Total 3 english teacher job vacancies in d25 kranji woodgrove woodlands

Job Responsibilities:

• Prepare lesson plans with objectives and learning outcomes that will engage children and to meet varying needs and learning styles of children.
• Collaboration with all teaching staff to achieve high standard of teaching and caring to children.
• Plan and prepare class projects, field trips and other experiential activities.
• Develop and shape children’s character and moral values.
• Responsible for the upkeep of classroom and centre’s environment.
• Build and maintain relationships with parents.

Job Requirements:

• Possess at least bachelor degree in Early Childhood Education
• Creative and inspiring.
• Good communication and interpersonal skills

We are looking for part time (minimum diploma qualification) piano teacher to join our team!
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Guidance is provided if you do not have experience. Timing is flexible and we provide good remuneration per hour depending on your qualification and experience.
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Benefits of joining us:
We organise performance classes, recitals and masterclasses for students
Spacious rooms
Cozy environment
Teachers have the chance to learn from guest pianists and perform too
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Responsibilities:
To be able and open to teach young children from 3.5 years old onwards as well as adult beginners
Able to teach music theory
Conduct music enrichment programmes such as music camps etc
Training and preparing students for performances and exams
Help in planning and preparing teaching resources
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Requirements:
Diploma Qualification
To be available to work on either weekdays or on weekends
Able to commit minimum 12 months
Good learning attitude, punctual, patient
Passionate about music
Love to work with children

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)

Role-Specific Responsibilities

• Effectively intervene to close specific skill gaps in literacy and numeracy
• Use agreed upon assessments to identify student need and monitor progress
• Implement accommodations, where necessary, to meet individual student learning needs
• Write student learning plans with clear and measurable goals
• Maintain up-to-date and accurate records of student progress and attendance
• 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)
• Experience with a research based Social Emotional Learning curriculum
• Experience writing asset based individual education plans using learning data
• 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 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.