About Gusto Education Pte Ltd :

We are a group of educators who have pioneered new methodology for learning language and art for our young students. We provide parents and children with a better alternative to the generic, formulaic learning courses currently offered in Singapore. Join Us if you are passionate about art and eager to inspire the next generation.

About the Role:

As an Art Teacher at Gusto, you will be required to conduct and facilitate imaginative lessons through a wide and creative array of arts while developing meaningful and supportive relationships with the students. You will be a mentor, a guide, and a source of inspiration for the next generation of artists.

Responsibilities:

-Preparing engaging course materials and delivering planned art curriculum lessons to the learners.

-Demonstrating multiple art techniques, including drawing and painting.

-Teaching children the correct use of art materials and tools, make sure their safety and well-being.

-Encourages positive learning experiences and personal growth.

-Encouraging children to express their individual personalities and thoughts through their art.

-Evaluating each student's progress and providing constructive feedback on their artistic development.

-Actively participating in ad-hoc events, including holiday camps and festive celebrations party etc.

Qualifications:

- A Diploma or Degree in Fine Arts or related fields.

- Absolute love, patience and care for children

- Able to conduct and facilitate art learning in a small group setting

- Fast learner, able to handle and communicate effectively with children and parents

- Independent, resourceful, self-motivated with initiative. Honest, responsible and cheerful

- Willing to work on Saturdays and Sundays

- Place of work : Sentosa / Katong

NLCS (Singapore) believes that each employee makes a significant contribution to our success and that contributions should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the employee, nor NLCS (Singapore), to only the work identified. It is the expectation of the School that each employee will offer his/her services wherever and whenever necessary to ensure the success of our organisation. Our school is committed to safeguarding and promoting the welfare of children and young people. The School expects all teaching staff, non‐teaching staff and volunteers to share and uphold this commitment.

Teaching, learning & assessment

1. Demonstrate passion for the subject and strive to engender the same in students.
2. Plan and deliver lessons that inspire, motivate and challenge students whilst ensuring that they are fully prepared for assessment tasks and are able to make the progress expected of them.
3. Encourage students to take a scholarly approach to their studies, fostering a love of learning and promoting the pursuit of their academic interests beyond the confines of the curriculum.
4. Create and maintain an engaging, exciting classroom environment that encourages discussion, debate and collaboration between students.
5. Ensure that students have an excellent understanding of the content outlined in departmental curriculum plans, and are able to apply it effectively.
6. Build stretch and challenge into teaching at every opportunity.
7. Use a variety of formative and summative assessment techniques to measure students’ progress and achievement, and inform teaching.
8. Provide individualised support to students who are underperforming.
9. Make effective and timely use of feedback (written, verbal and otherwise) to support students in understanding their current achievement levels and what they can do to improve them.
10. Maintain high expectations of the quality of students’ work, liaising with the Head of Department and other relevant staff to implement support strategies for those who are underperforming.
11. Maintain high expectations of students’ engagement and work ethic, liaising with the Head of Department and other relevant staff to implement support strategies for those who are not meeting them.
12. Maintain high expectations of students’ behaviour, collegiality, attendance and punctuality, in line with School policy, ensuring that relevant procedures are followed if these are not met.
13. Ensure that teaching fosters the development of students’ knowledge and use of academic English, implementing appropriate support strategies for EAL students.
14. Implement classroom strategies prescribed by the Individual Needs Department for students with an Individual Needs Plan (INP).
15. Adopt a positive and developmental approach to academic monitoring activities such as lesson observations, work scrutiny, learning walks and student voice.
16. Assess, record and report on the attainment, effort and conduct of students in line with School and departmental assessment policies and procedures.
17. Assist in the development of departmental schemes of work and resources.
18. Maintain accurate records of student attendance through the School’s attendance system.
19. Fulfil a teaching commitment in line with the School policy and allocation.

Pastoral care

1. Always consider students’ welfare and best interests, striving to promote both at all times.
2. Support the strong pastoral emphasis within NLCS (Singapore) as a tutor, including teaching PSE. Manage a lively, enthusiastic, orderly and safe learning environment fulfilling the responsibilities of that position.
3. Develop strong relationships with students, providing guidance and support in academic, pastoral and enrichment matters.
4. Liaise with relevant colleagues with a focus on supporting student’s academic and personal development.
5. Maintain regular and positive relationships with parents with a focus on supporting their child(ren)’s academic and personal development; the spirit of communication with home should be personal and individual.
6. Liaise with and support the Pastoral Leadership team in all matters pertaining to pastoral well-being, responsibility and strategy.
7. Working alongside the Senior School Management Team to contribute to academic, pastoral and enrichment activities that broaden students’ experiences and enhance the general life of the school.
8. Follow the school’s policies and procedures with regard to pastoral provision.

Enrichment

1. Support the School’s academic enrichment programme by contributing to the McCabe Lecture series, supporting student-led academic societies and delivering taught enrichment sessions.
2. Attend School events and activities as directed by the Principal and voluntarily support events such as trips, Arts Festival events, sports fixtures (home and away) and musical performances by students, after school and at weekends.
3. Deliver co-curricular activities in line with School policy.
4. Support the House Competition by attending events and encouraging student participation.

General responsibilities

1. Play a full part in the life of the School, supporting its distinctive aims and ethos, and be prepared to actively participate and contribute to the community activities that exist within the School.
2. Maintain familiarity with the School’s Guiding Statements, striving to embody and promote them at all times.
3. Work effectively as part of a subject and pastoral team.
4. Maintain high levels of professionalism and conduct, acting as a positive role model for students.
5. Carry out supervisory duties as per published duty rotas.
6. Continue own professional development in relevant areas, including subject knowledge, pedagogy and others related to career and personal development goals.
7. Attend assemblies, staff meetings and training sessions as per published calendars.
8. Engage actively in the appraisal process.
9. Contribute to the preparation and implementation of academic and pastoral development plans, policy and practice.
10. Treat all students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position.
11. Abide by the expectations laid out in the Academic Staff Handbook and the Staff Code of Conduct.
12. Maintain familiarity with, and follow, all school policies.

Safeguarding

1. Abide by the School safeguarding policy and keep abreast of any changes
2. Have regard for, and promote, the need to safeguard students’ wellbeing, maintaining awareness of cultural differences and related matters when dealing with students.

Responsibilities:

• To conduct piano / violin lesson (individual & group)
• Attend school development program
• Prepare students for performance, recital & competitions
• Help student to prepare for examinations
• Involvement in company activities such as music recitals, charity concert etc
• Recording tutorial and performing video (to upload on Social Media Platforms or other platforms for marketing purpose)

Requirements:

• Candidate must possess at least Bachelor's Degree/Post Graduate Diploma/Professional Degree in Music/Performing Arts Studies or equivalent.
• Required language(s): English, Mandarin-in order to liaise with Mandarin speaking associates
• No work experience required.
• Preferably Entry Level specialized in Entertainment/Performing Arts or equivalent.

Responsibilities:

• To conduct piano / violin lesson (individual & group)
• Attend school development program
• Prepare students for performance, recital & competitions
• Help student to prepare for examinations
• Involvement in company activities such as music recitals, charity concert etc
• Recording tutorial and performing video (to upload on Social Media Platforms or other platforms for marketing purpose)

Requirements:

• Candidate must possess at least Bachelor's Degree/Post Graduate Diploma/Professional Degree in Music/Performing Arts Studies or equivalent.
• Required language(s): English, Mandarin-in order to liaise with Mandarin speaking associates
• No work experience required.
• Preferably Entry Level specialized in Entertainment/Performing Arts or equivalent.
• At least 3 years experiences in conducting music lessons.
• Be able to conduct Master Classes for ABRSM syllabus.

am Pilates, the exciting new sister brand of Amore Fitness, is seeking passionate, charismatic, and vibrant individuals with a strong inclination to make a positive impact through an active way of life to join our team! Join us and be part of a dynamic and upbeat team that will value-add your learning and growth as a Reformer Pilates Teacher!

Experienced Certified Mat Pilates Teachers without Reformer Pilates Certification may apply under the Reformer Pilates Teacher Sponsorship Programme.

Your contributions to our joint success

• Conduct high-quality Reformer Pilates sessions for individuals and groups, focusing on proper technique, alignment, and safety for all fitness levels and abilities
• Develop and implement customised Reformer Pilates programmes
• Provide clear and concise instructions to ensure members understand and execute movements correctly
• Offer modifications and adjustments as needed
• Motivate and inspire members to reach their full potential

What does it take to be a Reformer Pilates Instructor

• Preferably at least 2 years of experience teaching Reformer Pilates classes
• Certification from a recognised Reformer Pilates training programme
• Strong knowledge of Reformer Pilates principles, anatomy, and biomechanics
• Excellent communication and interpersonal skills
• CPR/AED Certification

Perks you can look forward to

• Free usage of gym facilities, swimming pool and fitness classes at our affiliated brands
• Incentives for beauty services and beauty care products at our affiliated brands

Interested candidates are welcome to submit a detailed resume. All nationalities are welcome to apply. For more information, please visit us at: www.ampilates.sg

We regret that only shortlisted candidates will be notified.

Job Description & Requirements

• Plan, supervise and deliver the curriculum and program in accordance with the policies, guidelines, frameworks and philosophy of MindChamps
• Prepare and implement programs and age-appropriate teaching aids
• Keep accurate records of the children’s progress and address the children’s educational and developmental needs individually
• Complete the progress reports of the children for each semester and prepare developmental portfolio for every child
• Communicate with parents via the Parent APP, newsletters and parent-teacher conferences
• Meet parents to address any concerns
• Use positive discipline techniques at all times
• Guide and supervise the Assistant Teacher in the classroom
• Render basic first aid as and when necessary
• Responsible for the upkeep of teaching resources, arrangement, appearance, decorations and learning environment of the classroom
• Be familiarised with all working curriculum documents, handbooks and policy manuals

Requirements

• Diploma in Early Childhood Care & Education–Teaching (DECCE-T)
• Fluent in English (spoken and written) as lessons are conducted in English
• Creative and inspiring with loving energy
• Excellent communication and classroom management skills
• Knowledge in educational development

Benefits

• Permanent Position
• Attractive remuneration and benefits package
• Comprehensive teacher's training will be provided
• Ample opportunities for personal growth and career development
• Annual Leave benefit of 21 days per annum

Transport

• Nearest MRT Station: Jurong East
• Bus: Jurong East Bus Interchange

We regret that only Shortlisted candidates will be contacted.

NLCS (Singapore) is looking for an enthusiastic, highly qualified and committed Teacher of French. This is a unique opportunity to join a leading international school as it enters an exciting new phase of development. We begin our third year of operation in August and expect to have over 1000 students enrolled.

The successful appointee will teach French throughout the entire Senior School age range. The ability to offer Spanish up to Grade 8 would be an advantage. All members of staff are expected to be involved in pastoral care within the school community, usually in the role of form tutor, and also to contribute actively to the extra-curricular life of the School.

Our school is committed to safeguarding and promoting the welfare of children and young people. The School expects all teaching staff, non‐teaching staff and volunteers to share and uphold this commitment.

Teaching, learning & assessment

• Demonstrate passion for the subject and strive to engender the same in students.
• Plan and deliver lessons that inspire, motivate and challenge students whilst ensuring that they are fully prepared for assessment tasks and are able to make the progress expected of them.
• Encourage students to take a scholarly approach to their studies, fostering a love of learning and promoting the pursuit of their academic interests beyond the confines of the curriculum.
• Create and maintain an engaging, exciting classroom environment that encourages discussion, debate and collaboration between students.
• Ensure that students have an excellent understanding of the content outlined in departmental curriculum plans, and are able to apply it effectively.
• Build stretch and challenge into teaching at every opportunity.
• Use a variety of formative and summative assessment techniques to measure students’ progress and achievement, and inform teaching.
• Provide individualised support to students who are underperforming.
• Make effective and timely use of feedback (written, verbal and otherwise) to support students in understanding their current achievement levels and what they can do to improve them.
• Maintain high expectations of the quality of students’ work, liaising with the Head of Department and other relevant staff to implement support strategies for those who are underperforming.
• Maintain high expectations of students’ engagement and work ethic, liaising with the Head of Department and other relevant staff to implement support strategies for those who are not meeting them.
• Maintain high expectations of students’ behaviour, collegiality, attendance and punctuality, in line with School policy, ensuring that relevant procedures are followed if these are not met.
• Ensure that teaching fosters the development of students’ knowledge and use of academic English, implementing appropriate support strategies for EAL students.
• Implement classroom strategies prescribed by the Individual Needs Department for students with an Individual Needs Plan (INP).
• Adopt a positive and developmental approach to academic monitoring activities such as lesson observations, work scrutiny, learning walks and student voice.
• Assess, record and report on the attainment, effort and conduct of students in line with School and departmental assessment policies and procedures.
• Assist in the development of departmental schemes of work and resources.
• Maintain accurate records of student attendance through the School’s attendance system.
• Fulfil a teaching commitment in line with the School policy and allocation.

Pastoral care

• Act as form tutor to an assigned group of students and carry out that role in line with policy.
• Always consider students’ welfare and best interests, striving to promote both at all times.
• Develop strong relationships with students, providing guidance and support in both academic and pastoral matters.
• Maintain positive relationships with parents with a focus on supporting their child(ren)’s academic and personal development.

Enrichment

• Support the School’s academic enrichment programme by contributing to the McCabe Lecture series, supporting student-led academic societies and delivering taught enrichment sessions.
• Attend School events and activities as directed by the Principal and voluntarily support events such as trips, Arts Festival events, sports fixtures (home and away) and musical performances by students, after school and at weekends.
• Deliver co-curricular activities in line with School policy.
• Support the House Competition by attending events and encouraging student participation.

General responsibilities

• Play a full part in the life of the School, supporting its distinctive aims and ethos, and be prepared to actively participate and contribute to the community activities that exist within the School.
• Maintain familiarity with the School’s Guiding Statements, striving to embody and promote them at all times.
• Work effectively as part of a subject and pastoral team.
• Maintain high levels of professionalism and conduct, acting as a positive role model for students.
• Carry out supervision duties as per published duty rotas.
• Continue own professional development in relevant areas, including subject knowledge, pedagogy and others related to career and personal development goals.
• Attend assemblies, staff meetings and training sessions as per published calendars.
• Engage actively in the appraisal process.
• Contribute to the preparation and implementation of academic and pastoral development plans, policy and practice.
• Treat all students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position.
• Abide by the expectations laid out in the Academic Staff Handbook and the Staff Code of Conduct.
• Maintain familiarity with, and follow, all school policies.

Safeguarding

• Abide by the School safeguarding policy and keep abreast of any changes
• Have regard for, and promote, the need to safeguard students’ wellbeing, maintaining awareness of cultural differences and related matters when dealing with students.

NLCS (Singapore) is looking for an enthusiastic, highly qualified and committed Music Teacher, with an outstanding track record of success, for August 2022. This is a unique opportunity to join a leading international school as it enters an exciting new phase of development. We begin our third year of operation in August and expect to have over 1000 students enrolled.

The successful appointee will teach Music throughout the entire school age range, but will specialise in Senior School teaching. All members of staff are expected to be involved in pastoral care within the school community, usually in the role of form tutor, and also to contribute actively to the extra-curricular life of the School.

Our school is committed to safeguarding and promoting the welfare of children and young people. The School expects all teaching staff, non‐teaching staff and volunteers to share and uphold this commitment.

Teaching, learning & assessment

• Demonstrate passion for the subject and strive to engender the same in students.
• Plan and deliver lessons that inspire, motivate and challenge students whilst ensuring that they are fully prepared for assessment tasks and are able to make the progress expected of them.
• Encourage students to take a scholarly approach to their studies, fostering a love of learning and promoting the pursuit of their academic interests beyond the confines of the curriculum.
• Create and maintain an engaging, exciting classroom environment that encourages discussion, debate and collaboration between students.
• Ensure that students have an excellent understanding of the content outlined in departmental curriculum plans, and are able to apply it effectively.
• Build stretch and challenge into teaching at every opportunity.
• Use a variety of formative and summative assessment techniques to measure students’ progress and achievement, and inform teaching.
• Provide individualised support to students who are underperforming.
• Make effective and timely use of feedback (written, verbal and otherwise) to support students in understanding their current achievement levels and what they can do to improve them.
• Maintain high expectations of the quality of students’ work, liaising with the Head of Department and other relevant staff to implement support strategies for those who are underperforming.
• Maintain high expectations of students’ engagement and work ethic, liaising with the Head of Department and other relevant staff to implement support strategies for those who are not meeting them.
• Maintain high expectations of students’ behaviour, collegiality, attendance and punctuality, in line with School policy, ensuring that relevant procedures are followed if these are not met.
• Ensure that teaching fosters the development of students’ knowledge and use of academic English, implementing appropriate support strategies for EAL students.
• Implement classroom strategies prescribed by the Individual Needs Department for students with an Individual Needs Plan (INP).
• Adopt a positive and developmental approach to academic monitoring activities such as lesson observations, work scrutiny, learning walks and student voice.
• Assess, record and report on the attainment, effort and conduct of students in line with School and departmental assessment policies and procedures.
• Assist in the development of departmental schemes of work and resources.
• Maintain accurate records of student attendance through the School’s attendance system.
• Fulfil a teaching commitment in line with the School policy and allocation.

Pastoral care

• Act as form tutor to an assigned group of students and carry out that role in line with policy.
• Always consider students’ welfare and best interests, striving to promote both at all times.
• Develop strong relationships with students, providing guidance and support in both academic and pastoral matters.
• Maintain positive relationships with parents with a focus on supporting their child(ren)’s academic and personal development.

Enrichment

• Support the School’s academic enrichment programme by contributing to the McCabe Lecture series, supporting student-led academic societies and delivering taught enrichment sessions.
• Attend School events and activities as directed by the Principal and voluntarily support events such as trips, Arts Festival events, sports fixtures (home and away) and musical performances by students, after school and at weekends.
• Deliver co-curricular activities in line with School policy.
• Support the House Competition by attending events and encouraging student participation.

General responsibilities

• Play a full part in the life of the School, supporting its distinctive aims and ethos, and be prepared to actively participate and contribute to the community activities that exist within the School.
• Maintain familiarity with the School’s Guiding Statements, striving to embody and promote them at all times.
• Work effectively as part of a subject and pastoral team.
• Maintain high levels of professionalism and conduct, acting as a positive role model for students.
• Carry out supervision duties as per published duty rotas.
• Continue own professional development in relevant areas, including subject knowledge, pedagogy and others related to career and personal development goals.
• Attend assemblies, staff meetings and training sessions as per published calendars.
• Engage actively in the appraisal process.
• Contribute to the preparation and implementation of academic and pastoral development plans, policy and practice.
• Treat all students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position.
• Abide by the expectations laid out in the Academic Staff Handbook and the Staff Code of Conduct.
• Maintain familiarity with, and follow, all school policies.

Safeguarding

• Abide by the School safeguarding policy and keep abreast of any changes
• Have regard for, and promote, the need to safeguard students’ wellbeing, maintaining awareness of cultural differences and related matters when dealing with students.

To Apply:

Applications are only accepted via https://internationalcareers-nlcs.icims.com/jobs/intro

For our job application process, we require:

1. A completed online application form

2. A cover letter, addressed to the NLCS (Singapore) Principal, Mr Paul Friend, outlining your suitability for the role

3. A CV

Please note that incomplete or late applications will not be accepted.

Summary

Day to day classroom management and professional practice in accordance with the Mission and policies of ISS International, Singapore.

Responsibilities

• Delivery of the curriculum in accordance with the guidelines stated in the ISS Curriculum Document.
• Participation in curriculum review and development, extra-curricular and activity week programs/Week Without Walls, ISS pastoral care program (homeroom duties, reporting procedures, student guidance, liaison with ISS Student Services), ongoing school development programs and school's accreditation program.
• Support of the ISS Strategic Plan.
• Provide support for the ISS Marketing department initiatives.
• Provide support for the ISS Admissions department initiatives.
• Implementation of the ISS Discipline Policy.
• Regular communication between parent/guardian and the school.
• Relief teaching, student supervision and as required by the Academic Directors.
• Attend and participate in all staff meetings, In-Service Day programs, relevant training programs and in school events (Parents Evenings, Concert, Graduation, etc).
• Ongoing professional training to remain up to date with educational developments.
• Awareness of evacuation and safety procedures and its communication to students as directed by the ISS Safety Officer.
• Any ad-hoc academic duties as requested by Academic Directors.

Requirements

• You should possess a Degree or relevant professional qualification, teaching licence in educational administration.
• You should ideally possess a minimum 2 years of teaching experience in IB MYP & Diploma or in an international school environment.
• You should possess excellent organizational and interpersonal skills to liaise with parents, students and teachers.
• You should possess excellent leadership skills and problem solving skills and be able to work at ease with people from different cultural backgrounds.
• You should ideally possess excellent IT skills.
• You are a team player and are comfortable to work with all departments across the organization.

Title: Secondary Mathematic Teacher (August 2025)

Department/Division: Secondary

Employee Group: Teacher

Reports to: Principal, Vice-principal

Works collaboratively with: All teaching and operational staff

Supervises: None

KEY ACCOUNTABILITY

To improve the quality of learning outcomes for students by providing teaching and learning ‘best practices’ within the framework of the school’s Mission, Vision, Core Values, Learning Principles, Culture, and the International Baccalaureate (IB) Programmes.

TEACHER STANDARDS

1. Teaching is focused on conceptual understanding

Teaching ensures students have frequent opportunities to engage with the statement of inquiry / central idea, key and additional concepts and develop their own conceptual understandings. They can explain or demonstrate their learning, reflect on their learning and make connections to unfamiliar situations or real-world contexts

2. Teaching is based on inquiry

Teaching develops a student's natural curiosity and wonder to provide opportunities for students to investigate, inquire into and answer questions that they have formulated.

3. Teaching is differentiated to meet the needs of all learners

Learning engagements are differentiated and take into account language proficiency and the depth, complexity and pace of learning needed by students. Students are grouped flexibly according to what they are ready to learn and to provide challenge and enrichment.

4. Teaching is informed by assessment

Students receive multiple forms of feedback (self, peer, teacher) and take ownership of their learning, viewing assessment as an ongoing process toward their goals. They understand their progress and can identify actions to improve. Assessment data and observations inform instructional decisions and feedback.

5. Teaching is developed in local and global contexts

Learning engagements provide opportunities for students to learn about others and the world by engaging and taking action with their community and environment.

6. Teaching reflects how students learn

Teaching plans for implicit and explicit opportunities to develop ATL skills. With guidance, students take responsibility for their own ATL skill development, including setting goals, reflecting on their progress and making adjustments in order to meet their goals.

7. Teaching is culturally responsive

Pedagogical approaches incorporate experiences, contributions and histories from across cultures, nationalities, backgrounds, identities and perspectives so students feel represented and seen in the curriculum.

8. Teaching ensures that visible routines and expectations are in place

Lesson expectations are clearly communicated with resources to support students. Behaviour expectations in the class are co-constructed and modelled by the teacher. Low level behaviour is immediately and consistently addressed and positive behaviour management approaches are used to nurture a positive environment. The teacher pays careful attention to monitor the wellbeing of students and regularly communicates concerns with parents.

9. Teaching considers the environment for learning

The learning environment promotes relationships built on trust. There is a positive student climate with opportunities for student collaboration with a balance of student/teacher led work. The teacher seeks contributions from everyone. Students take risks, utilising technology and the environment to develop the skills taught. Students can regulate their learning and attribute their success to things they can change.

10. Teaching uses a variety of strategies to progress learning

Lessons are well-planned with clear learning intentions shared with students. Teaching engages and excites the students, with common misconceptions addressed. Content is sequenced, considering previous teaching and strategies like retrieval practice are used to reinforce learning. Knowledge and skills are applied across subjects.

Additional Responsibilities

• Ensure the safety and well-being of all students in accordance with CIS administrative policies and divisional procedures.
• Complete all required Child Protection training.
• Participate in the Individual Work Plan (IWP) process:
• Meet the expectations as outlined in the CIS Teacher Job Description, the CIS Teacher Standards, and the CIS IB Programme Expectations for Teachers.
• Solicit feedback from parents or students via surveys
• Develop and implement an Individual Work Plan (IWP) that supports the school’s Strategic Plan
• Reflect individually and collaboratively (IWP Meetings with Principal) on the aforementioned components.
• Be actively involved in special events (e.g. Talent Shows, Steam Fair, Exhibitions, etc.), and provide co-curricular and / or coaching as required based on skill set
• Contribute to community building activities
• Be dependable (be where you are expected to be, complete tasks on time; punctual (arrive at school, meetings, etc. on time); and prepared for class (all materials set up and ready for student arrival; plans readily accessible).

REQUIRED QUALIFICATIONS

• A relevant Bachelor’s degree or equivalent
• A teaching certificate/credential
• Successful teaching experience
• Excellent organizational skills
• Positive communication skills
• Capacity to work collaboratively as the member of a team

EXPERIENCE

Training and experience in the International Baccalaureate MYP, or DP preferred

COMPETENCIES:

• Culturally competent and able to work with culturally diverse staff and students in a bilingual and multilingual setting.
• Effective selection and use of instructional strategies that leverage the linguistic and cultural assets of ELL students.
• An effective communicator with the capacity to listen, empathise, and connect, as well as teach, present, and motivate.
• A lifelong learner who keeps up-to-date with current research and best practices in teaching and learning.
• A facilitator able to build strong and productive relationships with students, parents, academic and non-academic staff, and the community.
• A change agent, who can motivate and manage positive change in complex environments.
• A strategic thinker who is able to see connections between the school’s vision and mission and IB programme philosophy and create action steps to move the school forward.
• An activator with motivation, energy, and enthusiasm to spare.
• A producer who is results oriented and has a strong sense of accountability for student success.
• A character builder and role model, whose values, words, and deeds are marked by trustworthiness, respect, and integrity.
• An active contributor whose priority is making contributions to the development and success of others.

This position is for individuals who have a passion for teaching, love working with young children, and believe in developing children to achieve competencies for future success. This position reports to the centre principal and works closely with centre teachers.

Our employees are given options to experience and impact various aspects of the business (curriculum, mentoring, admin and operations, and marketing) through our career advancement and rotation program. We have a detailed individualized framework and advocate a strong culture of support for our employees, which includes, but is not limited to, townhall meetings, employee engagement, and 1-on-1 discussions/check-ins.

Role Description

The Preschool Teacher will be responsible for developing and implementing lesson plans, creating age-appropriate curriculums, and conducting early childhood education. The Preschool Teacher will also maintain open communication with parents, colleagues, and supervisors.

Work Location: Block 641, Jurong West St 61, #01-38, Singapore (640641)

Job Description

• Refine teaching and learning approaches aligned to Bright Kids curriculum
• Refine classroom management strategies and strategies to observe and document children’s learning
• Engage children meaningfully through the customization of curriculum and use of appropriate pedagogy
• Implement differentiated teaching and learning strategies to meet the diverse needs of children
• Inculcate the core values of Early Childhood Education through classroom activities and programmes
• Design quality learning environments
• Enhance trusting, respectful relationships with children through classroom curriculum and programmes
• Implement the appropriate course of action for the protection of children
• Adhere to health, safety, nutritional, and hygiene standards and procedures
• Strengthen home-centre partnerships
• Co-lead collaborative projects with community stakeholders
• Guide colleagues to engage in continuous learning and reflective practice
• Contribute to fostering a culture of continuous learning
• Contribute in fostering a culture of collaboration
• Uphold the Centre’s Vision, Mission and Values

华文幼儿老师主要负责照看孩子，激发孩子学习华文的热情。

• 使用适合幼儿发展的学习材料和资源设计优质的学习环境
• 具有积极的团队合作力；
• 记录和分析幼儿的学习和发展，以便更好地为设计教学策略
• 与家庭合作以确保家庭和中心之间看护和学习的连续性

Requirements

• Diploma in Early Childhood Education or related field, or relevant teaching certification
• Experience in lesson planning and curriculum development
• Strong communication skills to maintain relationships with parents, colleagues, and supervisors
• Patience, flexibility, and passion for teaching young children
• Dance choreography
• Open-mindedness

Title: Secondary Science Teacher (August 2025)

Department/Division: Secondary

Employee Group: Teacher

Reports to: Principal, Vice-principal

Works collaboratively with: All teaching and operational staff

Supervises: None

KEY ACCOUNTABILITY

To improve the quality of learning outcomes for students by providing teaching and learning ‘best practices’ within the framework of the school’s Mission, Vision, Core Values, Learning Principles, Culture, and the International Baccalaureate (IB) Programmes.

TEACHER STANDARDS

1. Teaching is focused on conceptual understanding

Teaching ensures students have frequent opportunities to engage with the statement of inquiry / central idea, key and additional concepts and develop their own conceptual understandings. They can explain or demonstrate their learning, reflect on their learning and make connections to unfamiliar situations or real-world contexts

2. Teaching is based on inquiry

Teaching develops a student's natural curiosity and wonder to provide opportunities for students to investigate, inquire into and answer questions that they have formulated.

3. Teaching is differentiated to meet the needs of all learners

Learning engagements are differentiated and take into account language proficiency and the depth, complexity and pace of learning needed by students. Students are grouped flexibly according to what they are ready to learn and to provide challenge and enrichment.

4. Teaching is informed by assessment

Students receive multiple forms of feedback (self, peer, teacher) and take ownership of their learning, viewing assessment as an ongoing process toward their goals. They understand their progress and can identify actions to improve. Assessment data and observations inform instructional decisions and feedback.

5. Teaching is developed in local and global contexts

Learning engagements provide opportunities for students to learn about others and the world by engaging and taking action with their community and environment.

6. Teaching reflects how students learn

Teaching plans for implicit and explicit opportunities to develop ATL skills. With guidance, students take responsibility for their own ATL skill development, including setting goals, reflecting on their progress and making adjustments in order to meet their goals.

7. Teaching is culturally responsive

Pedagogical approaches incorporate experiences, contributions and histories from across cultures, nationalities, backgrounds, identities and perspectives so students feel represented and seen in the curriculum.

8. Teaching ensures that visible routines and expectations are in place

Lesson expectations are clearly communicated with resources to support students. Behaviour expectations in the class are co-constructed and modelled by the teacher. Low level behaviour is immediately and consistently addressed and positive behaviour management approaches are used to nurture a positive environment. The teacher pays careful attention to monitor the wellbeing of students and regularly communicates concerns with parents.

9. Teaching considers the environment for learning

The learning environment promotes relationships built on trust. There is a positive student climate with opportunities for student collaboration with a balance of student/teacher led work. The teacher seeks contributions from everyone. Students take risks, utilising technology and the environment to develop the skills taught. Students can regulate their learning and attribute their success to things they can change.

10. Teaching uses a variety of strategies to progress learning

Lessons are well-planned with clear learning intentions shared with students. Teaching engages and excites the students, with common misconceptions addressed. Content is sequenced, considering previous teaching and strategies like retrieval practice are used to reinforce learning. Knowledge and skills are applied across subjects.

Additional Responsibilities

• Ensure the safety and well-being of all students in accordance with CIS administrative policies and divisional procedures.
• Complete all required Child Protection training.
• Participate in the Individual Work Plan (IWP) process:
• Meet the expectations as outlined in the CIS Teacher Job Description, the CIS Teacher Standards, and the CIS IB Programme Expectations for Teachers.
• Solicit feedback from parents or students via surveys
• Develop and implement an Individual Work Plan (IWP) that supports the school’s Strategic Plan
• Reflect individually and collaboratively (IWP Meetings with Principal) on the aforementioned components.
• Be actively involved in special events (e.g. Talent Shows, Steam Fair, Exhibitions, etc.), and provide co-curricular and / or coaching as required based on skill set
• Contribute to community building activities
• Be dependable (be where you are expected to be, complete tasks on time; punctual (arrive at school, meetings, etc. on time); and prepared for class (all materials set up and ready for student arrival; plans readily accessible).

REQUIRED QUALIFICATIONS

• A relevant Bachelor’s degree or equivalent
• A teaching certificate/credential
• Successful teaching experience
• Excellent organizational skills
• Positive communication skills
• Capacity to work collaboratively as the member of a team

EXPERIENCE

Training and experience in the International Baccalaureate MYP, or DP preferred

COMPETENCIES:

• Culturally competent and able to work with culturally diverse staff and students in a bilingual and multilingual setting.
• Effective selection and use of instructional strategies that leverage the linguistic and cultural assets of ELL students.
• An effective communicator with the capacity to listen, empathise, and connect, as well as teach, present, and motivate.
• A lifelong learner who keeps up-to-date with current research and best practices in teaching and learning.
• A facilitator able to build strong and productive relationships with students, parents, academic and non-academic staff, and the community.
• A change agent, who can motivate and manage positive change in complex environments.
• A strategic thinker who is able to see connections between the school’s vision and mission and IB programme philosophy and create action steps to move the school forward.
• An activator with motivation, energy, and enthusiasm to spare.
• A producer who is results oriented and has a strong sense of accountability for student success.
• A character builder and role model, whose values, words, and deeds are marked by trustworthiness, respect, and integrity.
• An active contributor whose priority is making contributions to the development and success of others.

This position is for individuals who have a passion for teaching, love working with young children, and believe in developing children to achieve competencies for future success. This position reports to the centre principal and works closely with centre teachers.

Our employees are given options to experience and impact various aspects of the business (curriculum, mentoring, admin and operations, and marketing) through our career advancement and rotation program. We have a detailed individualized framework and advocate a strong culture of support for our employees, which includes, but is not limited to, townhall meetings, employee engagement, and 1-on-1 discussions/check-ins.

Role Description

The Preschool Teacher will be responsible for developing and implementing lesson plans, creating age-appropriate curriculums, and conducting early childhood education. The Preschool Teacher will also maintain open communication with parents, colleagues, and supervisors.

Work Location: Block 641, Jurong West St 61, #01-38, Singapore (640641)

Job Description

• Refine teaching and learning approaches aligned to Bright Kids curriculum
• Refine classroom management strategies and strategies to observe and document children’s learning
• Engage children meaningfully through the customization of curriculum and use of appropriate pedagogy
• Implement differentiated teaching and learning strategies to meet the diverse needs of children
• Inculcate the core values of Early Childhood Education through classroom activities and programmes
• Design quality learning environments
• Enhance trusting, respectful relationships with children through classroom curriculum and programmes
• Implement the appropriate course of action for the protection of children
• Adhere to health, safety, nutritional, and hygiene standards and procedures
• Strengthen home-centre partnerships
• Co-lead collaborative projects with community stakeholders
• Guide colleagues to engage in continuous learning and reflective practice
• Contribute to fostering a culture of continuous learning
• Contribute in fostering a culture of collaboration
• Uphold the Centre’s Vision, Mission and Values

华文幼儿老师主要负责照看孩子，激发孩子学习华文的热情。

• 使用适合幼儿发展的学习材料和资源设计优质的学习环境
• 具有积极的团队合作力；
• 记录和分析幼儿的学习和发展，以便更好地为设计教学策略
• 与家庭合作以确保家庭和中心之间看护和学习的连续性

Requirements

• Diploma in Early Childhood Education or related field, or relevant teaching certification
• Experience in lesson planning and curriculum development
• Strong communication skills to maintain relationships with parents, colleagues, and supervisors
• Patience, flexibility, and passion for teaching young children
• Dance choreography
• Open-mindedness

Reports To: Manager for Education

Role Description

Other than coaching activities, the Team Head, Special Education Teacher, will lead and supervise a team of coaching staff in teaching and supporting children with learning difficulties. The incumbent must possess at least 2 years of supervisory or managerial experience, demonstrate strong leadership skills, and effectively mentor coaching staff in delivering both academic and behavioral interventions.

Specific Responsibilities

Program Leadership and Execution

1. Oversee and ensure programs are implemented in alignment with the organization’s philosophy and guidelines.

2. Conduct periodic assessments of students to evaluate progress against agreed objectives.

3. Ensure tasks and programs are executed professionally and adhere to organizational standards.

Feedback and Collaboration

4. Provide timely and constructive feedback to the Director for Education and parents regarding issues that arise during lessons. Collaborate with management to improve work processes and outcomes.

Educational Planning and Delivery

5. Prepare teaching materials tailored to each student’s goals, documenting methods and tracking progress toward achieving set objectives.

6. Develop and maintain individualized education plans (IEPs) for each student.

Documentation and Research

7. Ensure proper documentation, organization, and filing of all student-related records and materials.

8. Engage in research and development to refine and enhance teaching methods and strategies.

Team Leadership and Staff Welfare

9. Lead, mentor, and guide coaching staff to deliver effective academic and behavioral management interventions.

10. Promote staff welfare and mental well-being, fostering a supportive and collaborative team environment.

Technical Skills and Competencies

1. Demonstrated expertise in behavioral management and academic intervention strategies.

2. Experience working in special education settings or with children with Autism, ADHD, or Dyslexia.

3. Strong communication skills to effectively engage with parents and other stakeholders.

4. Minimum of 2 years’ experience in supervision or management.

5. Applicants with at least 2 years of management experience but without direct special education experience may also apply.

6. Open to individuals seeking a second career who possess maturity, empathy, and adaptability.

Here’s a refined version of the Role Description and Responsibilities for the Team Head, Special Education Teacher, ensuring clarity and alignment with organizational expectations:

Position Title: Team Head, Special Education Teacher

Reports To: Manager for Education

Role Description

The Team Head, Special Education Teacher, will lead and supervise a team of coaching staff in teaching and supporting children with learning difficulties. The incumbent must possess at least 2 years of supervisory or managerial experience, demonstrate strong leadership skills, and effectively mentor coaching staff in delivering both academic and behavioral interventions.

Specific Responsibilities

Program Leadership and Execution

1. Oversee and ensure programs are implemented in alignment with the organization’s philosophy and guidelines.

2. Conduct periodic assessments of students to evaluate progress against agreed objectives.

3. Ensure tasks and programs are executed professionally and adhere to organizational standards.

Feedback and Collaboration

4. Provide timely and constructive feedback to the Director for Education and parents regarding issues that arise during lessons. Collaborate with management to improve work processes and outcomes.

Educational Planning and Delivery

5. Prepare teaching materials tailored to each student’s goals, documenting methods and tracking progress toward achieving set objectives.

6. Develop and maintain individualized education plans (IEPs) for each student.

Documentation and Research

7. Ensure proper documentation, organization, and filing of all student-related records and materials.

8. Engage in research and development to refine and enhance teaching methods and strategies.

Team Leadership and Staff Welfare

9. Lead, mentor, and guide coaching staff to deliver effective academic and behavioral management interventions.

10. Promote staff welfare and mental well-being, fostering a supportive and collaborative team environment.

Technical Skills and Competencies

1. Demonstrated expertise in behavioral management and academic intervention strategies.

2. Experience working in special education settings or with children with Autism, ADHD, or Dyslexia.

3. Strong communication skills to effectively engage with parents and other stakeholders.

4. Minimum of 2 years’ experience in supervision or management.

5. Applicants with at least 2 years of management experience but without direct special education experience may also apply.

6. Open to individuals seeking a second career who possess maturity, empathy, and adaptability.

If the above job description aligns with your expectations and highlights the core leadership, teaching, and communication capabilities in you, we invite you to apply for this position.

Role Overview

We are seeking an experienced PT - Special Education Teacher who can seamlessly integrate into our team and make an immediate impact. Reporting to the Team Leader for Education, the candidate will teach children with learning difficulties, manage behavioral and academic challenges, and deliver quality education aligned with our philosophy and guidelines.

Key Responsibilities

1. Program Implementation:

• Deliver programs in alignment with the organization’s philosophy and established guidelines.

2. Student Assessment:

• Conduct periodic assessments to monitor and ensure students’ progress aligns with agreed objectives.

3. Professional Standards:

• Execute tasks professionally and adhere to stated guidelines.

4. Feedback and Collaboration:

• Provide timely feedback to the Director for Education and parents on challenges and progress during lessons.

• Collaborate with management to improve work processes.

5. Teaching Material Preparation:

• Develop teaching materials tailored to each student’s goals.

• Document teaching methods and track achievement of goals after each lesson.

6. Individualized Education Plans (IEPs):

• Design and implement personalized education plans for each student.

7. Documentation and Records Management:

• Maintain comprehensive documentation and filing of all student-related materials.

8. Research and Development:

• Contribute to the research and improvement of teaching methods.

Technical Skills & Competencies

1. Teaching & Behavior Management:

• Demonstrate expertise in executing teaching and behavioral management strategies for children with learning difficulties.

2. Parent Communication & Problem-Solving:

• Engage effectively with parents to address their concerns and collaborate on solutions to support the child’s development.

3. Application of Psychological Theories:

• Apply psychological theories to practical teaching scenarios.

Qualifications & Experience

• Minimum Experience: At least 2 years in Special Education.

• Candidates without prior experience, including fresh graduates and A-level students, may apply for the 6-month competency traineeship program before transitioning to a full-time role.

If you are passionate about making a difference in the lives of children with learning difficulties and can contribute immediately to our mission, we encourage you to apply.

NLCS (Singapore) believes that each employee makes a significant contribution to our success and that contributions should not be limited by the assigned responsibilities.

Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the employee, nor NLCS (Singapore), to only the work identified. It is the expectation of the school that each employee will offer his/her services wherever and whenever necessary to ensure the success of our organisation.

Our School is committed to safeguarding and promoting the welfare of children and young people. The School expects all teaching staff, non‐teaching staff and volunteers to share and uphold this commitment.

Each employee is personally responsible for their own acts of discrimination, harassment or victimisation carried out during their employment, whether or not the employer is also liable. Any attempt to instruct, cause or induce another person to discriminate, harass or victimise a third person will be subject to disciplinary action.

We are looking for an enthusiastic, highly qualified and committed Junior School Class Teacher, with an outstanding track record of success, from January 2025. This is a unique opportunity to join a leading international school as it enters an exciting new phase of development. We have just started our third year of operation and already have over 1000 students enrolled.

The successful appointee will teach a Junior School Class (PreKG to Grade 5), and applicants are asked to clearly indicate their preferred age groups in their letter of application. All members of staff are expected to be involved in pastoral care within the school community, usually in the role of form tutor, and also to contribute actively to the extra-curricular life of the School.

Duties and Responsibilities:

● To be responsible for, and teach, a class of students in a variety of subject areas

● To make contact with a new student family prior to them joining the school thus beginning the school/home relationship that will form the foundation of student care and teacher/parent communication

● To actively communicate with parents about every child's pastoral and academic journey in an open, honest and regular manner

● Enable parents to feel that we have the individual needs of their child at the heart of what we do; the spirit of communication with home should be personal and individual

● Completing weekly planning of lessons that are inspiring and challenging, and emphasise content as well as concepts and skills, including preparation of resources

● Daily liaison with other staff such as Teaching Assistants, Assistant Teachers, EAL teachers and/or Junior School coordinators

● Setting regular assessments with an awareness of each student’s capabilities and recording attainments

● Reporting and providing regular feedback on student’s progress to senior staff and parents at designated times in the term and year

● Showing commitment to and embracing the NLCS ethos through understanding and living the core values of the school as stated through the aims of the school, both inside and outside the classroom

● Maintaining good order and discipline amongst students and following, promoting and adhering to the rewards and sanctions policy and all other aspects of the school's behaviour policy

● Participating in meetings which relate to the school's management, curriculum, administration or organisation

● Ensuring that displays, both inside and in the immediate area outside the classroom, are vibrant, colourful and can be used at the relevant times interactively

● Participating in the performance management system for the appraisal of their own performance or that of other teachers.

● Undertaking pastoral duties and support students on an individual basis through academic or personal difficulties

● Participating in and organising extracurricular activities, such as outings and sporting events (e.g. Sports Day)

● Participating in regular in-service training (INSET) opportunities as part of continuing professional development (CPD)

Safeguarding:

● Abiding by the school safeguarding policy and keep abreast of any changes.

NLCS (Singapore) believes that each employee makes a significant contribution to our success and that contributions should not be limited by the assigned responsibilities.

Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the employee, nor NLCS (Singapore), to only the work identified. It is the expectation of the school, that each employee will offer his/her services wherever and whenever necessary to ensure the success of our organisation.

Our School is committed to safeguarding and promoting the welfare of children and young people. The School expects all teaching staff, non‐teaching staff and volunteers to share and uphold this commitment.

Each employee is personally responsible for their own acts of discrimination, harassment or victimisation carried out during their employment, whether or not the employer is also liable. Any attempt to instruct, cause or induce another person to discriminate, harass or victimise a third person will be subject to disciplinary action.

• To be responsible for, and teach, a class of students in a variety of subject areas
• Completing weekly planning of lessons that are inspiring and challenging, and emphasise content as well as concepts and skills, including preparation of resources
• Daily liaison with other staff such as TAs, ESL assistants and Junior School coordinators
• Setting regular assessments with an awareness of each student’s capabilities and recording attainments
• Reporting and providing regular feedback on student’s progress to senior staff and parents at designated times in the term and year
• Showing commitment to and embracing the NLCS ethos through understanding and living the core values of the school as stated through the aims of the school, both inside and outside the classroom
• Maintaining good order and discipline amongst students and following, promoting and adhering to the rewards and sanctions policy and all other aspects of the school's behaviour policy
• Participating in meetings which relate to the school's management, curriculum, administration or organisation
• Ensuring that displays, both inside and in the immediate area outside the classroom, are vibrant, colourful and can be used at the relevant times interactively
• Participating in the performance management system for the appraisal of their own performance or that of other teachers.
• Undertaking pastoral duties and support students on an individual basis through academic or personal difficulties
• Participating in and organising extracurricular activities, such as outings and sporting events (e.g. Sports Day)
• Participating in regular in-service training (INSET) opportunities as part of continuing professional development (CPD)

Safeguarding

• Abiding by the school safeguarding policy and keeping abreast of any changes

Happy Tutors Learning Centre is a Social Enterprise looking to offer the highest quality bespoke education services to every student in Singapore. We have 6 centres spanning the East and West of Singapore.

We are looking for passionate tutors who are keen to work with students and help them in their school curriculum. Our centre is focused on customised learning and the tutor needs to be able to adapt their teaching to different learning styles.

Details for Candidates

• 5.5 Days work week (1 Weekend inclusive)
• Weekday Timing: 1300 - 2130 Hrs
• Weekend Timing: 0930 - 1700 Hrs
• Part-time positions available

Job Scope

• Teaching students in assigned classes (about 30 hours a week)
• Create new learning material for the centre
• Assist in the centre operations in other matters
• Contribute to the learning programmes offered by the centre

Requirements

• Infallible work ethics
• Effective and positive communications is a must.
• Pleasant personality around customer, colleagues and students
• Have passion toward education and helping others
• Other industry experiences (if any)

Interested candidates please apply, vacancies are limited!

This position is for individuals who have a passion for teaching, love working with young children, and believe in developing children to achieve competencies for future success. This position reports to the centre principal and works closely with centre teachers.

Our employees are given options to experience and impact various aspects of the business (curriculum, mentoring, admin and operations, and marketing) through our career advancement and rotation program. We have a detailed individualized framework and advocate a strong culture of support for our employees, which includes, but is not limited to, townhall meetings, employee engagement, and 1-on-1 discussions/check-ins.

Role Description

The Preschool Teacher will be responsible for developing and implementing lesson plans, creating age-appropriate curriculums, and conducting early childhood education. The Preschool Teacher will also maintain open communication with parents, colleagues, and supervisors.

Work Location: Block 641, Jurong West St 61, #01-38, Singapore (640641)

Job Description

• Refine teaching and learning approaches aligned to Bright Kids curriculum
• Refine classroom management strategies and strategies to observe and document children’s learning
• Engage children meaningfully through the customization of curriculum and use of appropriate pedagogy
• Implement differentiated teaching and learning strategies to meet the diverse needs of children
• Inculcate the core values of Early Childhood Education through classroom activities and programmes
• Design quality learning environments
• Enhance trusting, respectful relationships with children through classroom curriculum and programmes
• Implement the appropriate course of action for the protection of children
• Adhere to health, safety, nutritional, and hygiene standards and procedures
• Strengthen home-centre partnerships
• Co-lead collaborative projects with community stakeholders
• Guide colleagues to engage in continuous learning and reflective practice
• Contribute to fostering a culture of continuous learning
• Contribute in fostering a culture of collaboration
• Uphold the Centre’s Vision, Mission and Values

华文幼儿老师主要负责照看孩子，激发孩子学习华文的热情。

• 使用适合幼儿发展的学习材料和资源设计优质的学习环境
• 具有积极的团队合作力；
• 记录和分析幼儿的学习和发展，以便更好地为设计教学策略
• 与家庭合作以确保家庭和中心之间看护和学习的连续性

Requirements

• Diploma in Early Childhood Education or related field, or relevant teaching certification
• Experience in lesson planning and curriculum development
• Strong communication skills to maintain relationships with parents, colleagues, and supervisors
• Patience, flexibility, and passion for teaching young children
• Dance choreography
• Open-mindedness

Title: Secondary Individual and Societies Teacher (August 2025)

Department/Division: Secondary

Employee Group: Teacher

Reports to: Principal, Vice-principal

Works collaboratively with: All teaching and operational staff

Supervises: None

KEY ACCOUNTABILITY

To improve the quality of learning outcomes for students by providing teaching and learning ‘best practices’ within the framework of the school’s Mission, Vision, Core Values, Learning Principles, Culture, and the International Baccalaureate (IB) Programmes.

TEACHER STANDARDS

1. Teaching is focused on conceptual understanding

Teaching ensures students have frequent opportunities to engage with the statement of inquiry / central idea, key and additional concepts and develop their own conceptual understandings. They can explain or demonstrate their learning, reflect on their learning and make connections to unfamiliar situations or real-world contexts

2. Teaching is based on inquiry

Teaching develops a student's natural curiosity and wonder to provide opportunities for students to investigate, inquire into and answer questions that they have formulated.

3. Teaching is differentiated to meet the needs of all learners

Learning engagements are differentiated and take into account language proficiency and the depth, complexity and pace of learning needed by students. Students are grouped flexibly according to what they are ready to learn and to provide challenge and enrichment.

4. Teaching is informed by assessment

Students receive multiple forms of feedback (self, peer, teacher) and take ownership of their learning, viewing assessment as an ongoing process toward their goals. They understand their progress and can identify actions to improve. Assessment data and observations inform instructional decisions and feedback.

5. Teaching is developed in local and global contexts

Learning engagements provide opportunities for students to learn about others and the world by engaging and taking action with their community and environment.

6. Teaching reflects how students learn

Teaching plans for implicit and explicit opportunities to develop ATL skills. With guidance, students take responsibility for their own ATL skill development, including setting goals, reflecting on their progress and making adjustments in order to meet their goals.

7. Teaching is culturally responsive

Pedagogical approaches incorporate experiences, contributions and histories from across cultures, nationalities, backgrounds, identities and perspectives so students feel represented and seen in the curriculum.

8. Teaching ensures that visible routines and expectations are in place

Lesson expectations are clearly communicated with resources to support students. Behaviour expectations in the class are co-constructed and modelled by the teacher. Low level behaviour is immediately and consistently addressed and positive behaviour management approaches are used to nurture a positive environment. The teacher pays careful attention to monitor the wellbeing of students and regularly communicates concerns with parents.

9. Teaching considers the environment for learning

The learning environment promotes relationships built on trust. There is a positive student climate with opportunities for student collaboration with a balance of student/teacher led work. The teacher seeks contributions from everyone. Students take risks, utilising technology and the environment to develop the skills taught. Students can regulate their learning and attribute their success to things they can change.

10. Teaching uses a variety of strategies to progress learning

Lessons are well-planned with clear learning intentions shared with students. Teaching engages and excites the students, with common misconceptions addressed. Content is sequenced, considering previous teaching and strategies like retrieval practice are used to reinforce learning. Knowledge and skills are applied across subjects.

Additional Responsibilities

• Ensure the safety and well-being of all students in accordance with CIS administrative policies and divisional procedures.
• Complete all required Child Protection training.
• Participate in the Individual Work Plan (IWP) process:
• Meet the expectations as outlined in the CIS Teacher Job Description, the CIS Teacher Standards, and the CIS IB Programme Expectations for Teachers.
• Solicit feedback from parents or students via surveys
• Develop and implement an Individual Work Plan (IWP) that supports the school’s Strategic Plan
• Reflect individually and collaboratively (IWP Meetings with Principal) on the aforementioned components.
• Be actively involved in special events (e.g. Talent Shows, Steam Fair, Exhibitions, etc.), and provide co-curricular and / or coaching as required based on skill set
• Contribute to community building activities
• Be dependable (be where you are expected to be, complete tasks on time; punctual (arrive at school, meetings, etc. on time); and prepared for class (all materials set up and ready for student arrival; plans readily accessible).

REQUIRED QUALIFICATIONS

• A relevant Bachelor’s degree or equivalent
• A teaching certificate/credential
• Successful teaching experience
• Excellent organizational skills
• Positive communication skills
• Capacity to work collaboratively as the member of a team

EXPERIENCE

Training and experience in the International Baccalaureate MYP, or DP preferred

COMPETENCIES:

• Culturally competent and able to work with culturally diverse staff and students in a bilingual and multilingual setting.
• Effective selection and use of instructional strategies that leverage the linguistic and cultural assets of ELL students.
• An effective communicator with the capacity to listen, empathise, and connect, as well as teach, present, and motivate.
• A lifelong learner who keeps up-to-date with current research and best practices in teaching and learning.
• A facilitator able to build strong and productive relationships with students, parents, academic and non-academic staff, and the community.
• A change agent, who can motivate and manage positive change in complex environments.
• A strategic thinker who is able to see connections between the school’s vision and mission and IB programme philosophy and create action steps to move the school forward.
• An activator with motivation, energy, and enthusiasm to spare.
• A producer who is results oriented and has a strong sense of accountability for student success.
• A character builder and role model, whose values, words, and deeds are marked by trustworthiness, respect, and integrity.
• An active contributor whose priority is making contributions to the development and success of others.

Job Description:

● Present lessons in a comprehensive manner and use visual/audio means to facilitate learning

● Provide individualized instruction to each student by promoting interactive learning

● Create and distribute educational content (notes, summaries, assignments etc.)

● Assess and record students’ progress and provide grades and feedback

● Maintain a tidy and orderly classroom

● Collaborate with other teachers, parents and stakeholders and participate in regular meetings

● Plan and execute educational in-class and outdoor activities and events

● Observe and understand students’ behaviour and psyche and report suspicions of neglect, abuse etc.

● Develop and enrich professional skills and knowledge by attending seminars, conferences etc.

● Any other duties assigned by the management

Minimum Qualifications:

● Degree in relevant discipline

● Prefarably familiar with KET and PET Syllabus

● Fluent in Mandarin, as the program may include students from China

We are an equal-opportunity employer and value diversity among our teachers, staff and students.

At One World International School (OWIS), we are looking for passionate, adaptable educators who enjoy teaching students from diverse cultures. OWIS provides an individualised approach to learning that nurtures every aspect of child development. In addition to versatile learning spaces and a variety of extracurricular activities, we offer rigorous curricula that prepare students to be future innovators and leaders. We're an IB Primary Years Programme (PYP) World School, a Cambridge International School and an IBDP School. All teaching positions require a high proficiency in spoken and written English, a degree, teaching qualifications and ICT literacy.

If you are looking to work with enthusiastic students from around the world, we invite you to submit your application and become part of our dynamic school community.

Overall Responsibilities:

• To teach and educate students according to guidelines provided by the school’s curricular programmes - Secondary, IGCSE and IB Diploma.
• To teach and educate students according to the educational needs, abilities and attainment potential of individual students entrusted to his/her care by the Head of School.
• To promote the attributes and attitude of the IB Learner Profile and the school values.

Includes the below but not limited to -

• Teach across the whole age range, including Secondary, IGCSE and IB Diploma.
• Design, prepare and deliver lessons to teach knowledge, techniques, support and enhance each learner’s understanding.
• Collaborate with colleages to ensure that every learners' individual needs are catered for through differentiated planning, learning engagements and assessment opportunities.
• Assess and monitor the progress of learners and set goals for improvement, including writing students reports and attending parents meetings.
• Lead or be involved in extra-curricular activities, school events, assemblies, staff trainings, meetings, etc.
• Promote the health, safety and wellbeing of all students.

Requirements:

• Minimum two (2) years or more relevant full-time teaching experience as a qualified teacher.
• Candidate must at least possess Bachelor's degree and a Professional Degree in Teaching/Teaching qualification certificates (PGDE, PGCE, PGCEi, NIE Diploma)/Valid Teacher License/QTS.
• Strong knowledge and experience of teaching Science for Secondary, IGCSE and IB level preferred.
• Experience in an international school environment (preferred).
• A passionate educator with the ability to deliver student-centred, inquiry based learning.

Working Location: Nanyang Campus (Jurong West)

This position is for individuals who have a passion for teaching, love working with young children, and believe in developing children to achieve competencies for future success. This position reports to the Centre Principal and works closely with center teachers.

Our Employees are given options to experience and impact various aspects of the business (Curriculum, Mentoring, Admin & Operations, Strategic Resources, & Marketing) through our career advancement and rotation program. We have a detailed individualized framework and advocate a strong culture of support for our employees, which includes, but is not limited to, townhall meetings, employee engagement, and 1-on-1 discussions/check-ins.

Job Description

• Refine teaching and learning approaches aligned to Bright Kids curriculum
• Refine classroom management strategies and strategies to observe and document children’s learning
• Engage children meaningfully through the customization of curriculum and use of appropriate pedagogy
• Implement differentiated teaching and learning strategies to meet the diverse needs of children
• Inculcate the core values of Early Childhood Education through classroom activities and programmes
• Design quality learning environments
• Enhance trusting, respectful relationships with children through classroom curriculum and programmes
• Implement the appropriate course of action for the protection of children
• Adhere to health, safety, nutritional, and hygiene standards and procedures
• Strengthen home-centre partnerships
• Co-lead collaborative projects with community stakeholders
• Guide colleagues to engage in continuous learning and reflective practice
• Contribute to fostering a culture of continuous learning
• Contribute to fostering a culture of collaboration
• Uphold the Centre’s Vision, Mission and Values

华文幼儿老师主要负责照看孩子，激发孩子学习华文的热情。

• 使用适合幼儿发展的学习材料和资源设计优质的学习环境
• 具有积极的团队合作力；
• 记录和分析幼儿的学习和发展，以便更好地为设计教学策略
• 与家庭合作以确保家庭和中心之间看护和学习的连续性

Requirements

• No prior preschool teaching experience required
• A minimum B4 grade for English Language
• A degree or local poly diploma or 5 O-level credits
• Willing to be part of the Career Conversion Programme (CCP) and Career Trial (CT)
• Singaporeans or PRs are preferred
• Dance Choreography
• Effective communication and Teamwork
• Open-mindedness

Title: Secondary Physical Health Education Teacher (August 2025)

Department/Division: Secondary

Employee Group: Teacher

Reports to: Principal, Vice-principal

Works collaboratively with: All teaching and operational staff

Supervises: None

KEY ACCOUNTABILITY

To improve the quality of learning outcomes for students by providing teaching and learning ‘best practices’ within the framework of the school’s Mission, Vision, Core Values, Learning Principles, Culture, and the International Baccalaureate (IB) Programmes.

TEACHER STANDARDS

1. Teaching is focused on conceptual understanding

Teaching ensures students have frequent opportunities to engage with the statement of inquiry / central idea, key and additional concepts and develop their own conceptual understandings. They can explain or demonstrate their learning, reflect on their learning and make connections to unfamiliar situations or real-world contexts

2. Teaching is based on inquiry

Teaching develops a student's natural curiosity and wonder to provide opportunities for students to investigate, inquire into and answer questions that they have formulated.

3. Teaching is differentiated to meet the needs of all learners

Learning engagements are differentiated and take into account language proficiency and the depth, complexity and pace of learning needed by students. Students are grouped flexibly according to what they are ready to learn and to provide challenge and enrichment.

4. Teaching is informed by assessment

Students receive multiple forms of feedback (self, peer, teacher) and take ownership of their learning, viewing assessment as an ongoing process toward their goals. They understand their progress and can identify actions to improve. Assessment data and observations inform instructional decisions and feedback.

5. Teaching is developed in local and global contexts

Learning engagements provide opportunities for students to learn about others and the world by engaging and taking action with their community and environment.

6. Teaching reflects how students learn

Teaching plans for implicit and explicit opportunities to develop ATL skills. With guidance, students take responsibility for their own ATL skill development, including setting goals, reflecting on their progress and making adjustments in order to meet their goals.

7. Teaching is culturally responsive

Pedagogical approaches incorporate experiences, contributions and histories from across cultures, nationalities, backgrounds, identities and perspectives so students feel represented and seen in the curriculum.

8. Teaching ensures that visible routines and expectations are in place

Lesson expectations are clearly communicated with resources to support students. Behaviour expectations in the class are co-constructed and modelled by the teacher. Low level behaviour is immediately and consistently addressed and positive behaviour management approaches are used to nurture a positive environment. The teacher pays careful attention to monitor the wellbeing of students and regularly communicates concerns with parents.

9. Teaching considers the environment for learning

The learning environment promotes relationships built on trust. There is a positive student climate with opportunities for student collaboration with a balance of student/teacher led work. The teacher seeks contributions from everyone. Students take risks, utilising technology and the environment to develop the skills taught. Students can regulate their learning and attribute their success to things they can change.

10. Teaching uses a variety of strategies to progress learning

Lessons are well-planned with clear learning intentions shared with students. Teaching engages and excites the students, with common misconceptions addressed. Content is sequenced, considering previous teaching and strategies like retrieval practice are used to reinforce learning. Knowledge and skills are applied across subjects.

Additional Responsibilities

• Ensure the safety and well-being of all students in accordance with CIS administrative policies and divisional procedures.
• Complete all required Child Protection training.
• Participate in the Individual Work Plan (IWP) process:
• Meet the expectations as outlined in the CIS Teacher Job Description, the CIS Teacher Standards, and the CIS IB Programme Expectations for Teachers.
• Solicit feedback from parents or students via surveys
• Develop and implement an Individual Work Plan (IWP) that supports the school’s Strategic Plan
• Reflect individually and collaboratively (IWP Meetings with Principal) on the aforementioned components.
• Be actively involved in special events (e.g. Talent Shows, Steam Fair, Exhibitions, etc.), and provide co-curricular and / or coaching as required based on skill set
• Contribute to community building activities
• Be dependable (be where you are expected to be, complete tasks on time; punctual (arrive at school, meetings, etc. on time); and prepared for class (all materials set up and ready for student arrival; plans readily accessible).

REQUIRED QUALIFICATIONS

• A relevant Bachelor’s degree or equivalent
• A teaching certificate/credential
• Successful teaching experience
• Excellent organizational skills
• Positive communication skills
• Capacity to work collaboratively as the member of a team

EXPERIENCE

Training and experience in the International Baccalaureate MYP, or DP preferred

COMPETENCIES:

• Culturally competent and able to work with culturally diverse staff and students in a bilingual and multilingual setting.
• Effective selection and use of instructional strategies that leverage the linguistic and cultural assets of ELL students.
• An effective communicator with the capacity to listen, empathise, and connect, as well as teach, present, and motivate.
• A lifelong learner who keeps up-to-date with current research and best practices in teaching and learning.
• A facilitator able to build strong and productive relationships with students, parents, academic and non-academic staff, and the community.
• A change agent, who can motivate and manage positive change in complex environments.
• A strategic thinker who is able to see connections between the school’s vision and mission and IB programme philosophy and create action steps to move the school forward.
• An activator with motivation, energy, and enthusiasm to spare.
• A producer who is results oriented and has a strong sense of accountability for student success.
• A character builder and role model, whose values, words, and deeds are marked by trustworthiness, respect, and integrity.
• An active contributor whose priority is making contributions to the development and success of others.

This position is for individuals who have a passion for teaching, love working with young children, and believe in developing children to achieve competencies for future success. This position reports to the Centre Principal and works closely with center teachers.

Our Employees are given options to experience and impact various aspects of the business (Curriculum, Mentoring, Admin & Operations, Strategic Resources, & Marketing) through our career advancement and rotation program. We have a detailed individualized framework and advocate a strong culture of support for our employees, which includes, but is not limited to, townhall meetings, employee engagement, and 1-on-1 discussions/check-ins.

Job Description

• Refine teaching and learning approaches aligned to Bright Kids curriculum
• Refine classroom management strategies and strategies to observe and document children’s learning
• Engage children meaningfully through the customization of curriculum and use of appropriate pedagogy
• Implement differentiated teaching and learning strategies to meet the diverse needs of children
• Inculcate the core values of Early Childhood Education through classroom activities and programmes
• Design quality learning environments
• Enhance trusting, respectful relationships with children through classroom curriculum and programmes
• Implement the appropriate course of action for the protection of children
• Adhere to health, safety, nutritional, and hygiene standards and procedures
• Strengthen home-centre partnerships
• Co-lead collaborative projects with community stakeholders
• Guide colleagues to engage in continuous learning and reflective practice
• Contribute to fostering a culture of continuous learning
• Contribute to fostering a culture of collaboration
• Uphold the Centre’s Vision, Mission and Values

华文幼儿老师主要负责照看孩子，激发孩子学习华文的热情。

• 使用适合幼儿发展的学习材料和资源设计优质的学习环境
• 具有积极的团队合作力；
• 记录和分析幼儿的学习和发展，以便更好地为设计教学策略
• 与家庭合作以确保家庭和中心之间看护和学习的连续性

Requirements

• No prior preschool teaching experience required
• A minimum B4 grade for English Language
• A degree or local poly diploma or 5 O-level credits
• Willing to be part of the Career Conversion Programme (CCP) and Career Trial (CT)
• Singaporeans or PRs are preferred
• Dance Choreography
• Effective communication and Teamwork
• Open-mindedness