Total 119 Others/Any kindergarten teacher job vacancies in D25 Kranji, Woodgrove, Woodlands

The Tuition Teacher is responsible for delivering comprehensive subject-based tutoring to students aged 6-18, focusing on enhancing their understanding and proficiency in the subject. The teacher will design, implement, and adapt lessons to suit various learning styles and academic levels, ensuring a supportive and motivating learning environment. This role includes regular engagement with students and parents to track progress and support individual learning goals, fostering a lasting interest in the subject.

SPECIFIC RESPONSIBILITIES:

1. Develop age-appropriate, engaging lesson plans that align with curriculum standards and student learning goals.

2. Use diverse, interactive teaching methods to maintain student interest and active participation.

3. Conduct regular assessments and provide clear, constructive feedback to track and support student progress.

4. Assign and review homework and projects to reinforce concepts taught in sessions.

5. Provide consistent updates to parents on their child's progress, strengths, and areas for improvement.

6. Guide students in effective study techniques and exam preparation strategies to enhance their performance.

TECHNICAL SKILLS AND COMPETENCIES:

1. High proficiency in the subject, including a strong understanding of core concepts, theories, and applications.

2. Knowledge of effective teaching methods that cater to diverse learning styles and academic levels.

3. Skilled in creating and interpreting assessments to gauge student comprehension and progress.

4. Ability to create engaging activities and assignments that reinforce key concepts in the subject.

5. Strong skills in communicating effectively with students and parents, providing clear and supportive feedback.

6. Proficient in coaching students on study skills and exam techniques to improve confidence and results.

ATTACHMENT : 6 MONTHS

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

• Understand and utilize the Illustrative Mathematics curriculum in order to provide lessons aligned to the Common Core State Standards for Mathematics.
• Employ research-based teaching practices that nurture students’ positive identities as knowers, doers, and sense-making of mathematics.
• Provide access and challenge to all students by utilizing data from formative and summative assessments as well as classroom observations.
• Foster positive relationships outside of the classroom by engaging with students in math-specific clubs and activities (sponsorship of Math Counts, Math Olympiad and/or grade-level Math Help).

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

• 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.
• 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

• Understand and utilize the Illustrative Mathematics curriculum in order to provide lessons aligned to the Common Core State Standards for Mathematics.
• Employ research-based teaching practices that nurture students’ positive identities as knowers, doers, and sense-making of mathematics.
• Provide access and challenge to all students by utilizing data from formative and summative assessments as well as classroom observations.
• Foster positive relationships outside of the classroom by engaging with students in math-specific clubs and activities (sponsorship of Math Counts, Math Olympiad and/or grade-level Math Help).

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

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

• Utilize Common Core Math Standards and Mathematical Practices to plan, teach and assess.
• 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

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
• 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

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

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 Next Generation Science Standards (NGSS) consistently to plan, teach, and assess student learning.
• Use an inquiry-based approach to science 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

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

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.
• 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.

COMPANY DESCRIPTION

Established since 1981, Care Corner Singapore has been a steadfast pillar of support for those in need and the less privileged within our community. Our journey spans over decades, dedicated to making a meaningful difference in the lives of others. At the heart of what we do is our core values of integrity, Compassion, Authenticity, Respect and Excellence as we continuously strive to develop new innovative programmes to support the needs of our community.

At Care Corner, we offer a positive and collaborative work environment that promotes staff wellbeing and believes in the development and growth of our people. We recognise that our employees are our greatest asset.

Join our team and be part of an innovative organisation where every role contributes to making a meaningful difference in the lives of individuals and families. Whether you are an experienced professional or just starting your career, if you are seeking a rewarding opportunity to be part of something bigger than yourself, we invite you to apply today.

Visit us at www.carecorner.org.sg to learn more about our organisation and available opportunities.

RESPONSIBILITIES

Responsibilities:

• Plan and implement curriculum for the students
• Supervision of schoolwork for the students
• Preferably able to teach upper primary students all subjects(English/Chinese/Maths/Science)

Requirements:

• Able to commit to working up to 32 hours per week: Mon to Thurs: 12.30pm to 7.00pm; Fri: 1.00pm to 7.00pm
• Applicants must be willing to work in Woodlands
• Relevant working experience in education or student care setting is preferred
• Passionate and patient in helping children
• Ability to work independently with minimal supervision
• A strong team player and receptive to changes

• GCE 5 "O" Level / Pre-U / A level / Diploma in any field
• Should be proficient in Mandarin language to teach Mandarin as a subject to the students
• Should be able to commit to a permanent part-time arrangement for minimum one year to avoid any disruption to the student's learning schedule.

Thank you for your application. We regret that only shortlisted candidates will be notified for interviews.

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]

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:

• Facilitate and lead daily Morning Meetings and closing circle in English for Chinese Immersion students.
• Teach Upper Elementary Math curriculum in English for Chinese Immersion students;
• May need to teach the English Language Arts (ELA) curriculum to upper elementary grades for Chinese Immersion students.

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.

• 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!

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:

• Co-planning, co-teaching, co-assessing, and co-reflecting in a homeroom learning community with a language-additive lens
• Developing and modeling content and language-integrated lessons that include language targets, language scaffolds, and language strategies in core curriculum
• Use of WIDA ELD Standards Framework with Common Core standards to monitor language development and develop instructional next steps for multilingual learners

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching credential in ELL/EAL preferred
• Extensive experience working with elementary-aged multilingual learners of English and professional knowledge of additive language acquisition and language curriculum development
• Bilingual or multilingual candidates preferred
• Experience with WIDA ELD Standards Framework, collaborative teaching, and tiered systems of support including but not limited to Response to Intervention (RTI) framework or Multi-Tiered Systems of Support (MTSS)
• Training and experience with science of reading-aligned early literacy approaches
• 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.

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:

• Co-planning, co-teaching, co-assessing, and co-reflecting in a homeroom learning community with a language-additive lens
• Developing and modeling content and language-integrated lessons that include language targets, language scaffolds, and language strategies in core curriculum
• Use of WIDA ELD Standards Framework with Common Core standards to monitor language development and develop instructional next steps for multilingual learners

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching credential in ELL/EAL preferred
• Extensive experience working with elementary-aged multilingual learners of English and professional knowledge of additive language acquisition and language curriculum development
• Bilingual or multilingual candidates preferred
• Experience with WIDA ELD Standards Framework, collaborative teaching, and tiered systems of support including but not limited to Response to Intervention (RTI) framework or Multi-Tiered Systems of Support (MTSS)
• Training and experience with science of reading-aligned early literacy approaches
• 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.

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:

• Co-planning, co-teaching, co-assessing, and co-reflecting in a homeroom learning community with a language-additive lens
• Developing and modeling content and language-integrated lessons that include language targets, language scaffolds, and language strategies in core curriculum
• Use of WIDA ELD Standards Framework with Common Core standards to monitor language development and develop instructional next steps for multilingual learners

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching credential in ELL/EAL preferred
• Extensive experience working with elementary-aged multilingual learners of English and professional knowledge of additive language acquisition and language curriculum development
• Bilingual or multilingual candidates preferred
• Experience with WIDA ELD Standards Framework, collaborative teaching, and tiered systems of support including but not limited to Response to Intervention (RTI) framework or Multi-Tiered Systems of Support (MTSS)
• Training and experience with science of reading-aligned early literacy approaches
• 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.

• 5 days work week (Both weekend Off)
• Career Progression

Salary: $1800-$2200

Working location: Hougang / Bukit Timah

Working hours: Mon to Fri (10am-7pm)

Job duties:

• Provide care and supervise a class of students in an after-school care setting
• Guide primary school students (P1 - P6) in their schoolwork & Spelling

If interested kindly sms/whatsapp @ 8810-9109 and quote "Student Care Teacher"

EA Personnel Name: Khoo Li Wei
EA Personnel No: R23118433

Talent Ace Pte Ltd

EA21C0626