Total 56 teacher job vacancies in Education / Training category in D25 Kranji, Woodgrove, Woodlands

Job Requirements 华文教师主要负责:

1. Diploma in Early Childhood Education - Teacher or equivalent 幼儿教育大专文凭，持有本科相关学历者优先 (具有L1 或 L2 ECDA 教师资格证)；

2. Minimum 1-2 years of relevant early childhood teaching experience 至少1-2年幼儿教学经验；

3. Required to speak, read and write proficiently in Mandarin as you will be teaching young children 普通话标准，写作规范；

4. Create a warm and caring environment for young learners 创造温暖、关怀及培育性的环境；

5. Good interpersonal and communication skills, maintaining good relationships with co-workers and parents 保持与工作团队和家长的良好沟通；

6. Able to work well independently and a team player 工作积极，有责任感，具有积极的团队合作力; 发送简历至

Should your profile meet our requirements, we will be contacting you to share more details. 如果您的基本条件符合我们的要求，我们将通过电话邀请您前来面谈。

Address 地址：Block 369 Woodlands Avenue 1 Singapore 730369

Position Responsibilities

Elementary School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Elementary School.
• Cultivate a caring and culturally responsive learning community in the classroom, taking into account the physical, emotional, and intellectual well-being of students.
• Utilize the principles of Responsive Classroom to build a community where students feel valued, respected, and motivated to succeed.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design and implement engaging learning experiences that are collaborative, culturally responsive, and differentiated.
• Employ high-impact instructional practices based on current pedagogical approaches to teach the curriculum.
• Design and deliver engaging, differentiated lessons that align with curriculum standards and meet the academic and social-emotional needs of all students.
• Regularly assess student progress through formative assessments and other data-driven tools.
• Accurately and regularly assess student progress through formative and summative standards-based approaches.
• Continuously monitor student learning and make appropriate modifications of goals and strategies to meet students’ needs.
• Group students flexibly based on their individual needs, abilities, and assets, using data to inform grouping decisions.
• Design quality formative, summative, and self-guided assessments that provide students with frequent feedback and communicate their growth and achievement.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Demonstrate experience with current best pedagogical practices, teaching materials, and instructional strategies.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Work closely with team members, PLC teams, and school administration to develop cohesive curriculum materials and establish common instructional goals and assessments.
• Engage in team planning, curriculum review, budgeting, and other school-required activities as needed.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Engage in co-teaching practices with other members of the PLC and utilize learning community spaces with intention and flexibility.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Strive for continuous self-improvement as a lifelong learner.
• Model the Core Values in your interactions with all members of the school community.
• Cooperate with and participate in the planning and evaluation of the school program as needed.
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)
• The Elementary School PE teacher will also co-teach swimming units in partnership with the Elementary School Aquatics teacher.

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field (General Education or Physical Education/Health preferred)
• Master’s Degree in relevant field preferred
• Experience teaching elementary school PE preferred
• Understanding of child development and experience addressing social-emotional needs.
• Experience working with diverse learners, including learners of English as an Additional Language (EAL).
• Excellent verbal and written English language skills.

Working Requirements

• Sponsoring and/or coaching after school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extra curricular activity. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of school orientation, chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night").
• Attend Responsive Classroom professional learning (virtual), specified by the school, in the months prior to the official start of employment.

COMPANY DESCRIPTION

THKMC was incorporated on 13 October 2011 as a charity to provide multiple social and welfare services to the community at large, and achieved an Institute of Public Character (IPC) status on 18 November 2011. THKMC is the charitable arm of Thye Hua Kwan Moral Society, which lives by the mission To Serve Mankind to help anyone who needs help regardless of their race, religion, colour, language, creed and culture. THKMC today serves more than 70,000 beneficiaries through more than 70 programmes across five Services, which include Disability, Early Intervention for Children, Family, Seniors' Community, and Therapy.

RESPONSIBILITIES

The Early Intervention for Children (EIC) Services helps equip children with motor, communication, social, self-help and cognitive skills. THK EIC involves structuring classes around small groups encompassing early childhood special education, social work and therapy support services to stimulate their adaptive functioning and school readiness skills.

Main Duties and Responsibilities:

• Assist Lead Teacher in classroom and engagement of children
• Conduct small group activities when required e.g. routines such as CIrcle Time
• Assist Lead Teacher in carrying out therapeutic interventions as instructed
• Ensure that students are well supervised during contact time in the centre
• Brainstorm and plan activities to support students' learning
• Preparing teaching resources
• Support students' toileting needs
• Receive and discharge the students before and after classes
• Take class attendance and compute attendance summary
• Conduct health and temperature checks
• Maintain a clean, tidy, safe and conducive learning environment
• Maintain good communication with parents
• Assist in filing of documents
• Attend transdisciplinary team meetings, workshops, in-service training and sharing sessions
• Any other duties as assigned

• GCE 'N' / 'O' / 'A' Level / NITEC / Higher NITEC in non-related discipline

• Experience working with young children preferred, fresh graduates are welcome to apply
• Patience, and passionate to work with children
• Good communication skills, team player and pro-active

Click here (https://youtu.be/LZEqoBOeLTw) to find out what our Teachers have to say!

COMPANY DESCRIPTION

THKMC was incorporated on 13 October 2011 as a charity to provide multiple social and welfare services to the community at large, and achieved an Institute of Public Character (IPC) status on 18 November 2011. THKMC is the charitable arm of Thye Hua Kwan Moral Society, which lives by the mission To Serve Mankind to help anyone who needs help regardless of their race, religion, colour, language, creed and culture. THKMC today serves more than 70,000 beneficiaries through more than 70 programmes across five Services, which include Disability, Early Intervention for Children, Family, Seniors' Community, and Therapy.

RESPONSIBILITIES

The Early Intervention for Children (EIC) Services helps equip children with motor, communication, social, self-help and cognitive skills. THK EIC involves structuring classes around small groups encompassing early childhood special education, social work and therapy support services to stimulate their adaptive functioning and school readiness skills.

The main responsibility of the Assistant Teachers are to support teachers in achieving the Centre and programme goals in close partnership with the Therapists, Social Workers, Psychology Associates, Administrative Staff and Families of the children.

Reports to the Principal Lead Teacher and/ or Senior Teacher.

Main Duties and Responsibilities:

Assist Lead Teachers to:

• Co-teach an effective education programme for the class to meet every child's IEP.
• Brainstorm and plan activities to support students' learning
• Prepare teaching resources
• Ensure students are well supervised during contact time in the centre /classroom.
• Manage students' behavior
• Carry out recommended therapeutic interventions.
• Receive and discharge the students before and after class
• Maintain a clean, tidy, safe and conducive learning environment e.g. tidying up the classroom after class
• Supervise the Teacher Aides under their charge
• Attend workshops and in-service training
• Maintain good communication with parents and make each parent feel at ease with/ at the programme

• Non-related Diploma in any discipline

• Mature, independent, creative, flexible thinking and able to motivate children
• Good people skills
• Able to work independently
• Has strong understanding of the diverse cultures and races
• Has patience, love, passion & commitment in the education of & nurturing young children and empowering the families
• Valid First Aid Certificate
• Keen to develop professionally

COMPANY DESCRIPTION

MINDS has been caring for Persons with Intellectual Disabilities (PWIDs) and their families since 1962.

Grounded in the belief that all PWIDs have innate abilities and talents, MINDS is committed to empowering them and enhancing their quality of life, while advocating for greater inclusivity for PWIDs as a nation.

MINDS is today one of the largest charities in Singapore employing more than 850 staff. With the key focus to expand community-based services, improving the employability of PWIDS, strengthening education, and engendering inclusive community living, MINDS offers a holistic range of services and programmes across the PWIDs' lifespan.

These include schools, employment and training development centres, home-based care services and community-based services to cater to the physical, psychological, environmental and social needs of PWIDs. For more information, please visit www.minds.org.sg.

RESPONSIBILITIES

• Plan engaging and well-paced lessons taking account of the diverse learner profiles of students
• Deliver lessons using evidence-based pedagogy and meaningful activities to meet the educational needs of individual students
• Implement appropriate modes of assessment to monitor student progress by providing accurate feedback, and implement suitable instructional supports to close gaps
• Build a strong relationship with students by demonstrating care, concern and encouragement
• Formulate data-based, student-centered IEP and ITP process for all students, and support their attainment of IEP and ITP goals through appropriate strategies implemented in partnerships with families, caregivers, Allied Professionals and other relevant stakeholders
• Design and implement positive, robust classroom routines and practices to create and maintain a safe and conducive learning environment as well as foster student development and well-being
• Implement techniques and behaviour plans to manage students with complex and challenging behaviours
• Manage emergency situations to resolve any immediate safety concerns and implement required school processes
• Proactively engage in professional development for knowledge and skills development
• Participate in professional learning teams to foster collaborative learning between staff members
• Assist in CCA to enhance students' learning experiences
• Participate as a committee member to support various school initiatives and/or events
• Maintain direct communications with external stakeholders (e.g. families, caregivers, community partners and commercial partners) to support students and/or school initiatives
• Work in partnership with families to support student learning and Transition Planning to achieve positive post school outcomes
• Manage daily administrative tasks (e.g. track attendance, collect forms, update families/caregivers.)

• GCE 'A' Levels or Diploma or Degree in any discipline or Diploma in Autism, Education or Special Education.

• Relevant experience in teaching special needs students will be an advantage.
• Passionate about each child personal growth and open to new and innovative methods of teaching.
• Able to work with children or youth ranging from 7 18 years of age with one or more learning difficulties
• Able to work in a team with social workers, therapist and other teaching colleagues.

Position Responsibilities

Elementary School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Elementary School.
• Cultivate a caring and culturally responsive learning community in the classroom, taking into account the physical, emotional, and intellectual well-being of students.
• Utilize the principles of Responsive Classroom to build a community where students feel valued, respected, and motivated to succeed.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design and implement engaging learning experiences that are collaborative, culturally responsive, and differentiated.
• Employ high-impact instructional practices based on current pedagogical approaches to teach the curriculum.
• Design and deliver engaging, differentiated lessons that align with curriculum standards and meet the academic and social-emotional needs of all students.
• Regularly assess student progress through formative assessments and other data-driven tools.
• Accurately and regularly assess student progress through formative and summative standards-based approaches.
• Continuously monitor student learning and make appropriate modifications of goals and strategies to meet students’ needs.
• Group students flexibly based on their individual needs, abilities, and assets, using data to inform grouping decisions.
• Design quality formative, summative, and self-guided assessments that provide students with frequent feedback and communicate their growth and achievement.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Demonstrate experience with current best pedagogical practices, teaching materials, and instructional strategies.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Work closely with team members, PLC teams, and school administration to develop cohesive curriculum materials and establish common instructional goals and assessments.
• Engage in team planning, curriculum review, budgeting, and other school-required activities as needed.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Experience with or interest in co-teaching in a flexible learning environment.
• Engage in co-teaching practices with other members of the PLC and utilize learning community spaces with intention and flexibility.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Strive for continuous self-improvement as a lifelong learner.
• Model the Core Values in your interactions with all members of the school community.
• Cooperate with and participate in the planning and evaluation of the school program as needed.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• At least two years of full time teaching experience preferred
• Standards-based curriculum experience preferred
• Experience teaching multilingual learners in general classroom settings preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extra curricular activity. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of school orientation and participation in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night").
• Attend Responsive Classroom professional learning (virtual), specified by the school, in the months prior to the official start of employment.
• Attend Illustrative Math professional learning (virtual), specified by the school, in the months prior to the official start of employment.

Position Responsibilities

Elementary School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Elementary School.
• Cultivate a caring and culturally responsive learning community in the classroom, taking into account the physical, emotional, and intellectual well-being of students.
• Utilize the principles of Responsive Classroom to build a community where students feel valued, respected, and motivated to succeed.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design and implement engaging learning experiences that are collaborative, culturally responsive, and differentiated.
• Employ high-impact instructional practices based on current pedagogical approaches to teach the curriculum.
• Design and deliver engaging, differentiated lessons that align with curriculum standards and meet the academic and social-emotional needs of all students.
• Regularly assess student progress through formative assessments and other data-driven tools.
• Accurately and regularly assess student progress through formative and summative standards-based approaches.
• Continuously monitor student learning and make appropriate modifications of goals and strategies to meet students’ needs.
• Group students flexibly based on their individual needs, abilities, and assets, using data to inform grouping decisions.
• Design quality formative, summative, and self-guided assessments that provide students with frequent feedback and communicate their growth and achievement.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Demonstrate experience with current best pedagogical practices, teaching materials, and instructional strategies.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Work closely with team members, PLC teams, and school administration to develop cohesive curriculum materials and establish common instructional goals and assessments.
• Engage in team planning, curriculum review, budgeting, and other school-required activities as needed.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Engage in co-teaching practices with other members of the PLC and utilize learning community spaces with intention and flexibility.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Strive for continuous self-improvement as a lifelong learner.
• Model the Core Values in your interactions with all members of the school community.
• Cooperate with and participate in the planning and evaluation of the school program as needed.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)
• The World Language (Chinese) Teacher is expected to integrate cultural content related to the language being taught, offering students meaningful insights into the customs, traditions, history, and arts of the target cultures.

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field (Chinese Language Instruction or Chinese Literature is preferred)
• Master’s Degree in relevant field preferred (Chinese Language Instruction or Chinese Literature is preferred)
• Teaching license or a degree in education
• At least two years of full time teaching experience
• Standards-based curriculum experience preferred
• Strong background in Chinese literature and the capability to teach students at a near-native or native speaker level
• Demonstrates a strong track record of effective collaboration
• Experience teaching Chinese as a second language to Elementary School students preferred
• Excellent verbal and written English language skills
• Demonstrates fluency in the Chinese language
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extra curricular activity. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of school orientation and participation in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night").
• Attend Responsive Classroom professional learning (virtual or in-person), specified by the school, in the months prior to the official start of employment.

Position Responsibilities

Elementary School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Elementary School.
• Cultivate a caring and culturally responsive learning community in the classroom, taking into account the physical, emotional, and intellectual well-being of students.
• Utilize the principles of Responsive Classroom to build a community where students feel valued, respected, and motivated to succeed.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design and implement engaging learning experiences that are collaborative, culturally responsive, and differentiated.
• Employ high-impact instructional practices based on current pedagogical approaches to teach the curriculum.
• Design and deliver engaging, differentiated lessons that align with curriculum standards and meet the academic and social-emotional needs of all students.
• Regularly assess student progress through formative assessments and other data-driven tools.
• Accurately and regularly assess student progress through formative and summative standards-based approaches.
• Continuously monitor student learning and make appropriate modifications of goals and strategies to meet students’ needs.
• Group students flexibly based on their individual needs, abilities, and assets, using data to inform grouping decisions.
• Design quality formative, summative, and self-guided assessments that provide students with frequent feedback and communicate their growth and achievement.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Demonstrate experience with current best pedagogical practices, teaching materials, and instructional strategies.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Work closely with team members, PLC teams, and school administration to develop cohesive curriculum materials and establish common instructional goals and assessments.
• Engage in team planning, curriculum review, budgeting, and other school-required activities as needed.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Experience with or interest in co-teaching in a flexible learning environment.
• Engage in co-teaching practices with other members of the PLC and utilize learning community spaces with intention and flexibility.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Strive for continuous self-improvement as a lifelong learner.
• Model the Core Values in your interactions with all members of the school community.
• Cooperate with and participate in the planning and evaluation of the school program as needed.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication).
• The World Language (Spanish) Teacher is expected to integrate cultural content related to the language being taught, offering students meaningful insights into the customs, traditions, history, and arts of the target cultures.

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• At least two years of full time teaching experience preferred
• Standards-based curriculum experience preferred
• Demonstrates a strong track record of effective collaboration
• Experience teaching Spanish as a second language to Elementary School students preferred
• Excellent verbal and written English language skills
• Demonstrates fluency in the Spanish language
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Mandatory attendance of school orientation and participation in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night").

Position Responsibilities

High School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the High School.
• Contribute to our commitment to extraordinary care by acting as an advisor for a small group of students and by teaching our advisory social-emotional learning curriculum.
• Identify essential learning and use a planning framework with standards, learning targets, real-world connections, and a culturally responsive curriculum.
• Design quality standards-based formative, summative and self assessments that provide students with frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry-based collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Utilize flexible, rigorous and adaptive Tier I instructional practices to allow students of all diverse language and learning styles to effectively access learning.
• Possess experience and/or demonstrated skills facilitating restorative conversations when supporting student behavior in the learning environment.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles, walkthroughs, and reflection with Professional Learning Community Coach and Principals, and participate in external opportunities.
• Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Demonstrate an understanding of interdisciplinary connections, teaching and/or learning.
• Creatively leverage flexible learning spaces and flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Strive for continuous self-improvement as a life-long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (i.e. travel on Interim Semester, sports coaching, field trips, sponsorship of clubs, attend events beyond the school day, community service projects, etc.)
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role-Specific Responsibilities

• Use diagnostic assessment to determine students’ strengths and needs in literacy, numeracy, and/or executive function.
• Write/update students’ Individual Education Support Plan using data to inform SMART goals
• Plan data-informed interventions to support the development of reading, writing, math, and executive function skills.
• Use a variety of progress monitoring strategies to monitor student progress toward their goals
• Collaborate in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention.
• Collaborate with PLC members, students, and parents to write Individual Education Support Plans with SMART goals as well as Individual Accommodation Plans
• Collaborate with subject-area teachers and implement a broad range of strategies to support students in a co-taught, inclusive classroom

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• A certification in special education preferred
• At least two years full time teaching experience preferred
• Extensive experience working with students with a variety of learning differences
• Experience differentiating instruction and assessment based on student learning needs
• Experience tracking effectiveness of teaching strategies or interventions with the use of progress monitoring documentation
• Experience with tiered supports including but not limited to Response to Intervention (RTI) framework or Multi-Tiered Systems of Support (MTSS)
• Comprehensive knowledge of current best practices in teaching early literacy and numeracy skills
• Demonstrate proficiency in implementing strategies and interventions to support the development of executive function skills.
• Extensive experience in collaborating in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention.
• Must be confident in their ability to teach any student, and have a willingness to provide intervention regardless of the significance of disability or learning need(s)
• Standards-based curriculum experience preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after school arts, activities or sports are part of the responsibility of the professional educator. Therefore, faculty shall be available to direct, coach and/or sponsor an athletic team or other extra curricular activity or arts. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of weekly faculty meetings beyond the school day, new hire orientation and educator professional learning days.
• Chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night", learning conferences, musicals, concerts, and more).
• SAS faculty members are expected to commit to chaperoning learning experiences including those requiring overseas and/or overnight excursions, including but not limited to High School Interim Semester, IASAS Music and other curricular and co-curricular trips.

Staff at The Writer's Place enjoy:

• Fresh Grads welcome, Training provided, Career advancement
• Your contribution matters! Plenty promotion opportunities

(Full-time and Part-time) WE ARE ON THE HUNT TO WELCOME THE BEST CANDIDATES TO JOIN OUR TEAM AS ENGLISH TEACHERS for Pri 1-6!

The Writer’s Place is The School of Writing in Singapore since 2009
An enrichment centre established since 2009 for primary school students to learn the art of English creative writing. Being a pioneer with more than a decade in the industry, we are still strongly committed to helping children gain confidence in English creative writing and performing well in school!

Position: English & Writing Teacher Specialist (Primary school)

Our teachers are absolutely the champions of our students who respect and support every child in their classes. They are determined to provide young children who enter our School of Writing with opportunities to experience success as confident writers.

Job Description:

• Teach English Creative Writing (Primary)
• Implement standardized proprietary curriculum to help students perform well in school.
• Take pride in keeping track of your students’ progress and development, and are self-motivated to go the extra mile to support those who need it.
• Build good rapport with students, as well as their parents.

Our ideal teacher is/has:

• A confident communicator
• Fun, and able to make lessons enjoyable
• Teaching experience is preferred (Training is provided)
• A teaching diploma/Bachelor's degree/Post graduate diploma/Professional degree

Required working hours for full-time position:

• ABLE TO WORK tuition centre operation hours ie. Weekday nights and Saturday
• Tuesday- Friday (12.00pm-8.45pm) Saturday (8.45am-5.00pm)
• Closed: Sun, Mon & PH
• Sundays are non-working days which is rare for the tuition industry

Various Centre Locations:

• Junction 10 (opp. Bukit Panjang MRT)
• Woodlands Galaxy CC (5 min walk from Admiralty MRT)

Job Benefits

• Medical & Dental
• Positive work culture
• Work-life balance
• Centre holidays on top of annual leave
• Management support to develop meaningful & valuable skill sets in the classroom and beyond
• Average staff turnover rate: 3 to 8 years. We are a happy team!

Excellent career progression

• To Senior Teacher, Head Teacher and management executive positions

Other positions available:

• Centre Manager, Customer Service Associate, Receptionist (Full-time/ Part-time positions available)

Join us if you can be a driver of success! Interested candidates, please send in your detailed resume along with your Expected Salary. We regret that only shortlisted candidates will be notified.

[email protected]

www.thewritersplace.com.sg

Position Responsibilities

High School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the High School.
• Contribute to our commitment to extraordinary care by acting as an advisor for a small group of students and by teaching our advisory social-emotional learning curriculum.
• Identify essential learning and use a planning framework with standards, learning targets, real-world connections, and a culturally responsive curriculum.
• Design quality standards-based formative, summative and self assessments that provide students with frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry-based collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Utilize flexible, rigorous and adaptive Tier I instructional practices to allow students of all diverse language and learning styles to effectively access learning.
• Possess experience and/or demonstrated skills facilitating restorative conversations when supporting student behavior in the learning environment.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles, walkthroughs, and reflection with Professional Learning Community Coach and Principals, and participate in external opportunities.
• Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Demonstrate an understanding of interdisciplinary connections, teaching and/or learning.
• Creatively leverage flexible learning spaces and flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Strive for continuous self-improvement as a life-long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (i.e. travel on Interim Semester, sports coaching, field trips, sponsorship of clubs, attend events beyond the school day, community service projects, etc.)
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role-Specific Responsibilities

• Use diagnostic assessment to determine students’ strengths and needs in literacy, numeracy, and/or executive function.
• Write/update students’ Individual Education Support Plan using data to inform SMART goals
• Plan data-informed interventions to support the development of reading, writing, math, and executive function skills.
• Use a variety of progress monitoring strategies to monitor student progress toward their goals
• Collaborate in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention.
• Collaborate with PLC members, students, and parents to write Individual Education Support Plans with SMART goals as well as Individual Accommodation Plans
• Collaborate with subject-area teachers and implement a broad range of strategies to support students in a co-taught, inclusive classroom

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• A certification in special education preferred
• At least two years full time teaching experience preferred
• Extensive experience working with students with a variety of learning differences
• Experience differentiating instruction and assessment based on student learning needs
• Experience tracking effectiveness of teaching strategies or interventions with the use of progress monitoring documentation
• Experience with tiered supports including but not limited to Response to Intervention (RTI) framework or Multi-Tiered Systems of Support (MTSS)
• Comprehensive knowledge of current best practices in teaching early literacy and numeracy skills
• Demonstrate proficiency in implementing strategies and interventions to support the development of executive function skills.
• Extensive experience in collaborating in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention.
• Must be confident in their ability to teach any student, and have a willingness to provide intervention regardless of the significance of disability or learning need(s)
• Standards-based curriculum experience preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after school arts, activities or sports are part of the responsibility of the professional educator. Therefore, faculty shall be available to direct, coach and/or sponsor an athletic team or other extra curricular activity or arts. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of weekly faculty meetings beyond the school day, new hire orientation and educator professional learning days.
• Chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night", learning conferences, musicals, concerts, and more).
• SAS faculty members are expected to commit to chaperoning learning experiences including those requiring overseas and/or overnight excursions, including but not limited to High School Interim Semester, IASAS Music and other curricular and co-curricular trips.

Position Responsibilities

Middle School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Middle School.
• Cultivate a caring and culturally responsive learning community in Advisory, as well as the classroom, taking into account physical, emotional, and intellectual well-being of students.
• Experience and/or demonstrated skills facilitating restorative conversations when supporting student behavior in the learning environment.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design quality formative, summative and self-guided assessments that provide students with frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry-based, collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Experience with or interest in co-teaching in a flexible learning environment.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Strive for continuous self-improvement as a life-long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (supervision, overnight Classroom Without Walls trips, sports coaching, field trips, sponsorship of clubs, events, TRi Time, community service projects, etc.)
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role-Specific Responsibilities

• Utilize Common Core ELA Standards to backwards plan and assess, using the workshop framework as part of instruction.
• Collaborate with colleagues from diverse cultural backgrounds and experiences on a regular basis to co-plan culturally responsive daily teaching .
• Use an inquiry-based approach to literacy that strengthens conceptual understanding, nurtures and sustains curiosity, builds transferable skills and dispositions, or develops student agency.

Position Requirements & Qualifications

• Bachelor’s Degree in a relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• At least two years of full-time teaching experience preferred
• Standards-based curriculum experience preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after-school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extracurricular activity. Each faculty member is expected to do a minimum of one Category 1 activity or sport per year.
• Required attendance at school professional learning days
• Chaperone and participate in evening and/or weekend school activities each year, as assigned (including “Back-to-School Night”).

Position Responsibilities

Middle School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Middle School.
• Cultivate a caring and culturally responsive learning community in Advisory, as well as the classroom, taking into account physical, emotional, and intellectual well-being of students.
• Experience and/or demonstrated skills facilitating restorative conversations when supporting student behavior in the learning environment.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design quality formative, summative and self-guided assessments that provide students with frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry-based, collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Experience with or interest in co-teaching in a flexible learning environment.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Strive for continuous self-improvement as a life-long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (supervision, overnight Classroom Without Walls trips, sports coaching, field trips, sponsorship of clubs, events, TRi Time, community service projects, etc.)
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role-Specific Responsibilities

Position Requirements & Qualifications

• Bachelor’s Degree in a relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• At least two years of full-time teaching experience preferred
• ACTFL proficiency based approach
• Standards-based curriculum experience preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after-school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extracurricular activity. Each faculty member is expected to do a minimum of one Category 1 activity or sport per year.
• Required attendance at school professional learning days
• Chaperone and participate in evening and/or weekend school activities each year, as assigned (including “Back-to-School Night”).

Position Responsibilities

Elementary School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Elementary School.
• Cultivate a caring and culturally responsive learning community in the classroom, taking into account the physical, emotional, and intellectual well-being of students.
• Utilize the principles of Responsive Classroom to build a community where students feel valued, respected, and motivated to succeed.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design and implement engaging learning experiences that are collaborative, culturally responsive, and differentiated.
• Employ high-impact instructional practices based on current pedagogical approaches to teach the curriculum.
• Design and deliver engaging, differentiated lessons that align with curriculum standards and meet the academic and social-emotional needs of all students.
• Regularly assess student progress through formative assessments and other data-driven tools.
• Accurately and regularly assess student progress through formative and summative standards-based approaches.
• Continuously monitor student learning and make appropriate modifications of goals and strategies to meet students’ needs.
• Group students flexibly based on their individual needs, abilities, and assets, using data to inform grouping decisions.
• Design quality formative, summative, and self-guided assessments that provide students with frequent feedback and communicate their growth and achievement.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Demonstrate experience with current best pedagogical practices, teaching materials, and instructional strategies.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Work closely with team members, PLC teams, and school administration to develop cohesive curriculum materials and establish common instructional goals and assessments.
• Engage in team planning, curriculum review, budgeting, and other school-required activities as needed.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Experience with or interest in co-teaching in a flexible learning environment.
• Engage in co-teaching practices with other members of the PLC and utilize learning community spaces with intention and flexibility.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Strive for continuous self-improvement as a lifelong learner.
• Model the Core Values in your interactions with all members of the school community.
• Cooperate with and participate in the planning and evaluation of the school program as needed.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• At least two years of full time teaching experience preferred
• Standards-based curriculum experience preferred
• Experience teaching multilingual learners in general classroom settings preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extra curricular activity. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of school orientation and participation in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night").
• Attend Responsive Classroom professional learning (virtual), specified by the school, in the months prior to the official start of employment.
• Attend Illustrative Math professional learning (virtual), specified by the school, in the months prior to the official start of employment.

• Create lesson plans that meet educational objectives and engage children in experiential activities.
• Foster a positive learning environment with respect for diversity and individual needs of each child.
• Model core values of respect, love and obedience
• Communicate effectively with parents or guardians about their child's progress and developmental milestones.
• Provide a safe and healthy environment for children.
• Observe and evaluate children's behavior, identifying any signs of developmental, emotional, or social issues that may require attention.
• Use interactive teaching methods and provide a variety of learning experiences
• Encourage self-esteem and confidence by providing support and constructive feedback.
• Collaborate with other teachers to create good team spirit.
• Uphold ethical and professional standards in all interactions with children, families, and colleagues.
• Stay current on the latest research, trends, and best practices and willing to improve teaching skills.

Assist fulltime teacher is ferrying preschoolers from bus to school, in tolieting , preparation of materials , cleaning, serving snacks and other minor tasks .

Candidates must possess GCE 'O' Level passes and above or equivalent certificate holders. Flexible schedule, working hours 0830 to 1300 , any workday.

If interested attach resume with certificates to [email protected]

• Teaching lessons to students at all skill levels, from beginner to advanced
• Preparing students for competitions or recitals by providing practice time and feedback on performance skills
• Helping students develop proper techniques for playing their instruments through instruction, corrections, and encouragement
• Teaching students about different styles of music and musical history
• Preparing students for auditions by providing feedback on performance skills and music preparation
• Teaching music theory and composition to students with advanced skills
• Teaching students proper posture and techniques for holding their instruments
• Must work on weekends

• Teaching lessons to students at all skill levels, from beginner to advanced
• Preparing students for competitions or recitals by providing practice time and feedback on performance skills
• Helping students develop proper techniques for playing their instruments through instruction, corrections, and encouragement
• Teaching students about different styles of music and musical history
• Preparing students for auditions by providing feedback on performance skills and music preparation
• Teaching music theory and composition to students with advanced skills
• Teaching students proper posture and techniques for holding their instruments
• Must work on weekends

COMPANY DESCRIPTION

THKMC was incorporated on 13 October 2011 as a charity to provide multiple social and welfare services to the community at large, and achieved an Institute of Public Character (IPC) status on 18 November 2011. THKMC is the charitable arm of Thye Hua Kwan Moral Society, which lives by the mission To Serve Mankind to help anyone who needs help regardless of their race, religion, colour, language, creed and culture. THKMC today serves more than 70,000 beneficiaries through more than 70 programmes across five Services, which include Disability, Early Intervention for Children, Family, Seniors' Community, and Therapy.

RESPONSIBILITIES

The Early Intervention for Children (EIC) Services helps equip children with motor, communication, social, self-help and cognitive skills. THK EIC involves structuring classes around small groups encompassing early childhood special education, social work and therapy support services to stimulate their adaptive functioning and school readiness skills.

The main responsibility of the Assistant Teachers are to support teachers in achieving the Centre and programme goals in close partnership with the Therapists, Social Workers, Psychology Associates, Administrative Staff and Families of the children.

Reports to the Principal Lead Teacher and/ or Senior Teacher.

Main Duties and Responsibilities:

Assist Lead Teachers to:

• Co-teach an effective education programme for the class to meet every child's IEP.
• Brainstorm and plan activities to support students' learning
• Prepare teaching resources
• Ensure students are well supervised during contact time in the centre /classroom.
• Manage students' behavior
• Carry out recommended therapeutic interventions.
• Receive and discharge the students before and after class
• Maintain a clean, tidy, safe and conducive learning environment e.g. tidying up the classroom after class
• Supervise the Teacher Aides under their charge
• Attend workshops and in-service training
• Maintain good communication with parents and make each parent feel at ease with/ at the programme

• Non-related Diploma in any discipline

• Mature, independent, creative, flexible thinking and able to motivate children
• Good people skills
• Able to work independently
• Has strong understanding of the diverse cultures and races
• Has patience, love, passion & commitment in the education of & nurturing young children and empowering the families
• Valid First Aid Certificate
• Keen to develop professionally

COMPANY DESCRIPTION

THKMC was incorporated on 13 October 2011 as a charity to provide multiple social and welfare services to the community at large, and achieved an Institute of Public Character (IPC) status on 18 November 2011. THKMC is the charitable arm of Thye Hua Kwan Moral Society, which lives by the mission To Serve Mankind to help anyone who needs help regardless of their race, religion, colour, language, creed and culture. THKMC today serves more than 70,000 beneficiaries through more than 70 programmes across five Services, which include Disability, Early Intervention for Children, Family, Seniors' Community, and Therapy.

RESPONSIBILITIES

The Early Intervention for Children (EIC) Services helps equip children with motor, communication, social, self-help and cognitive skills. THK EIC involves structuring classes around small groups encompassing early childhood special education, social work and therapy support services to stimulate their adaptive functioning and school readiness skills.

Main Duties and Responsibilities:

• Assist Lead Teacher in classroom and engagement of children
• Conduct small group activities when required e.g. routines such as CIrcle Time
• Assist Lead Teacher in carrying out therapeutic interventions as instructed
• Ensure that students are well supervised during contact time in the centre
• Brainstorm and plan activities to support students' learning
• Preparing teaching resources
• Support students' toileting needs
• Receive and discharge the students before and after classes
• Take class attendance and compute attendance summary
• Conduct health and temperature checks
• Maintain a clean, tidy, safe and conducive learning environment
• Maintain good communication with parents
• Assist in filing of documents
• Attend transdisciplinary team meetings, workshops, in-service training and sharing sessions
• Any other duties as assigned

• GCE 'N' / 'O' / 'A' Level / NITEC / Higher NITEC in non-related discipline

• Experience working with young children preferred, fresh graduates are welcome to apply
• Patience, and passionate to work with children
• Good communication skills, team player and pro-active

Click here (https://youtu.be/LZEqoBOeLTw) to find out what our Teachers have to say!

Responsibilities:

• Plan and carry out the daily programme, developmental and care-giving tasks as assigned
• Attend to the health, hygiene and safety needs of the children
• Create a safe environment and provide the best possible care to infants under their care
• Build and maintain good rapport with parents
• Able to work independently with minimum supervision
• Work cooperatively with other teachers and principal for the various school events for the benefits of the children.
• Engage children with activities to enhance their learning experience
• Observe, assess and document children's performance, behavior, social development, and physical health

Requirements:

• Due to growth, we currently have positions for English teachers (ACEY, Cert in ECCE, DECCE, degree in ECCE).
• Prior experience will be an added advantage.
• Candidates looking for practicum centre to fulfil practicum criteria and plan to work as teacher upon completion of course are welcome to apply.
• Candidate must possess at least Fundamentals in Early Childhood Care and Education (Diploma/Advanced/Higher/Graduate Diploma in Early Childhood and above will be an added advantage)
• Candidates completing Early Childhood related courses within 6 months may apply

Staff at The Writer's Place enjoy:

• Fresh Grads welcome, Training provided, Career advancement
• Your contribution matters! Plenty promotion opportunities
• Mondays and Sundays Off

(Full-time and Part-time) WE ARE ON THE HUNT TO WELCOME THE BEST CANDIDATES TO JOIN OUR TEAM AS ENGLISH TEACHERS for Pri 1-6!

The Writer’s Place is The School of Writing in Singapore since 2009
An enrichment centre established since 2009 for primary school students to learn the art of English creative writing. Being a pioneer with more than a decade in the industry, we are still strongly committed to helping children gain confidence in English creative writing and performing well in school!

Position: English & Writing Teacher Specialist (Primary school)

Our teachers are absolutely the champions of our students who respect and support every child in their classes. They are determined to provide young children who enter our School of Writing with opportunities to experience success as confident writers.

Job Description:

• Teach English Creative Writing (Primary)
• Implement standardized proprietary curriculum to help students perform well in school.
• Take pride in keeping track of your students’ progress and development, and are self-motivated to go the extra mile to support those who need it.
• Build good rapport with students, as well as their parents.

Our ideal teacher is/has:

• A confident communicator
• Fun, and able to make lessons enjoyable
• Teaching experience is preferred (Training is provided)
• A teaching diploma/Bachelor's degree/Post graduate diploma/Professional degree

Required working hours for full-time position:

• ABLE TO WORK tuition centre operation hours ie. Weekday nights and Saturday
• Tuesday- Friday (12.00pm-8.45pm) Saturday (8.45am-5.00pm)
• Closed: Sun, Mon & PH
• Sundays are non-working days which is rare for the tuition industry

Various Centre Locations:

• Junction 10 (opp. Bukit Panjang MRT)
• Woodlands Galaxy CC (5 min walk from Admiralty MRT)

Job Benefits

• Medical & Dental
• Positive work culture
• Work-life balance
• Centre holidays on top of annual leave
• Management support to develop meaningful & valuable skill sets in the classroom and beyond
• Average staff turnover rate: 3 to 8 years. We are a happy team!

Excellent career progression

• To Senior Teacher, Head Teacher and management executive positions

Other positions available:

• Centre Manager, Customer Service Associate, Receptionist (Full-time/ Part-time positions available)

Join us if you can be a driver of success! Interested candidates, please send in your detailed resume along with your Expected Salary. We regret that only shortlisted candidates will be notified.

[email protected]

www.thewritersplace.com.sg

• Teaching lessons to students at all skill levels, from beginner to advanced
• Preparing students for competitions or recitals by providing practice time and feedback on performance skills
• Helping students develop proper techniques for playing their instruments through instruction, corrections, and encouragement
• Teaching students about different styles of music and musical history
• Preparing students for auditions by providing feedback on performance skills and music preparation
• Teaching music theory and composition to students with advanced skills
• Teaching students proper posture and techniques for holding their instruments
• Must work on weekends

Position Responsibilities

Middle School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Middle School.
• Cultivate a caring and culturally responsive learning community in Advisory, as well as the classroom, taking into account physical, emotional, and intellectual well-being of students.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design quality formative, summative and self-guided assessments that provide students with frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry-based, collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Experience with or interest in co-teaching in a flexible learning environment.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Strive for continuous self-improvement as a life-long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (supervision, overnight Classroom Without Walls trips, sports coaching, field trips, sponsorship of clubs, events, TRi Time, community service projects, etc.)
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Position Requirements & Qualifications

• Bachelor’s Degree in a relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• At least two years of full-time teaching experience preferred
• Standards-based curriculum experience preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Role-Specific Competencies

• A passion for music
• Strong vocal skills, vocal modeling and deep understanding of vocal technique for Middle School voices
• Basic (minimum) piano skills for rehearsal accompaniment
• Conducting skills
• Experience with or sound knowledge of NCAS arts standards and willingness to adapt curriculum
• Kodaly background preferred
• Experience using music technology like Garageband, Sibelius, Smartmusic
• Provide opportunities for AMIS festival experiences
• Be part of the directorial team for the SAS MS Musical bi-annually
• Plan, prepare, co-teach and/or collaborate with secondary Performing Arts departments on courses, performances, concerts, and/or opportunities for sharing learning with an audience.

Working Requirements

• Sponsoring and/or coaching after-school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extracurricular activity. Each faculty member is expected to do a minimum of one Category 1 activity or sport per year.
• Required attendance at school professional learning days
• Chaperone and participate in evening and/or weekend school activities each year, as assigned (including “Back-to-School Night”).

Position Responsibilities:

High School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the High School.
• Contribute to our commitment to extraordinary care by acting as an advisor for a small group of students and by teaching our advisory social-emotional learning curriculum.
• Identify essential learning and use a planning framework with standards, learning targets, real-world connections, and a culturally responsive curriculum.
• Design quality standards-based formative, summative and self assessments that provide students with frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry-based collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Utilize flexible, rigorous and adaptive Tier I instructional practices to allow students of all diverse language and learning styles to effectively access learning.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles, walkthroughs, and reflection with Professional Learning Community Coaches and Principals, and participate in external opportunities.
• Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Demonstrate an understanding of interdisciplinary connections, teaching and/or learning.
• Creatively leverage flexible learning spaces and flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Strive for continuous self-improvement as a life-long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (i.e. travel on Interim Semester, sports coaching, field trips, sponsorship of clubs, attend events beyond the school day, community service projects, etc.)
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role-Specific Responsibilities

• Demonstrate willingness to teach a variety of different English courses from grade 9 through 12, including co-taught, foundational, and advanced studies courses.
• Demonstrate an understanding of interdisciplinary teaching and learning (for example, teaching in interdisciplinary courses such as Humanities 9 and American Studies which require familiarity with Social Studies curriculum)
• Be able to co-teach in a flexible learning environment for any interdisciplinary courses assigned and/or with a Learning Support educator

Position Requirements & Qualifications:

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• At least two years of full time teaching experience preferred
• Standards-based curriculum experience preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements:

• Sponsoring and/or coaching after school activities or sports are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extra curricular activity. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of weekly faculty meetings beyond the school day, new hire orientation and educator professional learning days.
• Chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including Back-to-School Night, conferences, and more).
• SAS faculty members are expected to commit to chaperoning learning experiences including those requiring overseas and/or overnight excursions, including but not limited to High School Interim Semester and curricular trips.