Total 6 childcare teacher job vacancies in Sales / Marketing category in d25 kranji woodgrove woodlands

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, 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.)
• Facilitate restorative conversations when supporting student behavior in the learning environment.
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role-Specific Responsibilities

• Work with both performing arts and physical education departments.
• Teach high school culturally responsive dance curriculum from novice to advanced courses within the program including more than one of the following contemporary, hip hop, jazz, ballet, choreography and performance techniques
• Teach health core class for all grade 10 to include standards that address Sexuality, Gender Identity & Expression, Relationships & Consent, Substance Abuse, Mental Health, and more.
• Demonstrate willingness to teach a variety of dance performance, health and advanced level courses in addition to Advanced Topics Performing Arts
• Utilize National Core Arts Standards (NCAS), SHAPE, and CASEL standards to plan, teach and assess.
• Plan, prepare, and/or collaborate with secondary Performing Arts departments on performances and/or opportunities for sharing learning with an audience.
• Run organized and efficient rehearsals that develop performance skills
• Serve as Dance Director for the co-curricular program to include two shows per semester, sponsor the Dance Honor Society, sponsor the dance club that meets regularly after school, and be part of the directorial team for the SAS HS Musical bi-annually
• Direct the SAS “IASAS” conference dance team each year. This includes auditions, rehearsals and travel.
• Work collaboratively with the middle school dance program to ensure 6-12 dance program excellence

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
• Expertise with teaching dance technique and choreography
• Expertise with teaching health education
• National Core Arts Standards (NCAS), SHAPE, and CASEL standards-based curriculum experience preferred
• Excellent verbal and written English language skills

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

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 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.)
• Facilitate restorative conversations when supporting student behavior in the learning environment.
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role-Specific Responsibilities

PLC coaches act as champions for their team by focusing on the growth of individual members as well as the collective. They do this in three ways: teaching, coaching, and leading.

• By teaching, they hone their own craft, serve as a model, and experience the same challenges as those they are coaching and leading.
• By coaching, they facilitate feedback, learning, and professional growth for individual team members.
• By leading, they cultivate the health of their team and guide their team’s collective focus on enhancing student learning and well-being.

Teach

• Demonstrate willingness to teach a variety of different foundational to advanced studies Mathematics courses for grade 9 through 12
• Demonstrate an understanding of problem-based mathematics classroom
• Utilize Common Core Math Standards and Mathematical Practices to plan, teach and assess.

Coach

• Use the SAS Guidebook to Teaching to coach on high quality culturally-responsive instructional practices in the learning space
• Observe instruction, analyze student work, and provide regular direct actionable feedback to coachee(s)
• Focus on individual and collective growth in both hard skills (e.g., pedagogy) and soft skills (e.g., trust, collaboration) and invest in development of own skill set related to teaching, coaching, and leading
• Coordinate team professional learning based on needs emerging from coaching experiences, data and current research
• Facilitate the goal setting, learning, monitoring and reflection process with the team. Support coachees and PLCs to ensure their goals are focused on measurable student learning outcomes and/or school/division priorities
• Demonstrate a willingness and ability to build and sustain trusted professional relationships with teachers, leaders, and other coaches. This may involve demonstrating a willingness to be a learner, to be vulnerable, and to establish a conducive working rapport with educators that enables them to grow and learn in their teaching practice.
• Collaborate with other PLC coaches and participate in PLC coach professional learning related to: working with adult learners, giving feedback, providing coaching, and regularly giving input into the PLC coach model

Lead

• PLC Support and Leadership
  • Lead and/or support PLCs with engaging in the 5 question PLC inquiry cycle and ensuring roles and responsibilities within a PLC are distributed effectively and there are norms for collaboration.
  • Support PLC teams with collecting, organizing, and analyzing common assessment data. Review data across the department and focus on evidence of student learning and not-learning.
  • Support PLC teams with taking action based on student learning data.
  • Collaborate with school leaders on how to best meet team needs and implement school priorities focusing on culturally responsive practices to plan, teach, and assess, as well as social-emotional learning
• Instructional Leadership
  • Provide strong curricular and instructional leadership in the department.
  • Coordinate effective facilitation of department meetings and professional learning
  • Lead department members in fulfilling expectations and best practices in standards-based assessment, grading and reporting.
  • Lead the department and division in our journey towards a more personalized learning environment for students and collaborative work experiences with flexible learning environments. Collaborate with the CUP FLE Leader and DEI specialist to support individuals and teams transition to new practices.
  • Provide support and/or participate in subject-area reviews and/or coordinate participation of colleagues and lead implementation of the review.
  • Monitor and support subject-area instructional program alignment across all divisions (PS-12). Work with the divisional Principal Leadership team and the Office of Learning to ensure consistency and strong planning, instructional, and assessment practice.
  • Contribute to shaping the academic direction of the division by participating and providing regular input at divisional leadership team meetings.
  • (MS and HS) Provide support as needed to the division and/or Department Coordinators with the annual review of courses and information included in the Program Planning Guide and other division handbooks.
• Program Leadership
  • Collaborate with Department Coordinators and/or divisional Principal/Deputy Principals on aligning talent, resources and the curricular and instructional program of the department.
  • Participate in the hiring process for open positions within the department and provide hiring input to divisional principals.
  • Participate and lead in professional development and new faculty onboarding for designated days during new faculty week each year.
  • Work collaboratively with Department Coordinators and/or team leaders on other needs of the department or grade level as needed.

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• Experience teaching mathematics across a broad range of levels preferred
• Illustrative Mathematics and/or other problem-based curriculum experience preferred
• College Board Advanced Placement training and experience preferred
• At least two years of full time teaching experience preferred
• At least two years instructional coaching and/or leadership experience preferred
• Excellent verbal and written English language skills

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.

6-12 Technology, Computer Science & Robotics PLC Coach

Position Responsibilities

Middle School & 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 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

PLC coaches act as champions for their team by focusing on the growth of individual members as well as the collective. They do this in three ways: teaching, coaching, and leading.

• By teaching, they hone their own craft, serve as a model, and experience the same challenges as those they are coaching and leading.
• By coaching, they facilitate feedback, learning, and professional growth for individual team members.
• By leading, they cultivate the health of their team and guide their team’s collective focus on enhancing student learning and well-being.

Teach

• Demonstrate willingness to be open to teaching a variety of different Technology, Computer Science & Robotics courses from grade 6 through 12 from foundational to advanced studies courses. Tentative teaching assignment for 25-26 is in the middle school.
• Demonstrate an understanding of interdisciplinary teaching and learning
• Be able to co-teach in a flexible learning environment for any interdisciplinary courses assigned and/or with a Learning Support educator

Coach

• Use the SAS Guidebook to Teaching to coach on high quality culturally-responsive instructional practices in the learning space
• Observe instruction, analyze student work, and provide regular direct actionable feedback to coachee(s)
• Focus on individual and collective growth in both hard skills (e.g., pedagogy) and soft skills (e.g., trust, collaboration) and invest in development of own skill set related to teaching, coaching, and leading
• Coordinate team professional learning based on needs emerging from coaching experiences, data and current research
• Facilitate the goal setting, learning, monitoring and reflection process with the team. Support coachees and PLCs to ensure their goals are focused on measurable student learning outcomes and/or school/division priorities
• Demonstrate a willingness and ability to build and sustain trusted professional relationships with teachers, leaders, and other coaches. This may involve demonstrating a willingness to be a learner, to be vulnerable, and to establish a conducive working rapport with educators that enables them to grow and learn in their teaching practice.
• Collaborate with other PLC coaches and participate in PLC coach professional learning related to: working with adult learners, giving feedback, providing coaching, and regularly giving input into the PLC coach model

Lead

• PLC Support and Leadership
  • Lead and/or support PLCs with engaging in the 5 question PLC inquiry cycle and ensuring roles and responsibilities within a PLC are distributed effectively and there are norms for collaboration.
  • Support PLC teams with collecting, organizing, and analyzing common assessment data. Review data across the department and focus on evidence of student learning and not-learning.
  • Support PLC teams with taking action based on student learning data.
  • Collaborate with school leaders on how to best meet team needs and implement school priorities focusing on culturally responsive practices to plan, teach, and assess, as well as social-emotional learning
• Instructional Leadership
  • Provide strong curricular and instructional leadership in the department.
  • Coordinate effective facilitation of department meetings and professional learning
  • Lead department members in fulfilling expectations and best practices in standards-based assessment, grading and reporting.
  • Lead the department and division in our journey towards a more personalized learning environment for students and collaborative work experiences with flexible learning environments. Collaborate with other coaches, specialists and the Office of Learning as needed to support individuals and teams transition to new practices.
  • Provide support and/or participate in subject-area reviews and/or coordinate colleagues' participation and lead review implementation.
  • Monitor and support subject-area instructional program alignment across all divisions (PS-12). Work with the divisional Principal Leadership team and the Office of Learning to ensure consistency and strong planning, instructional, and assessment practice.
  • Participate in and provide regular input at divisional leadership team meetings to contribute to shaping the division's academic direction.
  • (MS and HS) Provide support as needed to the division and/or Department Coordinators with the annual review of courses and information included in the Program Planning Guide and other division handbooks.
• Program Leadership
  • Collaborate with Department Coordinators, Office of Learning and/or divisional Principal/Deputy Principals on aligning talent, resources and the curricular and instructional program of the department.
  • Participate in the hiring process for open positions within the department and provide hiring input to divisional principals.
  • Participate and lead in professional development and new faculty onboarding for designated days during new faculty week each year.
  • Work collaboratively with Office of Learning, Department Coordinators and/or team leaders on other needs of the department or grade level as needed.

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 or Middle School Classroom Without Walls, and 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.
• 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

PLC coaches act as champions for their team by focusing on the growth of individual members as well as the collective. They do this in three ways: teaching, coaching, and leading.

• By teaching, they hone their own craft, serve as a model, and experience the same challenges as those they are coaching and leading.
• By coaching, they facilitate feedback, learning, and professional growth for individual team members.
• By leading, they cultivate the health of their team and guide their team’s collective focus on enhancing student learning and well-being.

Teach

• Utilize ACTFL proficiency approach to consistently plan, teach, and assess student learning.
• Use an inquiry-based approach to language development that strengthens cultural competency, develops conceptual understandings, nurtures and sustains curiosity, builds transferable skills and dispositions, and develops student agency.

Coach

• Use the SAS Guidebook to Teaching to coach on high quality culturally-responsive instructional practices in the learning space
• Observe instruction, analyze student work, and provide regular direct actionable feedback to coachee(s)
• Focus on individual and collective growth in both hard skills (e.g., pedagogy) and soft skills (e.g., trust, collaboration) and invest in development of own skill set related to teaching, coaching, and leading
• Coordinate team professional learning based on needs emerging from coaching experiences, data and current research
• Facilitate the goal setting, learning, monitoring and reflection process with the team. Support coachees and PLCs to ensure their goals are focused on measurable student learning outcomes and/or school/division priorities
• Demonstrate a willingness and ability to build and sustain trusted professional relationships with teachers, leaders, and other coaches. This may involve demonstrating a willingness to be a learner, to be vulnerable, and to establish a conducive working rapport with educators that enables them to grow and learn in their teaching practice.
• Collaborate with other PLC coaches and participate in PLC coach professional learning related to: working with adult learners, giving feedback, providing coaching, and regularly giving input into the PLC coach model

Lead

• PLC Support and Leadership
  • Lead and/or support PLCs with engaging in the 5 question PLC inquiry cycle and ensuring roles and responsibilities within a PLC are distributed effectively and there are norms for collaboration.
  • Support PLC teams with collecting, organizing, and analyzing common assessment data. Review data across the department and focus on evidence of student learning and not-learning.
  • Support PLC teams with taking action based on student learning data.
  • Collaborate with school leaders on how to best meet team needs and implement school priorities focusing on culturally responsive practices to plan, teach, and assess, as well as social-emotional learning
• Instructional Leadership
  • Provide strong curricular and instructional leadership in the department.
  • Coordinate effective facilitation of department meetings and professional learning
  • Lead department members in fulfilling expectations and best practices in standards-based assessment, grading and reporting.
  • Lead the department and division in our journey towards a more personalized learning environment for students and collaborative work experiences with flexible learning environments.
  • Provide support and/or participate in subject-area reviews and/or coordinate participation of colleagues and lead implementation of the review.
  • Monitor and support subject-area instructional program alignment across all divisions (PS-12). Work with the divisional Principal Leadership team and the Office of Learning to ensure consistency and strong planning, instructional, and assessment practice.
  • Contribute to shaping the academic direction of the division by participating and providing regular input at divisional leadership team meetings.
  • (MS and HS) Provide support as needed to the division and/or Department Coordinators with the annual review of courses and information included in the Program Planning Guide and other division handbooks.
• Program Leadership
  • Collaborate with Department Coordinators and/or divisional Principal/Deputy Principals on aligning talent, resources and the curricular and instructional program of the department.
  • Participate in the hiring process for open positions within the department and provide hiring input to divisional principals.
  • Participate and lead in professional development and new faculty onboarding for designated days during new faculty week each year.
  • Work collaboratively with Department Coordinators and/or team leaders on other needs of the department or grade level as needed.

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”).

KEY RESPONSIBILITIES

· Ensure homework completion and provide guidance for primary school students

· Able to guide English, Mother Tongue Language and Mathematics at primary school level

· Maintain order within compounds of the centre

· Daily Administration – attendance, grade records, health and safety, etc

· Liaise with parents and School on the child's progress

REQUIREMENTS

· Minimum ‘O’ Levels Certification

· Patient and passionate to teach/guide children

· Friendly and cheerful with excellent interpersonal skills and good organisational skills

Responsibilities:

• Guide children on their school homework
• Conduct daily student care and school holiday programmes
• Monitor and record the student’s progress and ensure that learning goals are met
• Develop and implement new lesson plans and other creative activities
• Create a fun and interactive learning environment
• Communicate with parents on their child’s learning progress
• Provide administrative support for the centre’s operations and events

责任：

• 指导孩子完成学校作业

• 开展日常学生护理和学校假期计划

• 监控和记录学生的进度，确保达到学习目标

• 制定和实施新的课程计划和其他创造性活动

• 创造一个有趣和互动的学习环境

• 与家长沟通孩子的学习进度

• 为中心的运作和活动提供行政支持

Requirements:

• Has good communication and relationship-building skills
• Is able to lead by example
• Has a good understanding of the Early Childhood Environment
• Holds a Diploma in Early Childhood – Leadership
• Currently working or is based locally

要求：

• 具有良好的沟通和建立关系的能力

• 能够以身作则

• 对幼儿环境有很好的了解

• 持有幼儿文凭 - 领导力

• 目前在职或在本地工作

Interested candidates are invited to apply online or email your resume to [email protected]. Only shortlisted candidates will be notified. Thank you for applying.

欢迎有兴趣的候选人在线申请或通过电子邮件将您的简历发送给[email protected]。只有入围的候选人才会收到通知。感谢您的申请。