High School Teacher

The High School teacher’s work involves but is not limited to:

Curriculum Planning & Pedagogy:

• follow, maintain, and weekly update the curriculum documentation for their subjects online, as well as stored on the school cloud;

• follow the planning process as outlined by the Programme Coordinators and Heads of Department/ Subject/ Area/ Year Supervisors, Core Facilitators (CP, PP, ATL, CAS, EE, ToK) to

develop quality units that can be easily followed by any teacher, at any time;

• link resources to support units, including technology and digital tools, to planning and implementation in an easily identifiable manner;

• teach Pre DP and DP units with evident Approaches to Teaching and Learning links;

• teach Pre DP and DP units with evident Theory of Knowledge links;

• collaborate in vertical and horizontal planning/ team meetings including SSS colleagues on a regular basis. Record minutes of meetings and communicate to Programme Coordinators and

Heads of Department/ Subject/ Area/ Year Supervisors, Core Facilitators (CP, PP, ATL, CAS, EE, ToK);

• collaborate in year level teams to devise individualized student development programmes as/ if needed and Interdisciplinary units of work suited to the needs of students, with minutes of

meetings being recorded and communicated to Programme Coordinators and Heads of Department/ Subject/ Area/ Year Supervisors, Core Facilitators (CP, PP, ATL, CAS, EE, ToK);

• collaborate in curriculum teams to ensure the horizontal, as well as vertical articulation of the curriculum across the high school, with minutes of meetings being recorded and communicated to Programme Coordinators and Heads of Department/ Subject/ Area/ Year Supervisors, Core Facilitators (CP, PP, ATL, CAS, EE, ToK);

• actively seek out current research and professional dialogue to improve the quality of planning, teaching and learning;

• complete weekly lesson plans in advance and weekly overview by the end and be able to be produce and share with the community such plans upon request at any time;

• consult with the Programme Coordinators and Heads of Department/ Subject/ Area/ Year Supervisors, Core Facilitators (CP, PP, ATL, CAS, EE, ToK) in the event that major changes need to be made to unit plans;

• supervise students during their Personal Project (Pre DP) and/ or Extended Essay/ Research Project (DP) journey. Assessment & Reporting:

• Provide students with opportunities for reflection at the end of each unit;

• Support students to be ready for Student Led Conferences held in semester two;

• Plan, implement and evaluate appropriate formative and summative assessment tasks clearly identified online, as well as stored on the school cloud;

• Schedule assessment tasks (formative and summative) and submit upon request;

• Regularly assign assessment tasks online and online and stored on the school cloud;

• Adhere to KLIA and IB Programme deadlines and submit work (e.g. Internal Assessments) according to IB stipulated assessment requirements;

• Maintain and update accordingly grades from a variety of assessment tasks to record student performance across subject criteria, with every criterion to be summatively assessed and reported at least once per quarter;

• Complete all required reports by the set dates for each reporting period;

• When reporting, each teacher will strive to inform parents as accurately as possible about their child's progress in both academic and non-academic areas of the class.

Classroom & Displays:

• Display unit questions and activities supporting student learning prominently in the classroom and hallways;

• Display current unit titles and relevant key and related concepts, global context, statements of inquiry and inquiry questions;

• Regularly update the displays inside and outside their classrooms;

• Display and share resources that promote learning.

Student Management:

• contact parents and document issues online at the very first sign of concern;

• contact parents of at-risk students when they are identified by poor behaviour or assessment related performance (including low grades, late submissions, or academic dishonesty, etc.) and

follow-up with parents of at-risk students as needed through the Mentor (Homeroom Teacher) set procedures;

• update all online platforms with details of at-risk students and any other pertinent information in a timely manner (at least once weekly);

• inform the Mentor (Homeroom Teacher), Dean of Students, SSS colleagues and relevant Programme Coordinators and Heads of Department/ Subject/ Area/ Year Supervisors, Core Facilitators (CP, PP, ATL, CAS, EE, ToK) in case a student concern persists;

• offer additional assistance before school, at lunch, or after school to any student requiring

help.

Technology:

• use online platforms to take attendance, enter grades and comments, report and monitor infractions and seek student biographical information such as contact details, as/ if needed;

• use online platforms as a tool to support delivery and assessment of the curriculum, communicate with students and parents, make relevant announcements, and inform students of major assessment deadlines and homework assignments daily and especially during school closures;

• use online platforms during school closures to continue teaching and learning as efficiently and smoothly as possible following the current weekly schedule and at the designated local times;

• use email according to the respective school handbooks, policies and procedures;

• use mobile apps, as well as digital and web tools regularly within and outside of the classroom environment to enhance student learning experiences;

• respect and adhere to the guidelines in Digital Learning Environment (DLE) Handbook.

Community & Communication:

• participate in community events such as, but not limited to: Meet the Teachers Night, Parent- Student-Teacher Conferences, High School Open Days, High School Sports Events, Intercultural Day, Programme Information Evenings, Student-Led Conferences, Graduation ceremonies, etc. according to the school calendar;

• communicate with the wider KLIA community through a variety of methods, such as but not limited to email, assemblies and events, articles for publications, magazines, WeChat or the website, etc.

• communicate with parents through the Mentor (Homeroom Teacher), online platforms, and/ or meeting in person, etc.

Professionalism:

• behave in accordance with KLIA mission and core values;

• be professional in dress, conduct, discussions, and punctuality;

• demonstrate and maintain collegial and respectful relationships with all members of the KLIA

community;

• strive to demonstrate a “glass half full” approach; contributing to a positive ‘esprit de corps’;

• presume good intent when presented with information, and request clarification if unclear;

• confer with the relevant individual directly and professionally in the event of a conflict;

• treat controversial/ sensitive topics with care, always conferring with Administration as required;

• be mindful that as employees of KLIA they are ambassadors of KLIA internally and externally, and must be culturally sensitive to differences;

• welcome opportunities for reflection and constructive feedback and consider such feedback carefully;

• participate in professional development training as deemed appropriate by school leadership;

• attend and contribute to all staff meetings, assemblies and special meetings/ functions as required;

• carry out and fulfil supervision duties and activities as needed, in a positive manner;

• follow the KLIA Academic Office hours and leave allowance;

• use email as the main form of communication for staff notices;

• participate in orientation, exam/ test supervision, and cover classes for absent teachers as necessary;

• not be absent unless for a serious medical or personal reason following approval by the Administration;

• promote Child Protection as per international (CIS), national (P. R. China), as well as school

policies and procedures having student health, safety and well-being as their top priority;

• strive to be a role model of the IB Learner Profile.

Qualifications

Bachelor’s degree in a related field from a recognized/ accredited university (required)

Teaching License/ Certification/ PGCE, etc. (required)

Minimum 4 years of relevant experience in education overall (required)

Minimum 2 years of relevant (IBDP) experience in education (required/ for the DP)

Minimum 2 years of relevant (IBMYP) experience in education (preferred/ for the Pre-DP)

IBEN active participation (preferred)

English language competency (oral and written): Native/ near native (for international hires –

required), proficient (for national hires - preferred)

Chinese language competency (oral and written): Native/ near native (for national hires – required), proficient (for international hires - preferred)

P. R. China work permit and visa minimum requirements (for international hires – required)

To apply, please submit your resume to resume@alariss.com and note why you believe you'd be a good fit.