Total 8 digital design manager job vacancies in Education / Training category in D13 Macpherson, Braddell

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 they are responsible, or with whom they 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, 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 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 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;

● 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;

● 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 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 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 they are responsible, or with whom they 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, 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 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 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;

● 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;

● 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 12 years of teaching experience in a K-12 school.

● At least 12 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

The key objective of the Digital Learning Lead is to drive the integration of technology into the curriculum, enhancing student learning through the strategic use of digital tools, including AI and adaptive learning technologies. The role involves collaborating with teachers to design innovative learning experiences, providing professional learning, and ensuring that technology is used effectively, ethically, and inclusively to support academic goals and foster digital literacy across the school.

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, 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.

Digital Learning Strategy and Development

● Collaborate with Teaching and Learning to design and implement the school’s digital learning strategy, integrating emerging technologies like AI and adaptive learning tools to personalize and enhance student experiences.

● Contribute to processes for evaluating the digital learning programs' impact on student learning and use feedback and performance data for continuous improvement.

● With support from the Teaching and Learning department, act as the primary liaison for Cognita, to ensure alignment with Cognita's Digital Learning team and policies.

● Lead the integration of digital tools and technology across subjects and grade levels to enhance student learning experiences.

● Evaluate and recommend new technologies, platforms, and resources to improve teaching and learning practices.

● Ensure consistent application of school technology policies and practices, offering input during regular reviews to align with school goals and needs.

Teacher Support and Professional Learning

● Provide training and ongoing support to teachers in the effective use of digital tools, learning management systems (LMS), and other educational technologies.

● Design and deliver professional learning on digital pedagogy, digital citizenship, technology integration, and the responsible use of AI and other technologies, focusing on ethical implications, data privacy, and effective classroom implementation.

● Foster a culture of continuous learning, encouraging teachers to experiment with and adopt new digital learning

● Collaborate with the Primary Years Digital Learning Lead to ensure alignment of digital learning practices and vertical articulation of the student learning progression.

● Ensure that staff have access to a consistent and effective online learning experience, whether in person or remotely.

Curriculum Integration

● Collaborate with Curriculum Coordinators and teachers to integrate digital tools and resources across subjects and grade levels, focusing on enhancing learning across all curricular offerings (IB, AP, BTEC, PCS and Stamford courses).

● Collaborate with the Innovation Centre Manager to integrate technology tools and resources from the Innovation Centre into the curriculum, aiming to boost student engagement and learning outcomes.

Monitoring and Evaluation

● Contribute to processes that collect and analyze data on digital learning outcomes to assess the effectiveness of technology integration in supporting student achievement.

● Regularly review the school’s digital learning initiatives based on feedback from students, teachers, and parents.

● Monitor emerging trends in digital education and evaluate their relevance to the school’s goals.

Student Digital Literacy

● Promote digital literacy and citizenship among students by developing resources and delivering learning on responsible internet use, digital safety, and ethical online behavior.

● Support the development and ongoing review of K-12 digital and information literacy learning progressions.

● Provide guidance to students on using digital tools for research, collaboration, and creative projects.

Collaboration with Leadership and Stakeholders

● Work with school leadership to create policies and guidelines related to technology use, digital equity, and data privacy.

● Act as a liaison between the technology department, IT staff, teachers, and other stakeholders to ensure smooth coordination and communication regarding digital initiatives.

● Represent the school in external meetings, networks, and conferences related to digital learning.

Innovation and Change Management

● Lead initiatives that introduce innovative digital teaching practices and encourage a culture of innovation among staff.

● Manage change processes related to the introduction of new technology tools and ensure teachers are supported throughout the transition.

● Advocate for the use of digital tools that personalize learning and empower students to take control of their own learning.

Digital Equity and Accessibility

● Advocate for digital equity, ensuring all students have equal access to technology and internet resources.

Position Requirements

● Minimum of 12 years classroom teaching experience with a relevant teaching qualification.

● Proven experience designing and implementing digital learning strategies for secondary school grade levels.

● Familiarity with IB, AP, and standards-based international curricula.

● Proficiency in digital tools, learning management systems (e.g., Google Classroom, Managebac, Powerschool), and educational technologies.

● Skilled in using Apple products (1:1 iPads for KG2 - Grade 5, 1:1 MacBook Air for Grades 6-12).

● Expertise in AI and adaptive learning technologies in education, including AI-based educational tools.

● Strong understanding of data privacy, digital security, and ethical technology use in education.

● Knowledge of information literacy, research methods, and digital citizenship.

● Ability to collaborate with Curriculum Coordinators and faculty to integrate technology into the curriculum.

● Strong collaborative skills, working with leadership, teachers, IT staff, and the Innovation Centre Manager.

● Expertise in designing and delivering professional learning focused on digital pedagogy, technology integration, and digital citizenship and ethical technology use.

● Track record of fostering a culture of continuous learning and encouraging innovation among educators.

● Skills and competencies in coaching for individual and team growth.

● Strong understanding of educational technology trends and effective evaluation and implementation strategies.

● Ability to effectively manage priorities, multitask, and meet deadlines in a dynamic and evolving environment.

● Excellent interpersonal and communication skills for fostering relationships and advocating for digital tools.

● Demonstrates Stamford Values: Integrity, Courage, Ingenuity, and Compassion.

Qualifications

● Bachelor's degree in education, technology, or related field

● Relevant Teaching Certification

● Google Educator Certification (Level 1 and 2 preferred)

● Common Sense Educator Certification (preferred)

Contacts

● Other Stamford teaching and Non-Teaching Staff

● Students, Staff, Parents and Vendors

● 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: 14 days sick leave and 60 days hospitalization leave (including 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 key objective of the Digital Learning Lead is to drive the integration of technology into the curriculum, enhancing student learning through the strategic use of digital tools, including AI and adaptive learning technologies. The role involves collaborating with teachers to design innovative learning experiences, providing professional learning, and ensuring that technology is used effectively, ethically, and inclusively to support academic goals and foster digital literacy across the school.

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, 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.

Digital Learning Strategy and Development

● Collaborate with Teaching and Learning to design and implement the school’s digital learning strategy, integrating emerging technologies like AI and adaptive learning tools to personalize and enhance student experiences.

● Contribute to processes for evaluating the digital learning programs' impact on student learning and use feedback and performance data for continuous improvement.

● With support from the Teaching and Learning department, act as the primary liaison for Cognita, to ensure alignment with Cognita's Digital Learning team and policies.

● Lead the integration of digital tools and technology across subjects and grade levels to enhance student learning experiences.

● Evaluate and recommend new technologies, platforms, and resources to improve teaching and learning practices.

● Ensure consistent application of school technology policies and practices, offering input during regular reviews to align with school goals and needs.

Teacher Support and Professional Learning

● Provide training and ongoing support to teachers in the effective use of digital tools, learning management systems (LMS), and other educational technologies.

● Design and deliver professional learning on digital pedagogy, digital citizenship, technology integration, and the responsible use of AI and other technologies, focusing on ethical implications, data privacy, and effective classroom implementation.

● Foster a culture of continuous learning, encouraging teachers to experiment with and adopt new digital learning

● Collaborate with the Primary Years Digital Learning Lead to ensure alignment of digital learning practices and vertical articulation of the student learning progression.

● Ensure that staff have access to a consistent and effective online learning experience, whether in person or remotely.

Curriculum Integration

● Collaborate with Curriculum Coordinators and teachers to integrate digital tools and resources across subjects and grade levels, focusing on enhancing learning across all curricular offerings (IB, AP, BTEC, PCS and Stamford courses).

● Collaborate with the Innovation Centre Manager to integrate technology tools and resources from the Innovation Centre into the curriculum, aiming to boost student engagement and learning outcomes.

Monitoring and Evaluation

● Contribute to processes that collect and analyze data on digital learning outcomes to assess the effectiveness of technology integration in supporting student achievement.

● Regularly review the school’s digital learning initiatives based on feedback from students, teachers, and parents.

● Monitor emerging trends in digital education and evaluate their relevance to the school’s goals.

Student Digital Literacy

● Promote digital literacy and citizenship among students by developing resources and delivering learning on responsible internet use, digital safety, and ethical online behavior.

● Support the development and ongoing review of K-12 digital and information literacy learning progressions.

● Provide guidance to students on using digital tools for research, collaboration, and creative projects.

Collaboration with Leadership and Stakeholders

● Work with school leadership to create policies and guidelines related to technology use, digital equity, and data privacy.

● Act as a liaison between the technology department, IT staff, teachers, and other stakeholders to ensure smooth coordination and communication regarding digital initiatives.

● Represent the school in external meetings, networks, and conferences related to digital learning.

Innovation and Change Management

● Lead initiatives that introduce innovative digital teaching practices and encourage a culture of innovation among staff.

● Manage change processes related to the introduction of new technology tools and ensure teachers are supported throughout the transition.

● Advocate for the use of digital tools that personalize learning and empower students to take control of their own learning.

Digital Equity and Accessibility

● Advocate for digital equity, ensuring all students have equal access to technology and internet resources.

Position Requirements

● Minimum of 3 years classroom teaching experience with a relevant teaching qualification.

● Proven experience designing and implementing digital learning strategies for secondary school grade levels.

● Familiarity with IB, AP, and standards-based international curricula.

● Proficiency in digital tools, learning management systems (e.g., Google Classroom, Managebac, Powerschool), and educational technologies.

● Skilled in using Apple products (1:1 iPads for KG2 - Grade 5, 1:1 MacBook Air for Grades 6-12).

● Expertise in AI and adaptive learning technologies in education, including AI-based educational tools.

● Strong understanding of data privacy, digital security, and ethical technology use in education.

● Knowledge of information literacy, research methods, and digital citizenship.

● Ability to collaborate with Curriculum Coordinators and faculty to integrate technology into the curriculum.

● Strong collaborative skills, working with leadership, teachers, IT staff, and the Innovation Centre Manager.

● Expertise in designing and delivering professional learning focused on digital pedagogy, technology integration, and digital citizenship and ethical technology use.

● Track record of fostering a culture of continuous learning and encouraging innovation among educators.

● Skills and competencies in coaching for individual and team growth.

● Strong understanding of educational technology trends and effective evaluation and implementation strategies.

● Ability to effectively manage priorities, multitask, and meet deadlines in a dynamic and evolving environment.

● Excellent interpersonal and communication skills for fostering relationships and advocating for digital tools.

● Demonstrates Stamford Values: Integrity, Courage, Ingenuity, and Compassion.

Qualifications

● Bachelor's degree in education, technology, or related field

● Relevant Teaching Certification

● Google Educator Certification (Level 1 and 2 preferred)

● Common Sense Educator Certification (preferred)

Contacts

● Other Stamford teaching and Non-Teaching Staff

● Students, Staff, Parents and Vendors

● 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: 14 days sick leave and 60 days hospitalization leave (including sick leave)

● Probation Period: 3 months from date of commencement

● Referee request: Required

● Background Check: Required

Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are

strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, Stamford’s parent organization.

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

Please note that only shortlisted candidates will be notified.

Job Description

• Preparation, faciliating, conducting of classrooms (both offline & online) and on-the-job training on pre and postnaum treatment
• Monitor the effectiveness of learning and development initiatives and programs training effectiveness of programmes delivered
• Perform training administration duties and maintain training records
• Accompany evaluations with meaningful and constructive feedback
• Identify performance gaps,creating concise and effective learning solutions to narrow such gap.
• Conduct and organize new hire orientation and on-boarding programmes

Job Requirements

• At least 5 years of working experience as trainer
• Good command of the verbal and written Chinese language environment
• Flexibility to adapt communication style for a diverse audience
• Strong stakeholder management skills and able to work with management to develop collaboration.

Job Scope:

• Migrate content from the existing learning management system (LMS) to the new platform, ensuring accuracy and completeness of the transferred content and data.

• Collaborate with the technical team to ensure a smooth transition and troubleshoot any migration issues that may arise.

• Provide level 1 support to stakeholders, assisting them in troubleshooting technical issues related to content development on the new platform.

• Communicate effectively with clients to understand their needs and provide timely and effective solutions.

• Deliver any other duties to support the ILT team in its transition effort as and when the need arises.

Requirements:

• Familiarity with designing and using an LMS.

• Strong technical aptitude and the ability to troubleshoot and resolve basic technical issues.

• Excellent communication and interpersonal skills.

• Ability to work independently and as part of a team in a fast-paced environment.

• Meticulous and detail oriented

Contract Period: 6 months

Salary: $13/hour

Mon - Fri

EA License No: 96C4864

Reg. No.: R24121728

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 they are responsible, or with whom they 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, 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 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 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;

● 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;

● 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 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 they are responsible, or with whom they 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, 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 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 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;

● 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;

● 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.