11 Elementary Teacher jobs in Singapore

Position Responsibilities

Elementary School Educator Responsibilities

• Foster Student Belonging: Cultivate a caring, joyful, and purposeful learning community where all students feel valued, respected, and motivated.
• Promote Social-Emotional Learning: Utilize principles like Responsive Classroom to support the physical, emotional, and intellectual well-being of every student.
• Uphold School Values: Model the school's Core Values of respect, responsibility, honesty, fairness, and compassion in all interactions with students, staff, and the community.
• Implement Culturally Responsive Practices: Create a learning environment that is culturally responsive and affirming of students' identities.

• Standards-Based Planning: Use a planning framework to identify essential learning based on Common Core State Standards (CCSS), learning targets, and a culturally responsive curriculum.
• Interdisciplinary & Real-World Connections: Design curriculum that demonstrates an understanding of interdisciplinary teaching and connects learning to real-world issues.
• Collaborative Curriculum Development: Work with PLC teams and administration to develop cohesive curriculum materials, establish common goals, and participate in curriculum review and budgeting.

• High-Impact Instruction: Employ current, research-informed pedagogical practices and high-impact instructional strategies to deliver engaging lessons.
• Differentiated Learning Experiences: Design and implement collaborative and differentiated learning experiences that meet the diverse academic and social-emotional needs of all students.
• Flexible Grouping: Use data to flexibly group students based on their individual needs, abilities, and assets.
• Technology Integration: Integrate technology in innovative ways to enhance daily instruction and student learning.
• Responsive Interventions: Respond to learners' diverse needs, including those related to emerging multilingualism and neurodivergent profiles, by using measurable, research-informed interventions and extensions.

• Comprehensive Assessment System: Design and use a variety of quality formative, summative, and self-guided assessments to provide students with frequent feedback.
• Monitor and Adjust: Continuously monitor student learning through standards-based assessments and data analysis to make appropriate modifications to goals and strategies.
• Communicate Progress: Use assessment data to accurately communicate student growth and achievement.

• Engage in Professional Learning Communities (PLCs): Actively collaborate with team members to plan curriculum, give and receive feedback, and engage in professional reflection and learning.
• Practice Co-Teaching: Engage in co-teaching practices and utilize flexible learning spaces with intention and purpose.
• Commit to Continuous Improvement: Strive for self-improvement as a lifelong learner by actively engaging in professional development and feedback cycles with coaches and principals.
• Support School-Wide Programs: Cooperate with and participate in the planning and evaluation of the overall school program as needed.

• Extend Learning Beyond the Classroom: Engage students in meaningful extracurricular activities such as coaching, clubs, field trips, or service projects.
• Build Strong Partnerships: Connect with and be available to parents and students during and outside of school hours through in-person meetings and 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 working as part of a learning community and leveraging flexible spaces preferred
• Training and experience with the Science of Reading approach to literacy instruction preferred
• Experience teaching multilingual learners in general classroom settings preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

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

Position Responsibilities

Elementary School Educator Responsibilities

• Foster Student Belonging: Cultivate a caring, joyful, and purposeful learning community where all students feel valued, respected, and motivated.
• Promote Social-Emotional Learning: Utilize principles like Responsive Classroom to support the physical, emotional, and intellectual well-being of every student.
• Uphold School Values: Model the school's Core Values of respect, responsibility, honesty, fairness, and compassion in all interactions with students, staff, and the community.
• Implement Culturally Responsive Practices: Create a learning environment that is culturally responsive and affirming of students' identities.

• Standards-Based Planning: Use a planning framework to identify essential learning based on Common Core State Standards (CCSS), learning targets, and a culturally responsive curriculum.
• Interdisciplinary & Real-World Connections: Design curriculum that demonstrates an understanding of interdisciplinary teaching and connects learning to real-world issues.
• Collaborative Curriculum Development: Work with PLC teams and administration to develop cohesive curriculum materials, establish common goals, and participate in curriculum review and budgeting.

• High-Impact Instruction: Employ current, research-informed pedagogical practices and high-impact instructional strategies to deliver engaging lessons.
• Differentiated Learning Experiences: Design and implement collaborative and differentiated learning experiences that meet the diverse academic and social-emotional needs of all students.
• Flexible Grouping: Use data to flexibly group students based on their individual needs, abilities, and assets.
• Technology Integration: Integrate technology in innovative ways to enhance daily instruction and student learning.
• Responsive Interventions: Respond to learners' diverse needs, including those related to emerging multilingualism and neurodivergent profiles, by using measurable, research-informed interventions and extensions.

• Comprehensive Assessment System: Design and use a variety of quality formative, summative, and self-guided assessments to provide students with frequent feedback.
• Monitor and Adjust: Continuously monitor student learning through standards-based assessments and data analysis to make appropriate modifications to goals and strategies.
• Communicate Progress: Use assessment data to accurately communicate student growth and achievement.

• Engage in Professional Learning Communities (PLCs): Actively collaborate with team members to plan curriculum, give and receive feedback, and engage in professional reflection and learning.
• Practice Co-Teaching: Engage in co-teaching practices and utilize flexible learning spaces with intention and purpose.
• Commit to Continuous Improvement: Strive for self-improvement as a lifelong learner by actively engaging in professional development and feedback cycles with coaches and principals.
• Support School-Wide Programs: Cooperate with and participate in the planning and evaluation of the overall school program as needed.

• Extend Learning Beyond the Classroom: Engage students in meaningful extracurricular activities such as coaching, clubs, field trips, or service projects.
• Build Strong Partnerships: Connect with and be available to parents and students during and outside of school hours through in-person meetings and 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
• Demonstrate an understanding of problem-based mathematics classroom

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 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 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.
• Provide support as needed to the division and/or Department Coordinators with the annual review of courses and information included in 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
• At least two years of full time teaching experience preferred
• At least two years instructional coaching and/or leadership experience preferred
• Standards-based curriculum experience preferred
• Experience working as part of a learning community and leveraging flexible spaces preferred
• Training and experience with the Science of Reading approach to literacy instruction preferred
• Experience teaching multilingual learners in general classroom settings preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

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

Position Responsibilities

Elementary School Educator Responsibilities

• Foster Student Belonging: Cultivate a caring, joyful, and purposeful learning community where all students feel valued, respected, and motivated.
• Promote Social-Emotional Learning: Utilize principles like Responsive Classroom to support the physical, emotional, and intellectual well-being of every student.
• Uphold School Values: Model the school's Core Values of respect, responsibility, honesty, fairness, and compassion in all interactions with students, staff, and the community.
• Implement Culturally Responsive Practices: Create a learning environment that is culturally responsive and affirming of students' identities.

• Standards-Based Planning: Use a planning framework to identify essential learning based on Common Core State Standards (CCSS), learning targets, and a culturally responsive curriculum.
• Interdisciplinary & Real-World Connections: Design curriculum that demonstrates an understanding of interdisciplinary teaching and connects learning to real-world issues.
• Collaborative Curriculum Development: Work with PLC teams and administration to develop cohesive curriculum materials, establish common goals, and participate in curriculum review and budgeting.

• High-Impact Instruction: Employ current, research-informed pedagogical practices and high-impact instructional strategies to deliver engaging lessons.
• Differentiated Learning Experiences: Design and implement collaborative and differentiated learning experiences that meet the diverse academic and social-emotional needs of all students.
• Flexible Grouping: Use data to flexibly group students based on their individual needs, abilities, and assets.
• Technology Integration: Integrate technology in innovative ways to enhance daily instruction and student learning.
• Responsive Interventions: Respond to learners' diverse needs, including those related to emerging multilingualism and neurodivergent profiles, by using measurable, research-informed interventions and extensions.

• Comprehensive Assessment System: Design and use a variety of quality formative, summative, and self-guided assessments to provide students with frequent feedback.
• Monitor and Adjust: Continuously monitor student learning through standards-based assessments and data analysis to make appropriate modifications to goals and strategies.
• Communicate Progress: Use assessment data to accurately communicate student growth and achievement.

• Engage in Professional Learning Communities (PLCs): Actively collaborate with team members to plan curriculum, give and receive feedback, and engage in professional reflection and learning.
• Practice Co-Teaching: Engage in co-teaching practices and utilize flexible learning spaces with intention and purpose.
• Commit to Continuous Improvement: Strive for self-improvement as a lifelong learner by actively engaging in professional development and feedback cycles with coaches and principals.
• Support School-Wide Programs: Cooperate with and participate in the planning and evaluation of the overall school program as needed.

• Extend Learning Beyond the Classroom: Engage students in meaningful extracurricular activities such as coaching, clubs, field trips, or service projects.
• Build Strong Partnerships: Connect with and be available to parents and students during and outside of school hours through in-person meetings and 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
• Demonstrate an understanding of problem-based mathematics classroom

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 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 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.
  • Provide support as needed to the division and/or Department Coordinators with the annual review of courses and information included in 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
• At least two years of full time teaching experience preferred
• At least two years instructional coaching and/or leadership experience preferred
• Standards-based curriculum experience preferred
• Experience working as part of a learning community and leveraging flexible spaces preferred
• Training and experience with the Science of Reading approach to literacy instruction 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.

Cognita Schools are committed to safeguarding and promoting the welfare of children and young people and expects all staff, volunteers and other third parties to share this commitment. Safer recruitment practice and pre-employment background checks will be undertaken before any appointment is confirmed.

An exciting opportunity has opened for a School Counsellor at the Australian International School If you are passionate about making a positive impact and are driven by growth and development, this role is perfect for you

Position Requirements:

· Capacity to provide leadership that enables the effective delivery of whole-of-school educational programs and services that support the inclusion of all students.

· Capacity for effective counselling and individual case management involving a multidisciplinary approach, within an environment of competing priorities.

· Demonstrated strong interpersonal skills and the capacity to develop and sustain productive relationships within and beyond the school community.

· Capacity to develop and implement student support programs and services for students with high support needs that reflect best practice and that align with departmental policies and procedures.

· Strong understanding of child development, emotional well-being, and behavioural management strategies

· Experience in delivering social-emotional learning programs.

· Demonstrated capacity to effectively respond to sensitive and complex student issues within an ethical framework.

· Knowledge of safeguarding policies and procedures related to child protection.

· Ability to work in a multicultural school environment and adapt counselling approaches to diverse student needs.

· A written application addressing the Key Result Areas.

· References and an interview will contribute to the final selection of the successful candidate.

· Excellent communication and interpersonal skills to collaborate effectively with students, parents and staff.

Qualifications:

· A minimum of three (3) years full-time, supervised experience working with children and/or young people in a counselling or pastoral care role, preferably within an international school setting.

AND one of the following:

· A degree in Counselling, Psychology, Social Work, or a related field (Master's degree preferred), from a recognised university.

· Qualifications and skills relevant to the role, which in the opinion of the Managing Director and School Principal are similar to the above. The following would be advantageous:

· Professional membership, or credentials that meet the criteria for professional membership of a state/national counselling association

· A certificate in cognitive behavior therapy or similar

· Current full registration or eligibility for registration as a counsellor from a recognised body

We believe having a diverse workforce makes us better, smarter and happier and so welcome applicants from all backgrounds, genders, and races. We have an unwavering commitment to being fair and equitable in our recruitment process.

Early applications are encouraged, we reserve the right to interview and appoint prior to the closing date for the right applicant.

Applicants who have not heard from us by the closing date must assume that, on this occasion, their application has been unsuccessful.

Cognita Schools are committed to safeguarding and promoting the welfare of children and young people and expects all staff, volunteers and other third parties to share this commitment. Safer recruitment practice and pre-employment background checks will be undertaken before any appointment is confirmed.

An exciting opportunity has opened for a School Counsellor at the Australian International School ! If you are passionate about making a positive impact and are driven by growth and development, this role is perfect for you!

Position Requirements:

· Capacity to provide leadership that enables the effective delivery of whole-of-school educational programs and services that support the inclusion of all students.

· Capacity for effective counselling and individual case management involving a multidisciplinary approach, within an environment of competing priorities.

· Demonstrated strong interpersonal skills and the capacity to develop and sustain productive relationships within and beyond the school community.

· Capacity to develop and implement student support programs and services for students with high support needs that reflect best practice and that align with departmental policies and procedures.

· Strong understanding of child development, emotional well-being, and behavioural management strategies

· Experience in delivering social-emotional learning programs.

· Demonstrated capacity to effectively respond to sensitive and complex student issues within an ethical framework.

· Knowledge of safeguarding policies and procedures related to child protection.

· Ability to work in a multicultural school environment and adapt counselling approaches to diverse student needs.

· A written application addressing the Key Result Areas.

· References and an interview will contribute to the final selection of the successful candidate.

· Excellent communication and interpersonal skills to collaborate effectively with students, parents and staff.

Qualifications:

· A minimum of three (3) years full-time, supervised experience working with children and/or young people in a counselling or pastoral care role, preferably within an international school setting.

AND one of the following:

· A degree in Counselling, Psychology, Social Work, or a related field (Master’s degree preferred), from a recognised university.

· Qualifications and skills relevant to the role, which in the opinion of the Managing Director and School Principal are similar to the above. The following would be advantageous:

· Professional membership, or credentials that meet the criteria for professional membership of a state/national counselling association

· A certificate in cognitive behavior therapy or similar

· Current full registration or eligibility for registration as a counsellor from a recognised body

We believe having a diverse workforce makes us better, smarter and happier and so welcome applicants from all backgrounds, genders, and races. We have an unwavering commitment to being fair and equitable in our recruitment process.

Early applications are encouraged, we reserve the right to interview and appoint prior to the closing date for the right applicant.

Applicants who have not heard from us by the closing date must assume that, on this occasion, their application has been unsuccessful.

Provide Interpretation Support. A priority for this role will be to support the interpretation needs throughout the school. Selected candidates will be part of the School's list of eligible interpreters and will be expected to:

• Provide interpretation and/or translation services when needed.
• Maintain strict confidentiality of information shared in any interactions with SAS parents, students and/or educators in which you are invited in to provide interpretation or translation support.
• Be adaptable and willing to work with key stakeholders across the school (e.g. faculty members, support staff, school leaders, parents, students, safeguarding lead, etc).

When not performing interpretation duties, the employee will perform Instructional Assistant duties in the classroom as designated.

The Instructional Assistant is responsible for working within a learning community to support the learning, safety and emotional well-being of children at Singapore American School (SAS). The actions listed below each category are examples of what instructional assistants typically do, but do not represent an exhaustive list.

Support for Learning

• Assist teacher(s) in delivery of the curriculum and planned curriculum activities.
• Interact with and guide students during activities planned by a teacher (including during times of brief absence of the teacher).
• Assist teacher(s) monitoring student's learning progress using appropriate tools/softwares as instructed.
• Assist teacher(s) in preparing teaching materials to enhance the learning experience in the classroom.
• Work with individuals and/or groups of children under the direction of the classroom teacher.
• Ensure the classroom environment is well-organised, neat and adequately stocked.
• Develop effective relationships with children, parents and teachers to support a conducive learning environment.
• Communicate effectively and confidently with colleagues, teachers, administrators, students and parents.
• Participate fully in professional development opportunities made available by SAS.
• Participate fully with a growth mindset with colleagues, teachers, and administrators.

Supervision and Student Care

• Ensure children's safety during times designated by the supervisor (e.g., before school, break, between classes, lunch, after school).
• Assist children with safe passage arriving and departing campus.
• Assist teacher(s) and enforce protocols during times of emergency (e.g., during fire drills, during lock-downs, evacuation).
  
  Assist supervisor in monitoring for safety hazards in the environment (e.g., loose tiles, loose safety rails, sharp objects).

Clerical Responsibilities

• Use relevant software to manage all routine administrative duties, as assigned by the supervisor (e.g., take attendance, student lists for field trips).
• Take initiative to prepare materials, checklists and paperwork as required by the supervisor. (e.g., stocking classrooms, replenishing consumable supplies, making trips to the bookstore on behalf of teachers, distributing mail).

The above job description is only indicative of the broad set of duties and responsibilities. Distribution of tasks is assigned by the supervisor. Other tasks may be assigned on the job, as deemed necessary by the supervisor.

Position Requirements and Qualifications

• Communication:
• Strong proficiency in both verbal and written English and Mandarin Chinese is required. The successful candidate will be required to converse, read, write/type in both English and Mandarin, and provide interpretation in both languages.
  • Language proficiency tests or other assessments may be administered as part of the selection process to determine the candidate's proficiency in the required languages.
• Content Knowledge:
• Teaching qualification or full-time experience in a K-12 educational setting highly preferred;
• Diploma or certificate from a recognized Polytechnic or equivalent required;
• Clerical, typing (in both English & Chinese) necessary. Familiarity with Google tools helpful;
• Working proficiency in computer usage
• Collaboration: Team spirited, driven and "go the extra mile" attitude is essential; strong customer focused mindset and execution approach
• Creativity: Personal growth mindset, open to acting on feedback
• Competence: Experience working with children in an educational setting is highly preferred; Willingness to be flexible and adaptive to learning and classroom needs

Join to apply for the
Elementary School Recess Ambassador
role at
Singapore American School .
As a Recess Ambassador, your primary role is to contribute to creating a safe, positive, and enjoyable recess environment for students. You will be responsible for maintaining equipment, fostering appropriate student engagement, and encouraging positive social interactions during playtime.
We are seeking energetic individuals to manage circuit stations in the playground and facilitate activities at those stations. Demonstration and participation in station activities may be required.
Responsibilities
Support for Recess
Ensure the recess environment is well-organized, clean, and stocked with equipment for various activities.
Monitor the condition of recess equipment and report any repairs needed.
Participate in professional development opportunities provided by SAS.
Work collaboratively within a team to ensure a positive recess experience.
Perform additional duties as assigned to support the school environment.
Student Care
Supervise and circulate around recess zones.
Engage with students to resolve minor problems and conflicts according to SAS rules and values.
Report serious behavioral issues to instructional assistants.
Assist students in understanding game rules and demonstrate activities.
Maintain positive relationships with students and staff.
Prioritize student safety and report safety concerns promptly.
Qualifications Required
GCE 'O' Level Certification with at least 5 'O' levels, including a credit in English or equivalent.
Proficiency in verbal and written English.
Adaptability and ability to work in diverse environments with colleagues.
Positive attitude and initiative to create a positive recess environment.
Excellent communication skills.
Experience working with children in education preferred.
Physical fitness for outdoor duties and mobility during shifts.
Additional Information
Seniority level: Entry level
Employment type: Full-time
Job function: Other
Industry: Primary and Secondary Education
#J-18808-Ljbffr

Join to apply for the
Relief Teacher, Elementary - SAIS
role at
Cognita Schools
Stamford American International School (Stamford American) caters to students aged 2 months to 18 years old. With students from 79 countries and over 3000 students across two state-of-the-art campuses, we offer a dynamic educational journey emphasizing student well-being and academic excellence.
Stamford American is proud to be an IB World School, offering the full continuum of the International Baccalaureate (IB) programmes: the IB Primary Years Programme (PYP), IB Middle Years Programme (MYP), and IB Diploma Programme (DP). The school’s outstanding faculty comprising more than 350 experienced and highly qualified teachers from over 40 nationalities, through a competitive recruitment process.
The school now has an exciting opportunity for a Relief Teacher to join our Elementary team.
About the Role:
The role of the Relief Elementary Teacher is essentially to build and maintain a successful Elementary program within the school by providing an educational atmosphere conductive to learning and developing through the process of inquiry and in conjunction with the International Baccalaureate PYP.
Position Requirements:
At least 3 years of experience in working with children as an elementary homeroom teacher with relevant qualifications
Curriculum development knowledge
Possess highly developed interpersonal and teamwork skills
Excellent verbal and written English skills
Good references on request
Proficient in using a variety of technology tools
Ability to participate in the Field Studies Program
Demonstrates the Stamford Values - Courage, Ingenuity, Compassion, Integrity
Qualifications:
Minimum Bachelor’s degree in Education or equivalent is required
Master’s degree in Education preferred
Professional current teacher licensure or certification is required
With a commitment to safeguarding and promoting the welfare of children and young people, all potential employees undergo mandatory pre-employment background checks, and appointments are contingent upon satisfactory completion of all reference and background checks, as required by our parent organization, Cognita.
The school is an equal opportunity employer, committed to fostering a diverse and inclusive workplace where everyone is respected and valued. There is no discrimination on the basis of age, ethnicity, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics, or disability. All applications from qualified candidates are welcome.
#J-18808-Ljbffr

Position Responsibilities

Elementary School Educator Responsibilities

• Foster Student Belonging: Cultivate a caring, joyful, and purposeful learning community where all students feel valued, respected, and motivated.
• Promote Social-Emotional Learning: Utilize principles like Responsive Classroom to support the physical, emotional, and intellectual well-being of every student.
• Uphold School Values: Model the school's Core Values of respect, responsibility, honesty, fairness, and compassion in all interactions with students, staff, and the community.
• Implement Culturally Responsive Practices: Create a learning environment that is culturally responsive and affirming of students' identities.

• Standards-Based Planning: Use a planning framework to identify essential learning based on Common Core State Standards (CCSS), learning targets, and a culturally responsive curriculum.
• Interdisciplinary & Real-World Connections: Design curriculum that demonstrates an understanding of interdisciplinary teaching and connects learning to real-world issues.
• Collaborative Curriculum Development: Work with PLC teams and administration to develop cohesive curriculum materials, establish common goals, and participate in curriculum review and budgeting.

• High-Impact Instruction: Employ current, research-informed pedagogical practices and high-impact instructional strategies to deliver engaging lessons.
• Differentiated Learning Experiences: Design and implement collaborative and differentiated learning experiences that meet the diverse academic and social-emotional needs of all students.
• Flexible Grouping: Use data to flexibly group students based on their individual needs, abilities, and assets.
• Technology Integration: Integrate technology in innovative ways to enhance daily instruction and student learning.
• Responsive Interventions: Respond to learners’ diverse needs, including those related to emerging multilingualism and neurodivergent profiles, by using measurable, research-informed interventions and extensions.

• Comprehensive Assessment System: Design and use a variety of quality formative, summative, and self-guided assessments to provide students with frequent feedback.
• Monitor and Adjust: Continuously monitor student learning through standards-based assessments and data analysis to make appropriate modifications to goals and strategies.
• Communicate Progress: Use assessment data to accurately communicate student growth and achievement.

• Engage in Professional Learning Communities (PLCs): Actively collaborate with team members to plan curriculum, give and receive feedback, and engage in professional reflection and learning.
• Practice Co-Teaching: Engage in co-teaching practices and utilize flexible learning spaces with intention and purpose.
• Commit to Continuous Improvement: Strive for self-improvement as a lifelong learner by actively engaging in professional development and feedback cycles with coaches and principals.
• Support School-Wide Programs: Cooperate with and participate in the planning and evaluation of the overall school program as needed.

• Extend Learning Beyond the Classroom: Engage students in meaningful extracurricular activities such as coaching, clubs, field trips, or service projects.
• Build Strong Partnerships: Connect with and be available to parents and students during and outside of school hours through in-person meetings and 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 working as part of a learning community and leveraging flexible spaces preferred
• Training and experience with the Science of Reading approach to literacy instruction 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.