Secondary Mandarin Teacher
4 weeks ago
- To teach Secondary School Mandarin classes (Grades 6-12)
- To work with students who are on a learning accommodation plan and/or require an additional support teacher in class
- To work with EAL mainstream students
- To demonstrate through collaboration, planning, and teaching, the IB and MYP framework of concepts within contexts, and inquiry-based learning that is balanced with specific skills of ‘how to learn’, leading learning towards the IB vision and the aims of individual subject areas
- To use and refer to the ACTFL standards in the curriculum and in teaching and learning
- To work and collaborate with teachers from other departments to enrich curriculum and student learning
- To differentiate and target learning to students’ needs and aptitude levels
- To be culturally and linguistically responsive and proactive
- To develop trusting and effective relationships with the all the children in the class and their parents
- To establish supportive, collaborative and positive working relationships with all other members of staff
- To become a positive presence across the whole school and a representative of it within its wider community
- To develop and execute the preparation, planning and delivery of child-centered learning activities
- To be a pastoral advisor, being responsible for the holistic academic and social-emotional well-being of these students, and in the case of grades 11 and 12, act in a formal CAS Advisor capacity
- To maintain a well-organized and stimulating learning environment
- To build pedagogical practices around understanding the EAL learner, the importance of differentiation, and the essential aspects of peer observation and feedback
- To develop planning which emphasizes connections among curriculum areas and explicitly focuses on transdisciplinary skills and the essential elements of MYP, and/or DP and AP programs as needed
- To utilize the “Approaches to Learning” expectations per the International Baccalaureate
- To plan collaboratively for student learning, and develop significant units of inquiry to be explored in depth
- To implement accurate assessment through the collaborative pre-planning and moderation processes
- To demonstrate a willingness to analyze data that inform teaching and learning
- To develop a practice that accommodates a range of ability levels and learning styles
- To establish effective home/school communication, providing clear and constructive feedback to students and their parents and caregivers
- To participate fully in appropriate training in the various programs and initiatives at Stamford
- To demonstrate an understanding of and taking responsibility for promoting high standards of literacy
- To work in a collegial and professional manner with peers that demonstrates respect, being prepared and on time, and adhere to the school wide meeting norms and team essential agreements
- To ensure the documentation of curricula units and lesson plans on the platform and within the timelines set forth by the administration
- To use learning technologies to enhance learning
- To support other aspects of the IBO programs (ex: Supervise Extended Essays and/or Personal Projects) as directed
- To understand and implement the expectations and policies established by Cognita and Stamford
- To participate in professional duties as necessary outside of the scope of the school day (e.g. Field Studies trips, professional development on weekends as needed, and after school meetings as required)
- To supervise duties at break/lunch and/or other unstructured times
- To lead/coach an after school CCA (co-curricular activity) from 3:45-4:30 pm once a week
- To ensure that students are safe and secure at all times, and abide by the child safeguarding expectations of the school
- To assist in internal sub coverage according to department needs
- To provide any other reasonable duties delegated by the School Management Team
- To teach any classes as deemed necessary
- To coordinate parent meetings where appropriate (organize translation if need be) to review a students’ progress
- To coordinate efforts of parents to assist with classroom volunteering duties or on excursions
- At least 3 years of experience in working with students as a full time Mandarin classroom teacher with relevant qualifications
- Have sound knowledge of development for students age 12 to 18
- Knowledge of the MYP/DP/AP curriculum will be advantageous
- Curriculum development knowledge is required
- Advisory experience preferred
- Possess highly developed interpersonal and teamwork skill
- Excellent verbal and written English skills
- Good references on request
- Proficient in using school databases, communications platforms, and educational technology
- Minimum Bachelor’s degree in Education and/or in teaching Chinese/English as a second language or equivalent is required
- Professional current teacher licensure or certification is required
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