Homeroom Teacher, Lower Elementary

SGD 67,200-133,200 / year

The role of the Elementary Teacher (Grade 1 – Grade 3) is essentially to build and maintain a successful Elementary program within the school by providing an educational atmosphere conductive to learn The role of the Elementary Teacher (Grade 1 – Grade 3) 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. The job holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact with will be adhered to and ensure compliance with the relevant Cognita Safeguarding, Child Protection Policy and Procedures at all times. If while carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third-party services. Relationships: Developing trusting and effective relationships with the all the children in the class and their parents Establishing supportive and positive working relationships with all other members of staff Becoming a presence across the whole school and a representative of it within its wider community Educational Role: Developing and executing the preparation, planning and delivery of child-centered learning activities for the children in the class Being a facilitator in the classroom and taking an interactive role with students Using a range and balance of teaching strategies Grouping strategies using a variety of different learning situations, including whole class, small group, partner work and individual work at desks, on the floor, etc. Viewing students as thinkers with their own emerging theories Building on what students know, and differentiating to meet student needs Ensuring that the classroom environment is well-managed, properly ordered and neatly presented Planning, by collecting and using data such as MAP scores, and other formative and summative assessments Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of PYP Planning which accommodates a range of ability levels and learning styles teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more of a challenge Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times Participate in Professional Learning Communities and review of student data Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate Involving students in shared reflection during, and at the end of, each unit, on a consistent basis Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems Extended Professional Role: Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of the Stamford American International School Taking responsibility for the class during times of emergency Supervising the children at break/lunch and other unstructured times Ensuring that the children are safe and secure at all times Communicating regularly and positively with parents via timely meetings, class blogs, reports and conferences Leading co-curricular activities Parents: Coordinating parent meetings where appropriate to review a students’ progress Coordinating efforts of parents to assist with class room volunteering duties or on excursion General: To teach any classes as deemed necessary To provide any other reasonable duties delegated by the School Management Position Requirements: At least 3 years of experience in working with children as an upper elementary homeroom teacher, grades 1 -3 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 Contacts: Other Stamford Teaching and Non-Teaching Staff Parents and Students PTA Working Conditions: School Environment Working hours 8am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings. Attend Monday weekly meetings from 4:00 to 5:00 pm. School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates) Terms of Employment: Medical Benefits: Medical insurance provided where applicable Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave Probation Period: 3 months from date of commencement Referee request: Required Background Check: Required

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