homeroom teacher with relevant qualifications
• Curriculum development knowledge
• Possess highly developed interpersonal and teamwork skills
• Excellent verbal and written English skills
• Good references on request
• Proficient in using a variety of technology tools
• Ability to participate in the Field Studies Program
• Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

Qualifications

• Minimum Bachelor’s degree in Education
• Master’s degree in Education preferred
• Professional teaching certification is required

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 role of the Teacher (Homeroom), Elementary is essentially to build and maintain a successful Elementary 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 PYP.

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.

Relationships:

• Developing trusting and effective relationships with the all the children in the class and their parents
• Establishing supportive and positive working relationships with all other members of staff
• Becoming a presence across the whole school and a representative of it within its wider community

Educational role:

• Developing and executing the preparation, planning and delivery of child-centered learning activities for the children in the class
• Being a facilitator in the classroom and taking an interactive role with students
• Using a range and balance of teaching strategies
• Grouping strategies using a variety of different learning situations, including whole class, small group, partner work and individual work; at desks, on the floor, etc.
• Viewing students as thinkers with their own emerging theories
• Building on what students know, and differentiating to meet student needs
• Ensuring that the classroom environment is well-managed, properly ordered and neatly presented
• Planning, by collecting and using data such as MAP scores, and other formative and summative assessments
• Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of PYP
• Planning which accommodates a range of ability levels and learning styles; teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more of a challenge
• Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times
• Participate in Professional Learning Communities and review of student data
• Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate
• Involving students in shared reflection during, and at the end of, each unit, on a consistent basis
• Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

Extended professional role:

• Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of the Stamford American International School
• Taking responsibility for the class during times of emergency
• Supervising the children at break/lunch and other unstructured times
• Ensuring that the children are safe and secure at all times
• Communicating regularly and positively with parents via timely meetings, class blogs, reports and conferences
• Leading co-curricular activities

Parents:

• Coordinating parent meetings where appropriate to review a students’ progress
• Coordinating efforts of parents to assist with class room volunteering duties or on excursion

General:

• To teach any classes as deemed necessary
• To provide any other reasonable duties delegated by the School Management

Position Requirements

• At least 12 years of experience in working with children as an elementary IB or Inquiry homeroom teacher with relevant qualifications
• Curriculum development knowledge
• Possess highly developed interpersonal and teamwork skills
• Excellent verbal and written English skills
• Good references on request
• Proficient in using a variety of technology tools
• Ability to participate in the Field Studies Program
• Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity

Qualifications

• Minimum Bachelor’s degree in Education
• Master’s degree in Education preferred
• Professional teaching certification is required

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

To meet the school’s vision through the objectives of the MYP program. To engage students from over 70 national and linguistic backgrounds in the AERO (American Education Reaches Out) standards using inquiry based methods to deepen student understanding.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young people 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.

Teaching:

• To teach Middle School Math classes (Grades 6-8)

• To be able to work with students who are on a learning accommodation plan and/or require an additional support teacher in class

• To work with mainstream students who are developing English language proficiency

• To demonstrate through collaboration, planning, and teaching, the IB and MYP framework of concepts within contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’, leading learning towards the IB vision and the aims of individual subject areas

• To incorporate interdisciplinary learning

• To use and actively refer to the AERO standards in the curriculum and in teaching and learning

• To work and collaborate with EAL and support teachers to enrich curriculum and student learning

• To differentiate and target learning to students’ learning needs

• To be culturally and linguistically responsive and proactive

Relationships:

• To develop trusting and effective relationships with the all the students in the classes and their parents

• To establish supportive, collaborative, and positive working relationships with all other members of staff

• 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 15-20 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 “Approaches to Learning” expectations per the International Baccalaureate

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

• 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

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 3:45-4:30pm once a week

• To work with HOD when ordering consumables, supplies, and equipment

• 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

General:

• To teach any classes as deemed necessary.

• To assist in internal sub coverage according to department needs

• To provide any other reasonable duties delegated by the School Management

Position Requirements

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

• MYP/IB experience preferred

• Show examples of inquiry based methods for teaching Mathematics in current practice

• Curriculum development knowledge is required

• Proficiency in using school databases, communications platforms, and educational technology including but not limited to Google Drive, Docs, Forms, Sheets and Classroom

• Proficiency in administering learning platforms such as Google Classroom, IXL, Khan Academy etc. to track students’ progress and give feedback

• Advisory/Pastoral experience preferred

• Possess highly developed interpersonal and teamwork skills.

• Excellent verbal and written English skills

• Good references on request

• Proficiency in using computers

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

• Sense of humour

Qualifications

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

• Master’s degree in relevant field preferred

• Professional current teacher licensure or certification is required

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 (until 5:00 pm on Mondays)

• 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

To meet the school’s vision through the objectives of the MYP program. To engage students from over 70 national and linguistic backgrounds in the AERO (American Education Reaches Out) standards using inquiry based methods to deepen student understanding.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young people 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.

Teaching:

• To teach Middle School Math classes (Grades 6-8)

• To be able to work with students who are on a learning accommodation plan and/or require an additional support teacher in class

• To work with mainstream students who are developing English language proficiency

• To demonstrate through collaboration, planning, and teaching, the IB and MYP framework of concepts within contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’, leading learning towards the IB vision and the aims of individual subject areas

• To incorporate interdisciplinary learning

• To use and actively refer to the AERO standards in the curriculum and in teaching and learning

• To work and collaborate with EAL and support teachers to enrich curriculum and student learning

• To differentiate and target learning to students’ learning needs

• To be culturally and linguistically responsive and proactive

Relationships:

• To develop trusting and effective relationships with the all the students in the classes and their parents

• To establish supportive, collaborative, and positive working relationships with all other members of staff

• 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 15-20 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 “Approaches to Learning” expectations per the International Baccalaureate

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

• 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

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 3:45-4:30pm once a week

• To work with HOD when ordering consumables, supplies, and equipment

• 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

General:

• To teach any classes as deemed necessary.

• To assist in internal sub coverage according to department needs

• To provide any other reasonable duties delegated by the School Management

Position Requirements

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

• MYP/IB experience preferred

• Show examples of inquiry based methods for teaching Mathematics in current practice

• Curriculum development knowledge is required

• Proficiency in using school databases, communications platforms, and educational technology including but not limited to Google Drive, Docs, Forms, Sheets and Classroom

• Proficiency in administering learning platforms such as Google Classroom, IXL, Khan Academy etc. to track students’ progress and give feedback

• Advisory/Pastoral experience preferred

• Possess highly developed interpersonal and teamwork skills.

• Excellent verbal and written English skills

• Good references on request

• Proficiency in using computers

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

• Sense of humour

Qualifications

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

• Master’s degree in relevant field preferred

• Professional current teacher licensure or certification is required

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 (until 5:00 pm on Mondays)

• 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

To meet the school’s vision through the objectives of the MYP program. To engage students from over 70 national and linguistic backgrounds in the AERO (American Education Reaches Out) standards.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young people 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.

Teaching:

● To teach Middle School English 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 students who are developing English language proficiency

● To demonstrate through collaboration, planning, and teaching, the IB and MYP framework of concepts within contexts, and an inquiry-based learning that is balanced leading learning towards the IB vision and the aims of individual subject areas in consideration of the disciplines of interdisciplinary learning

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

● To work and collaborate with EAL and student support teachers to enrich curriculum and student learning

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

● To be aware of culturally and linguistically responsive approaches

Relationships:

● To develop trusting and effective relationships with the all the students in the classes and their parents

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

● To become a positive presence across the whole school and 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 15-20 students, being responsible for the holistic academic and social-emotional well-being of these students

● To build pedagogical practices around understanding all learners from different cultural and linguistic backgrounds, 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 analyze data such as MAP scores that inform teaching and learning, by contributing to data dialogues

● To utilize the “Approaches to Learning” expectations per the International Baccalaureate

● To accommodate a range of ability levels and learning styles

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

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 the after school CCA (co-curricular activity) from 3:45-4:30pm 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 inform parents of student progress or concerns as needed through both formal structures and timely direct communication as needed.

Position Requirements

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

● Preference for MYP (IB), WIDA, SIOP, and Reader’s and Writer’s Workshop

● 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

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

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

● School Environment

● Working hours 8am to 4:30pm, Monday to Friday, with a 5pm finish on Wednesdays, 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
To collaboratively plan, organize and implement an appropriate learning program in the context of an IBO World School serving a dynamic and diverse community.

Responsibilities
The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom s/he is responsible, or with whom s/he comes into contact will be 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, s/he 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 classes within the Middle School;
- To work with students who are on a learning accommodation plan and/or require an additional support teacher in class;
- To work with EAL mainstream students;
- To demonstrate through collaboration, planning, and teaching, the IBO framework of concepts within contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’, leading learning towards the IB vision and the aims of individual subject areas;
- To use and refer to the defined standards in the curriculum and in teaching and learning;
- To work and collaborate with colleagues to enrich curriculum and student learning;
-To differentiate and target learning to students’ needs and proficiency levels; and
-To be culturally and linguistically responsive and proactive.

Relationships:
- To develop trusting and effective relationships with all the students in the classes and their parents
- To establish supportive, collaborative, and positive working relationships with all other members of staff
- To become a positive presence across the whole school and a representative of it within its wider community

Educational role:
- Developing and executing the preparation, planning and delivery of child-centered learning activities in accordance with the school vision;
- Acting as a pastoral advisor, and being responsible for the holistic academic and social-emotional well-being of these students
- Building on what students know, and differentiating to meet student needs;
- Ensuring that the classroom environment is well-managed, properly ordered and neatly presented;
- A willingness to analyze data such as MAP scores, and other formative and summative assessments;
- Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of MYP as needed;
- Planning which accommodates a range of ability levels and learning styles; teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more challenge;
- Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times;
- Communicating professionally with students and families;
- Planning collaboratively for student learning;
- Planning which is based on agreed student learning outcomes in the context of the school-wide program;
-Planning work that builds on students’ prior knowledge and experience;
-Planning significant units of inquiry, to be explored in depth;
-Implementing accurate assessment through the collaborative pre-planning and moderation processes;
- Planning work which emphasizes connections between and among curriculum areas;
- Planning work which accommodates a range of ability levels;
- Building on what students bring to the learning experience in the way of prior understanding;
- Ensuring a well-organized and stimulating learning environment;
- Empowering students to feel responsible and to take action;
- Maintaining constant awareness of the needs of any children to whom English is a second or even a third or fourth language;
-Undergoing required online professional development courses to enhance understanding of the institution and skills needed to address the needs of all of our students;
- Using learning technologies to enhance learning;
- Supporting other aspects of the IBO programs (ex: Supervise Extended Essays and/or Personal Projects) as needed;
- Being aware of students’ capabilities, their prior knowledge and planning teaching and differentiation as appropriate;
- Demonstrating an understanding of and taking responsibility for promoting high standards of literacy;
- Providing clear and constructive feedback to students and their parents and caregivers; and
- Ensuring the documentation of curricula units and other planning on the platform and within the timelines set forth by the administration.

Extended professional role:
- Understanding and implementing the expectations and policies established by Cognita and Stamford including its Guiding Statements;
- Participating 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);
- Supervising duties at break/lunch and/or other unstructured times;
- Leading/coaching an after school CCA (co-curricular activity) from 3:45-4:30pm once a week;
- Ensuring that students are safe and secure at all times, and abiding by the child safeguarding expectations of the school;
- Assisting in internal sub coverage according to department needs; and
- Providing any other reasonable duties delegated by the School Management Team.

Position Requirements
- Ability to teach Design (in the Middle Years Program).
-At least 3-5 years of teaching experience in a K-12 school.
- At least 3 years of teaching in the MYP.
-International School teaching experience preferred.
- Curriculum development knowledge is required.
-Advisory/Pastoral experience preferred.
- Highly developed interpersonal and teamwork skills.
- Excellent verbal and written English skills.
- Good references on request.
-Proficiency in using school databases, communications platforms, and educational technology.
-Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity.

Qualifications
- Minimum Bachelor’s degree in Education or equivalent is required.
-Professional current teacher licensure or certification is required.
-Master’s degree in a 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 Wednesdays), 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 the 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

To meet the school’s vision through the objectives of the MYP program. To engage students from over 70 national and linguistic backgrounds in the AERO (American Education Reaches Out) standards.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young people 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.

Teaching:

● To teach Middle School English 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 students who are developing English language proficiency

● To demonstrate through collaboration, planning, and teaching, the IB and MYP framework of concepts within contexts, and an inquiry-based learning that is balanced leading learning towards the IB vision and the aims of individual subject areas in consideration of the disciplines of interdisciplinary learning

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

● To work and collaborate with EAL and student support teachers to enrich curriculum and student learning

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

● To be aware of culturally and linguistically responsive approaches

Relationships:

● To develop trusting and effective relationships with the all the students in the classes and their parents

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

● To become a positive presence across the whole school and 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 15-20 students, being responsible for the holistic academic and social-emotional well-being of these students

● To build pedagogical practices around understanding all learners from different cultural and linguistic backgrounds, 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 analyze data such as MAP scores that inform teaching and learning, by contributing to data dialogues

● To utilize the “Approaches to Learning” expectations per the International Baccalaureate

● To accommodate a range of ability levels and learning styles

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

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 the after school CCA (co-curricular activity) from 3:45-4:30pm 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 inform parents of student progress or concerns as needed through both formal structures and timely direct communication as needed.

Position Requirements

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

● Preference for MYP (IB), WIDA, SIOP, and Reader’s and Writer’s Workshop

● 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

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

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

● School Environment

● Working hours 8am to 4:30pm, Monday to Friday, with a 5pm finish on Wednesdays, 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

To collaboratively plan, organize and implement an appropriate learning program in the context of an IBO World School serving a dynamic and diverse community.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom s/he is responsible, or with whom s/he comes into contact will be 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, s/he 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 classes within the Middle School;

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

- To work with EAL mainstream students;

- To demonstrate through collaboration, planning, and teaching, the IBO framework of concepts within contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’, leading learning towards the IB vision and the aims of individual subject areas;

- To use and refer to the defined standards in the curriculum and in teaching and learning;

- To work and collaborate with colleagues to enrich curriculum and student learning;

-To differentiate and target learning to students’ needs and proficiency levels; and

-To be culturally and linguistically responsive and proactive.

Relationships:

- To develop trusting and effective relationships with all the students in the classes and their parents

- To establish supportive, collaborative, and positive working relationships with all other members of staff

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

Educational role:

- Developing and executing the preparation, planning and delivery of child-centered learning activities in accordance with the school vision;

- Acting as a pastoral advisor, and being responsible for the holistic academic and social-emotional well-being of these students

- Building on what students know, and differentiating to meet student needs;

- Ensuring that the classroom environment is well-managed, properly ordered and neatly presented;

- A willingness to analyze data such as MAP scores, and other formative and summative assessments;

- Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of MYP as needed;

- Planning which accommodates a range of ability levels and learning styles; teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more challenge;

- Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times;

- Communicating professionally with students and families;

- Planning collaboratively for student learning;

- Planning which is based on agreed student learning outcomes in the context of the school-wide program;

-Planning work that builds on students’ prior knowledge and experience;

-Planning significant units of inquiry, to be explored in depth;

-Implementing accurate assessment through the collaborative pre-planning and moderation processes;

- Planning work which emphasizes connections between and among curriculum areas;

- Planning work which accommodates a range of ability levels;

- Building on what students bring to the learning experience in the way of prior understanding;

- Ensuring a well-organized and stimulating learning environment;

- Empowering students to feel responsible and to take action;

- Maintaining constant awareness of the needs of any children to whom English is a second or even a third or fourth language;

-Undergoing required online professional development courses to enhance understanding of the institution and skills needed to address the needs of all of our students;

- Using learning technologies to enhance learning;

- Supporting other aspects of the IBO programs (ex: Supervise Extended Essays and/or Personal Projects) as needed;

- Being aware of students’ capabilities, their prior knowledge and planning teaching and differentiation as appropriate;

- Demonstrating an understanding of and taking responsibility for promoting high standards of literacy;

- Providing clear and constructive feedback to students and their parents and caregivers; and

- Ensuring the documentation of curricula units and other planning on the platform and within the timelines set forth by the administration.

Extended professional role:

- Understanding and implementing the expectations and policies established by Cognita and Stamford including its Guiding Statements;

- Participating 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);

- Supervising duties at break/lunch and/or other unstructured times;

- Leading/coaching an after school CCA (co-curricular activity) from 3:45-4:30pm once a week;

- Ensuring that students are safe and secure at all times, and abiding by the child safeguarding expectations of the school;

- Assisting in internal sub coverage according to department needs; and

- Providing any other reasonable duties delegated by the School Management Team.

Position Requirements

- Ability to teach Design (in the Middle Years Program).

-At least 3-5 years of teaching experience in a K-12 school.

- At least 3 years of teaching in the MYP.

-International School teaching experience preferred.

- Curriculum development knowledge is required.

-Advisory/Pastoral experience preferred.

- Highly developed interpersonal and teamwork skills.

- Excellent verbal and written English skills.

- Good references on request.

-Proficiency in using school databases, communications platforms, and educational technology.

-Demonstrates the Stamford Values – Courage, Ingenuity, Compassion, Integrity.

Qualifications

- Minimum Bachelor’s degree in Education or equivalent is required.

-Professional current teacher licensure or certification is required.

-Master’s degree in a 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 Wednesdays), 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 the 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

To meet the school’s vision through the objectives of the MYP program. To engage students from over 70 national and linguistic backgrounds in the C3 standards.

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.

Teaching:

● To teach Middle School Individuals & Societies (I&S) 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 C3 standards in the curriculum and in teaching and learning

● To actively plan and collaborate with specialist teachers (Librarian, Literacy & Ed. Tech. Coaches, MYP Coordinator, 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 wellbeing 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

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

● Experience and preferably some training in working with EAL students

● MYP/IB experience preferred

● Curriculum development knowledge is required

● Advisory/Pastoral experience preferred

● Possess highly developed interpersonal skills and teamwork

● 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

• 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.

Position Objective

To meet the school’s vision through the objectives of the MYP program. To engage students from over 70 national and linguistic backgrounds in the C3 standards.

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.

Teaching:

● To teach Middle School Individuals & Societies (I&S) 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 C3 standards in the curriculum and in teaching and learning

● To actively plan and collaborate with specialist teachers (Librarian, Literacy & Ed. Tech. Coaches, MYP Coordinator, 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 wellbeing 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

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

● Experience and preferably some training in working with EAL students

● MYP/IB experience preferred

● Curriculum development knowledge is required

● Advisory/Pastoral experience preferred

● Possess highly developed interpersonal skills and teamwork

● 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

• 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.

Montessori Preschool in Serangoon seeking English Teachers/ Assistant Teachers:

Job Description & Requirements

• Does planning and implementing programme for the children in accordance with the centre's policies and framework.
• Responsible for the upkeep of teaching resources, arrangement appearance, decoration and learning environment of the classroom.
• Engage children with activities to enhance their learning experiences.
• Understand and follow the principles of Montessori education.
• Support the school in growth and annual events.

What do we want

• LON - L1 or EY2
• Fundementals in Early childhood (Assistant teacher)
• Teachers with no Montessori experience are welcomed, as long as you are keen to be trained
• Fluent in spoken and written English (to teach in English language and communicate with children and parents)
• Willing to learn and take guidance
• Able to work well independently as well as within a team

Position Objective

Stamford is looking for a highly qualified English as an Additional Language (EAL) teacher with previous experience in international education to join our expanding team of high-quality professionals. The role of the EAL Teacher is essentially to build and maintain a successful EAL Program which includes providing support for students with English language needs and preparing EAL students for accessing our curriculum in English.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom s/he is responsible, or with whom s/he 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, s/he 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.

Relationships:

• To develop trusting and effective relationships with all the children in the class and their parents

• To establish supportive and positive working relationships with all other members of staff

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

Educational Role:

• Developing and executing the preparation, planning and delivery of EAL classes and activities for students

• Using a range and balance of teaching strategies including co-planning, co-teaching, and co-assessing

• Using grouping strategies in a variety of different learning situations, including whole class, small group, partner work and individual work

• Building on student capabilities and differentiating to meet student needs

• Ensuring that the teaching environment is well managed and appropriately resourced

• Planning to ensure that ‘students achieve more than they think they can’ by collecting and using information onstudent performance

• Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of an IB program

• Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate

• Involving students in shared reflection during, and at the end of, each unit on a consistent basis

• Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

• Participating fully in appropriate training in the various programs and initiatives at Stamford

• Willingness to analyze data such as WIDA, SLATE, and MAP scores that inform teaching and learning

• Taking responsibility for a Co-curricular activity (CCA) from 3:45-4:30pm once per week, each semester

• 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

Extended Professional Role:

• Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of Stamford American International School and Cognita

• Participating in professional duties as necessary outside of the scope of the the school day (e.g. Field studies trips, professional development on weekends, as needed, and after school meetings as required)

• Taking responsibility for the class during times of emergency

• Supervising the children at break/lunch and other unstructured times

• Ensuring that the children are safe and secure at all times

• Communicating regularly and positively with parents via timely meetings, class webs, reports and conferences

• Carrying out other duties and tasks as reasonably directed by the Superintendent

• Pastoral advisor to a group of 15-20 students, being responsible for the holistic academic and social-emotional well-being of these students

Parents:

• Coordinating parent meetings where appropriate to review a students’ progress

General

• To teach any classes as deemed necessary

• To provide any other reasonable duties delegated by the School Management

Position Requirements

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

• Curriculum development knowledge is required, specifically, in the MYP and DP context.

• IB knowledge and experience required.

• Possess highly developed interpersonal and teamwork skill.

• Excellent verbal and written English skills

• Good references on request

• Proficient in using school databases,communications platforms, and educational technology

• Proficiency in other EAL testing, reporting systems and student progress monitoring.

• Experience with and knowledge of co-teaching, co-planning, co-assessing and co-reflecting

• Demonstrates the Stamford Values – Integrity, Courage, Ingenuity and Compassion

Qualifications

• Minimum Bachelor’s degree in Education or equivalent is required.

• Master’s degree in Education preferred

• Current teaching certification

• WIDA and SIOP Trained

• MYP and/or DP trained

Contacts

• Other Stamford Teaching and Non-Teaching Staff

• Parents and Students and PTA

Working Conditions

• Working hours 8am-4:30pm, Monday to Friday (until 5:00 pm on Wednesdays), plus occasional staff meetings/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: 14 days sick leave and 60 days hospitalization leave

• Probation Period: 3 months from date of commencement of employment

• Referee Check: 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

Stamford is looking for a highly qualified English as an Additional Language (EAL) teacher with previous experience in international education to join our expanding team of high-quality professionals. The role of the EAL Teacher is essentially to build and maintain a successful EAL Program which includes providing support for students with English language needs and preparing EAL students for accessing our curriculum in English.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom s/he is responsible, or with whom s/he 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, s/he 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.

Relationships:

• To develop trusting and effective relationships with all the children in the class and their parents

• To establish supportive and positive working relationships with all other members of staff

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

Educational Role:

• Developing and executing the preparation, planning and delivery of EAL classes and activities for students

• Using a range and balance of teaching strategies including co-planning, co-teaching, and co-assessing

• Using grouping strategies in a variety of different learning situations, including whole class, small group, partner work and individual work

• Building on student capabilities and differentiating to meet student needs

• Ensuring that the teaching environment is well managed and appropriately resourced

• Planning to ensure that ‘students achieve more than they think they can’ by collecting and using information onstudent performance

• Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of an IB program

• Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate

• Involving students in shared reflection during, and at the end of, each unit on a consistent basis

• Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

• Participating fully in appropriate training in the various programs and initiatives at Stamford

• Willingness to analyze data such as WIDA, SLATE, and MAP scores that inform teaching and learning

• Taking responsibility for a Co-curricular activity (CCA) from 3:45-4:30pm once per week, each semester

• 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

Extended Professional Role:

• Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of Stamford American International School and Cognita

• Participating in professional duties as necessary outside of the scope of the the school day (e.g. Field studies trips, professional development on weekends, as needed, and after school meetings as required)

• Taking responsibility for the class during times of emergency

• Supervising the children at break/lunch and other unstructured times

• Ensuring that the children are safe and secure at all times

• Communicating regularly and positively with parents via timely meetings, class webs, reports and conferences

• Carrying out other duties and tasks as reasonably directed by the Superintendent

• Pastoral advisor to a group of 15-20 students, being responsible for the holistic academic and social-emotional well-being of these students

Parents:

• Coordinating parent meetings where appropriate to review a students’ progress

General

• To teach any classes as deemed necessary

• To provide any other reasonable duties delegated by the School Management

Position Requirements

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

• Curriculum development knowledge is required, specifically, in the MYP and DP context.

• IB knowledge and experience required.

• Possess highly developed interpersonal and teamwork skill.

• Excellent verbal and written English skills

• Good references on request

• Proficient in using school databases,communications platforms, and educational technology

• Proficiency in other EAL testing, reporting systems and student progress monitoring.

• Experience with and knowledge of co-teaching, co-planning, co-assessing and co-reflecting

• Demonstrates the Stamford Values – Integrity, Courage, Ingenuity and Compassion

Qualifications

• Minimum Bachelor’s degree in Education or equivalent is required.

• Master’s degree in Education preferred

• Current teaching certification

• WIDA and SIOP Trained

• MYP and/or DP trained

Contacts

• Other Stamford Teaching and Non-Teaching Staff

• Parents and Students and PTA

Working Conditions

• Working hours 8am-4:30pm, Monday to Friday (until 5:00 pm on Wednesdays), plus occasional staff meetings/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: 14 days sick leave and 60 days hospitalization leave

• Probation Period: 3 months from date of commencement of employment

• Referee Check: 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.

Responsibilties:

• Conduct lessons with children in accordance to company's and ECDA's policies, guidelines and framework
• Keep accurate records of children's progress
• Prepare teaching materials and learning corners
• Conduct routine care for children
• Ensure the safety and hygiene of children
• Build and maintain close communication with parents
• Assist in any other adhoc duties as assigned by Management

Job Requirements:

• Possess Diploma in Early Childhood Care and Education
• Preferably 2 years of experience in preschool setting
• Excellent communications and interpersonal skills
• Island wide location

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

About Us:

We have been around for 17 years in the industry. Join our vibrant and nurturing educational community where we prioritize creating a pleasant working environment for both teachers and students. With a commitment to maintaining a good teacher-student ratio, untrained applicants in the Montessori method will receive in-house Montessori training. We welcome candidates with a passion for teaching and a genuine enjoyment of being with young children.

Why Join Us:

- Pleasant working environment

- Good teacher-student ratio

- Training and upgrading opportunities for professional development

- In-house Montessori training provided for untrained applicants

Requirements:

- Fundamentals in Early Childhood or EY2 certified

- Proficient in spoken and written English for effective communication

- Passion for teaching and enjoyment of working with young children

- Relevant teaching experience is an advantage

- Candidates undergoing training are welcome to apply

- Innovative team player with a dynamic, self-motivated, and pro-active attitude

- Mature with strong initiative

Job Description:

• Assisting the Lead Teacher:

- Collaborate with the lead teacher to plan and implement lesson plans.

- Support the lead teacher in managing the classroom and ensuring a positive learning environment.

- Provide one-on-one or small group assistance to students who need extra support.

- Assist in the preparation of teaching materials and resources.

- Offer additional help to students who may be struggling with their assignments.

• Classroom Management:

- Help maintain discipline and order within the classroom.

- Supervise students during class activities, breaks, and other school-related events.

- Ensure the safety and well-being of students at all times.

• Cleaning and Maintenance:

- Perform routine cleaning duties in the classroom, such as sweeping, mopping, and maintaining cleanliness.

- Ensure that classroom materials and equipment are properly organized and stored.

- Collaborate with other staff members to maintain a clean and safe school environment.

If you are passionate about early childhood education and possess the qualities we are looking for, we invite you to join our family.

Position Objective

To meet the school’s vision through the objectives of the IB MYP/DP and the College Board A.P. programs. To engage students from over 76 national and linguistic backgrounds in the AERO (American Education Reaches Out) standards. To participate fully in the expectations of the Stamford learning community that includes 1x duty per day, 1x co-curricular activity per week and 1x ‘advisory’ period per day.

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 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.

Teaching:

● To teach classes within the High School (MYP Integrated Math, AP Calculus, DP AA/AI Mathematics)

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

● To work with EAL mainstream students

● To demonstrate through collaboration, planning, and teaching, the IBO framework of concepts within contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’, leading learning towards the IB vision and the aims of individual subject areas

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

● To work and collaborate with colleagues to enrich curriculum and student learning

● To differentiate and target learning to students’ needs and proficiency levels using the Universal Design for Learning framework

● To be culturally and linguistically responsive and proactive

Relationships:

● To develop trusting and effective positive relationships with all the students in the classes and their parents

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

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

● Having a sense of humor.

Educational role:

● Developing and executing the preparation, planning and delivery of child-centered learning activities in accordance with the school vision.

● Acting as a pastoral advisor, being responsible for the holistic academic and social-emotional well-being of these students, and in the case of grades 11 and 12, acting in a formal CAS Advisor capacity.

● Building on what students know, and differentiating to meet student needs

● Ensuring that the classroom environment is well-managed, properly ordered and neatly presented

● A willingness to analyze data such as MAP scores, and other formative and summative assessments

● Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of MYP, DP and/or AP programs as needed

● Planning which accommodates a range of ability levels and learning styles; teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more of a challenge

● Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times

● Communicating professionally with students and families.

● Planning collaboratively for student learning

● Planning which is based on agreed student learning outcomes, in the context of the school-wide program.

● Planning work that builds on students' prior knowledge and experience.

● Planning significant units of inquiry, to be explored in depth.

● Implementing accurate assessment through the collaborative pre-planning and moderation processes.

● Planning work which emphasizes connections between and among curriculum areas

● Planning work which accommodates a range of ability levels

● Building on what students bring to the learning experience in the way of prior understanding.

● Ensuring a well-organized and stimulating learning environment

● Empowering students to feel responsible and to take action.

● Maintaining constant awareness of the needs of any children to whom English is a second or even a third or fourth language

● Using learning technologies to enhance learning.

● Supporting other aspects of the IBO programs (ex: Supervise Extended Essays and/or Personal Projects) as directed

● Being aware of students’ capabilities, their prior knowledge and planning teaching and differentiation as appropriate.

● Demonstrating an understanding of and taking responsibility for promoting high standards of literacy

● Providing clear and constructive feedback to students and their parents and caregivers

● Ensuring the documentation of curricula units and other planning on the platform and within the timelines set forth by the administration

Extended professional role:

● Understanding and implementing the expectations and policies established by Cognita and Stamford.

● Participating 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)

● Supervising duties at break/lunch and/or other unstructured times

● Leading/coaching an after school CCA (co-curricular activity) from 3:55-4:30pm once a week

● Ensuring that students are safe and secure at all times, and abiding by the child safeguarding expectations of the school

● Assisting in internal sub coverage according to department needs

● Providing any other reasonable duties delegated by the School Management Team

Position Requirements

● Ability to teach HL and SL Mathematics (in the Diploma Program), AP Mathematics and Integrated Mathematics (in the Middle Years Program).

● At least 3-5 years of teaching experience in an international K-12 school

● At least 3 years of AP/MYP/DP experience preferred

● International School teaching experience preferred

● Curriculum development knowledge is required

● Advisory/Pastoral experience preferred

● Highly developed interpersonal and teamwork skills

● Excellent verbal and written English skills

● Good references on request

● Have a sense of Humour

● 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 a 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 Wednesdays), 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 the date of commencement

● Referee request: Two 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, SAISʼ 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

To meet the school’s vision through the objectives of the IB MYP/DP and the College Board A.P. programs. To engage students from over 76 national and linguistic backgrounds in the AERO (American Education Reaches Out) standards. To participate fully in the expectations of the Stamford learning community that includes 1x duty per day, 1x co-curricular activity per week and 1x ‘advisory’ period per day.

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 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.

Teaching:

● To teach classes within the High School (MYP Integrated Math, AP Calculus, DP AA/AI Mathematics)

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

● To work with EAL mainstream students

● To demonstrate through collaboration, planning, and teaching, the IBO framework of concepts within contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’, leading learning towards the IB vision and the aims of individual subject areas

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

● To work and collaborate with colleagues to enrich curriculum and student learning

● To differentiate and target learning to students’ needs and proficiency levels using the Universal Design for Learning framework

● To be culturally and linguistically responsive and proactive

Relationships:

● To develop trusting and effective positive relationships with all the students in the classes and their parents

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

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

● Having a sense of humor.

Educational role:

● Developing and executing the preparation, planning and delivery of child-centered learning activities in accordance with the school vision.

● Acting as a pastoral advisor, being responsible for the holistic academic and social-emotional well-being of these students, and in the case of grades 11 and 12, acting in a formal CAS Advisor capacity.

● Building on what students know, and differentiating to meet student needs

● Ensuring that the classroom environment is well-managed, properly ordered and neatly presented

● A willingness to analyze data such as MAP scores, and other formative and summative assessments

● Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of MYP, DP and/or AP programs as needed

● Planning which accommodates a range of ability levels and learning styles; teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more of a challenge

● Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times

● Communicating professionally with students and families.

● Planning collaboratively for student learning

● Planning which is based on agreed student learning outcomes, in the context of the school-wide program.

● Planning work that builds on students' prior knowledge and experience.

● Planning significant units of inquiry, to be explored in depth.

● Implementing accurate assessment through the collaborative pre-planning and moderation processes.

● Planning work which emphasizes connections between and among curriculum areas

● Planning work which accommodates a range of ability levels

● Building on what students bring to the learning experience in the way of prior understanding.

● Ensuring a well-organized and stimulating learning environment

● Empowering students to feel responsible and to take action.

● Maintaining constant awareness of the needs of any children to whom English is a second or even a third or fourth language

● Using learning technologies to enhance learning.

● Supporting other aspects of the IBO programs (ex: Supervise Extended Essays and/or Personal Projects) as directed

● Being aware of students’ capabilities, their prior knowledge and planning teaching and differentiation as appropriate.

● Demonstrating an understanding of and taking responsibility for promoting high standards of literacy

● Providing clear and constructive feedback to students and their parents and caregivers

● Ensuring the documentation of curricula units and other planning on the platform and within the timelines set forth by the administration

Extended professional role:

● Understanding and implementing the expectations and policies established by Cognita and Stamford.

● Participating 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)

● Supervising duties at break/lunch and/or other unstructured times

● Leading/coaching an after school CCA (co-curricular activity) from 3:55-4:30pm once a week

● Ensuring that students are safe and secure at all times, and abiding by the child safeguarding expectations of the school

● Assisting in internal sub coverage according to department needs

● Providing any other reasonable duties delegated by the School Management Team

Position Requirements

● Ability to teach HL and SL Mathematics (in the Diploma Program), AP Mathematics and Integrated Mathematics (in the Middle Years Program).

● At least 3-5 years of teaching experience in an international K-12 school

● At least 3 years of AP/MYP/DP experience preferred

● International School teaching experience preferred

● Curriculum development knowledge is required

● Advisory/Pastoral experience preferred

● Highly developed interpersonal and teamwork skills

● Excellent verbal and written English skills

● Good references on request

● Have a sense of Humour

● 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 a 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 Wednesdays), 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 the date of commencement

● Referee request: Two 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, SAISʼ 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.

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.