Chinese American International School seeks a LOWER SCHOOL CHINESE TEACHER (2023-2024) Full-time, non-exempt position
Description: This position offers a unique opportunity for passionate lower school educators to foster a joyful learning community that strikes a developmentally appropriate balance between deepening students’ academic skills and nurturing the curiosity and creativity of our learners. Consistent with its Strategic Vision 2020-2025, CAIS is committed to reimagining immersion to achieve greater student engagement and proficiency in Chinese and cultivate the cognitive, character and intercultural competencies that are the “CAIS Immersion Bonus.” We are seeking a Lower School Chinese Teacher who is eager to collaborate with our experienced faculty to continue implementing the best Chinese immersion pedagogy in the 2023-2024 school year. Please see the attached job description for details. TO APPLY CAIS’s commitment to diversity, equity and inclusion is central to our mission. People of color and LGBTQIA candidates are strongly encouraged to apply. Email cover letter, resume, and list of references to email@example.com. In the subject line please indicate “Lower School Chinese Teacher.” In your cover letter please reference how you learned of this opening. Please no calls.
Contact: Email: firstname.lastname@example.org
BILINGUAL (ENGLISH/CHINESE) ELEMENTARY SCHOOL LIBRARY MEDIA SPECIALIST
Description: Our vision at SAS explains why we exist. We aspire to be a world leader in education, cultivating exceptional thinkers prepared for the future. We are committed to our mission that has been at the heart of our 65-year history: to provide each student an exemplary American educational experience with an international perspective. If there is one thing we know about the future, it is that our students will graduate into a rapidly changing, increasingly global world where their success will depend to a large degree on their ability to learn new skills, take on new challenges, and work with a diverse range of people. We aim to build a strong sense of joy and purpose in learning among our students to enable them to do so. We know that our students’ future success will depend on their ability to develop skills such as critical thinking, creativity, and cultural competence. And, it will depend on the quality of the moral character they develop. We seek to personalize learning for every child to meet their unique learning needs. We know that supporting them in their social-emotional growth is as important as their academic growth. And, we seek to stimulate that growth in a community as rich in equity and inclusion as it is in the extraordinary diversity of our students. Our ability to attract, retain, and develop diverse talented educators, working collaboratively in teams, is vital to our success. We welcome your application if you would like to join us on this meaningful culturally responsive journey in cultivating exceptional thinkers prepared for the future. Library and Information Literacy in the Elementary School This library media specialist will be part of a collaborative library team that supports all SAS community members including students, teachers and parents. The library program nurtures literature appreciation, information literacy and digital citizenship. The library program functions on both a flexible and fixed schedule. This librarian will have the skills, experience and qualifications to meet the diverse needs of readers across the school. The primary focus of this position will be to develop, maintain and promote the Chinese materials in the library, as well as support the Chinese speaking community, both in the Immersion and World Language programs, as well as in our wider Mandarin-speaking community. Minimum Academic Qualifications: ● Excellent communication skills (speaking, reading, and writing) in English and Mandarin Chinese ● Advanced degree in Education from an accredited college or university ● MLIS or equivalent school librarian endorsement certification ● Experience as a librarian in an Elementary school library setting ● Comprehensive knowledge of diverse, current, culturally responsive children’s literature (Pre-K through Grade 8) reader’s advisory Preferred Qualifications ● At least three years elementary classroom teaching experience ● Experience using an automated library software system, eg. Follett and Overdrive ● Experience cataloging print and digital materials in English and Mandarin Chinese ● Experience working as a collaborative member of a professional learning community ● Experience managing a budget and library facility ● Supervised library assistant staff and parent volunteers ● Experience coaching teachers and/or leading professional development over time ● Knowledge of and experience with current best-practice in inquiry and culturally responsive practices ● Strong Google Suite skills (Docs, Sheets, Slides, Sites, etc) and iOS skills ● Experience or familiarity with makerspace tools and collaborative practices ● Highly effective communication, listening, collaboration, and interpersonal skills Collection Development and Resource Management: ● Collaboratively develop a collection that includes professionally selected (following the SAS collection development policy) print and digital resources that are easily accessible, aligns to curriculum, meets independent reading needs, and reflects diverse points of view ● Further develop an excellent print and digital Mandarin collection for preschool through eighth grade students to support world language classes, immersion classes, native Mandarin Chinese speaking students and families which promotes a love of literature and reading for information ● Source and promote resources to support teaching and learning in English and Mandarin Chinese classrooms ● Participate in the creation and/or review of appropriate policies on selection and deselection of materials, challenges, copyright, intellectual freedom, acceptable use policy, and confidentiality. Policies are approved by the district board and shared with school staff Instruction and Integration Responsibilities ● Collaborate with librarians, teachers, PLC coaches, STEAM specialists and administrative staff ● Work in partnership with teachers, staff, and families modeling consistent effective teaching with library resources and tools to support literature appreciation, curriculum, information literacy and digital citizenship ● Work with immersion classes in a bilingual capacity during student facing time in the library. This may include library lessons, story times, book talks and readers’ advisory in English and Mandarin ● Create and implement programming aligned with AASL 21st Century and ISTE standards Leadership and Professional Growth Responsibilities ● Support the development, implementation, and communication of a shared library vision of learning that reflects extraordinary care, excellence, and equity for all stakeholders ● Identify resources, plan, and design professional development to support professional growth in information literacy, digital citizenship, and literature appreciation ● Participate in ongoing professional development experiences ● Work with external school library community organizations (e.g. AASL, ALA) to provide and enhance curricular programming which supports student success ● Actively engage in SAS PLCs
Contact: candidates may submit their application via the following link. https://app.schrole.edu.au/social/vacancy/3389e097-2c5d-4e99-afb1-52bd1e414870
Chinese American International School seeks an Mandarin World Language Pathway Teacher (6th-8th Grade) Exempt, full-time position
Description: OPPORTUNITY Founded in 1981, Chinese American International School (CAIS) is the nation’s first Mandarin immersion day school. For more than four decades, CAIS has been educating students through Mandarin immersion pedagogy to embrace Chinese, become their best selves, and contribute to a better world. In December of 2022, the CAIS Board of Trustees approved the creation of an exciting new middle school program, the Mandarin World Language Pathway. This program will open the opportunity for middle school students who have little or no Mandarin background to enter CAIS and learn Mandarin. Mandarin World Language Pathway students will have intensive, individualized, small group or one-on-one instruction for 80 minutes a day. During the remainder of the school day, they will join their immersion classmates for classes taught in English. We intend to meet World Language Pathway students where they are and establish learning goals that are aligned with ACTFL proficiency guidelines. It is our vision and our expectation that these students will graduate from CAIS and enter high school with significantly higher levels of Mandarin proficiency than students from other elementary and middle schools that offer Mandarin classes. We are searching for an experienced, hard- working, flexible, creative, and collaborative candidate to serve as our school’s first Mandarin World Language Pathway teacher. Please see the attached document for the details including job requirements.
Contact: Email cover letter, resume, and list of references to email@example.com. In the subject line please indicate “Mandarin World Language Pathway Teacher.” In your cover letter please reference how you learned of this opening. Please no calls.
Associate Head for Faculty and School Affairs
Description: The ideal candidate will have strong interpersonal, organizational and communication skills (both written and oral) in Chinese and English, a strong work ethic, a sense of humor, and a willingness to energetically participate broadly in the life of the school and collaborate with colleagues within the Language and Culture Studies Department. Additionally, a candidate needs to be passionate about language learning and world cultures, particularly with regard to building a robust and vibrant Chinese program. Candidates must possess the skills and expertise to help advance the school’s diversity, equity and inclusion strategic plan as well as commitment to professional and personal growth. A Bachelor’s degree is required. Teaching experience preferred. Interested candidates should submit a resume, a letter of interest, and two references to Cheryl Coderre, Director of Human Resources, at firstname.lastname@example.org. St. George’s School is an equal opportunity employer.
Contact: Interested candidates should submit a resume, a letter of interest, and two references to Cheryl Coderre, Director of Human Resources, at email@example.com. St. George’s School is an equal opportunity employer.
Part-time Chinese Language Instructor
Description: At San Francisco University High School, we believe that the deepest learning requires collaboration among people who embody a diversity of backgrounds, beliefs, experiences, and perspectives. In order to build and sustain a community that is comprised of a wide range of social and cultural identities, we must continually engage in furthering our self-knowledge, equity literacy, and ability to communicate effectively across differences. We challenge ourselves to do this work on both a personal and institutional level, recognizing that our community is part of a larger and more complex world. We are seeking an Instructor of Chinese language to teach levels I through III, as a sabbatical leave replacement for the spring semester. Candidates should have an advanced degree in Chinese language or literature, native fluency in the language, and classroom experience teaching various levels of Chinese, preferably in high school. This is a part time role, but it may be combined with the Chinese Language Access Advocate position we have also advertised. Because San Francisco University High School is a college preparatory school, we seek faculty and staff members who are devoted to the love of learning, who will expand the diversity of backgrounds and perspectives present in our community, and who will contribute to the school's invigorating intellectual climate by promoting our values of care, inquiry, integrity, agency, interconnection. Throughout the school, we seek to hire adults who are stimulating and supportive in their work with students and who share our belief in the moral and educational value of diversity. Applicants need to apply online at: https://www.sfuhs.org/about-uhs/job-opportunities
Part-Time Chinese Language Access Advocate (Translation/Interpretation)
Description: At San Francisco University High School, we believe that the deepest learning requires collaboration among people who embody a diversity of backgrounds, beliefs, experiences, and perspectives. In order to build and sustain a community that is comprised of a wide range of social and cultural identities, we must continually engage in furthering our self-knowledge, equity literacy, and ability to communicate effectively across differences. We challenge ourselves to do this work on both a personal and institutional level, recognizing that our community is part of a larger and more complex world. We are seeking a part-time English <> Chinese language interpreter and translator to support a small number of families by providing translation of school documents (progress reports, newsletters) and interpretation of meetings (family conferences and outreach events). Some of these meetings will be evening events and some will be during the school day; a few may take place on weekends. Some of the events will be in-person on-campus and some will take place via Zoom. This is a part time role, but it may be combined with the Chinese Language Instructor position we have also advertised. Because San Francisco University High School is a college preparatory school, we seek faculty and staff members who are devoted to the love of learning, who will expand the diversity of backgrounds and perspectives present in our community, and who will contribute to the school's invigorating intellectual climate by promoting our values of care, inquiry, integrity, agency, interconnection. Throughout the school, we seek to hire adults who are stimulating and supportive in their work with students and who share our belief in the moral and educational value of diversity. Applicants need to apply online at: https://www.sfuhs.org/about-uhs/job-opportunities
Chinese American International School seeks a PRESCHOOL CHINESE TEACHER (2022-2023) Full-time, exempt position
Description: OPPORTUNITY Seize the opportunity to join the vibrant, dynamic, synergistic community at CAIS as a Preschool Chinese teacher. Become part of a team striving to be the world’s most innovative, inspiring, and influential Chinese English dual-language immersion school. This position offers a unique opportunity for passionate early childhood educators to be part of a preschool-8th grade program that places great importance on early learning. Consistent with its Strategic Vision 2020-2025, CAIS is committed to reimagining immersion to achieve greater student engagement and proficiency in Chinese and cultivate the cognitive, character and intercultural competencies that are the “CAIS Immersion Bonus.” We are seeking a teacher leader who can collaborate with our strong existing Chinese faculty to shape CAIS Preschool’s Chinese immersion, which moved to a full immersion model in the 2021-2022 school year. OUR IDEAL CANDIDATE The ideal candidate finds resonance with CAIS’s mission to Embrace Chinese, Become your Best Self, and Contribute to a Better World 拥抱中华，成为最好的自我，为更美好的世界贡献自己的能力. As CAIS aims to empower inquisitive, creative, and inspired learners, we look for a candidate adept at child-centered pedagogy such as differentiation, play based learning, inquiry based learning, and application of best practices in language and literacy instruction. Our new team member will collaborate with grade level Chinese partner teachers and enjoy a wealth of professional development opportunities. The candidate will enter an environment that values social emotional learning alongside intellectual challenge. Within the framework of a strong curricular vision supported by a Preschool-8th Grade Chinese Director and Preschool Director, the candidate will enjoy considerable autonomy in developing the classroom curriculum. CAIS offers a dynamic dual culture setting, in which faculty are immersed in a culture of language learners. We look for a candidate who will embrace CAIS’s work to create an equitable, inclusive environment where all faculty, students, and families are supported in their individual identities. We welcome all applicants who aim to actively support our diverse and inclusive community. ESSENTIAL DUTIES Position responsibilities include (but are not limited to): ● Demonstrate teaching excellence, a growth mindset, professionalism, flexibility, and integrity ● Collaborate with Preschool teaching team, including other lead teachers, teaching associates, and specialist teachers ● Interact with ages two to five children using positive, supportive, and respectful attitude, language, and tone ● Support child’s social and emotional development ● Maintain a healthy, safe, engaging, and developmentally appropriate environment ● Make sound, timely and appropriate decisions and take responsibility for the decisions ● Contribute to the development of community among staff by having open, constructive, and solution-oriented communication ● Encompass a positive discipline approach in guiding student behavior ● Partner with families towards students’ success ● Develop a positive intellectual, emotional, and social environment within the classroom and a class community in which all children feel valued and a sense of belonging ● Work collaboratively and maintain standards of respect, courtesy, and mutual consideration with the school community, including students, staff, and parents ESSENTIAL REQUIREMENTS ● Bachelor’s or Master’s degree in Early Childhood Education ● Minimum of 12 ECE units or Child Development Teacher Permit ● 5 or more years of teaching experience in early childhood Chinese immersion education ● Mandarin Chinese language proficiency ● Excellent interpersonal and communication skills ● Ability to work with colleagues from different backgrounds ● Commitment to school mission, policies, and initiatives ● Technical/Computer skills as required for job performance ● Ability to lift and carry up to 50 pounds ● Initial and continued tuberculosis clearance ● Initial and continued criminal background clearance by DOJ and FBI ● CPR and First Aid Certification ABOUT EARLY CHILDHOOD DIVISION For information about CAIS’s Early Childhood Division, visit https://www.cais.org/curriculum/early-childhood-division ABOUT CAIS As the nation’s first Mandarin Immersion Preschool through 8th grade school, CAIS embodies our mission by working continuously to maintain our role as a leader in immersion education. We value honest self-assessment, thoughtful self-reflection, intentional planning and focused implementation. We are known as an ambitious school, and we have embarked on a multi-year vision to reimagine immersion, reimagine our culture of learning, reimagine character and community, and reimagine our learning spaces. While our three campuses are currently located in the Hayes Valley neighborhood of San Francisco, we are thrilled to announce that we have purchased a campus on 19th Avenue in San Francisco which will more than double our program space and allow all divisions to be together on one spectacular campus. For more information, visit https://www.cais.org/about-us/employment. TO APPLY CAIS’s commitment to diversity, equity and inclusion is central to our mission. People of color and LGBT candidates are strongly encouraged to apply. CAIS is an equal opportunity employer and does not discritmiate on the basis of race, color, ethnicity, religion, age, sex, sexual orientation, physical or mental disability, or other characteristic protected by law. Email cover letter and resume to firstname.lastname@example.org. In the subject line please indicate “Preschool Chinese Teacher.” Please no calls.
Contact: Email cover letter and resume to email@example.com. In the subject line please indicate “Preschool Chinese Teacher.” Please no calls.
Assistant Teacher (Chinese) Early Years
Description: position overview Silicon Valley International School seeks a Chinese (Mandarin) Teacher Assistant in the Early Years Program for Jan 4, 2021 - June 18, 2021. The Teacher Assistant works within the framework of the job description and assignment and makes decisions only within that framework. responsibility Be Involved with young student personal care activities, student safety, and pedagogical assistance as assigned. Report to the Early Years Program Principal and work under the immediate direction of the classroom teacher and Enrichment Supervisor. Professional Behavior, schedule and responsibilities schedule Workload will not exceed 40 hours/week including classroom preparation, student supervision, subbing, and meetings Teacher-Assistants should strictly adhere to the schedule communicated in August by the Principal of the Cowper Campus. During the available time, teacher-assistants are expected to: Prep for the teacher May at times be asked to sub during this time if we are unable to find a substitute primary responsibilities Teacher-Assistants are required to maintain certifications as required by the school and/or Social Services. In addition, they should keep all relevant certifications current Job Description Teacher-Assistants are expected to Follow Social Services requirements and stay with the students at all time Demonstrate ethical behavior Demonstrate responsible behavior towards attendance and work schedule Be knowledgeable of and follow School policies and procedures, in particular those dealing with confidentiality, cross-cultural understanding, discipline, harassment and communication, health and safety, or Licensing Regulations. Actively supervise lunch, recess, and day-care as noted in the schedule. Active supervision is expected at all times. Promote an atmosphere of respect for students and adults Work to support the philosophy of the school Address conflicts with colleagues/ teacher/Enrichment Supervisor first, then principal if issue remains Enforce discipline guidelines promoted by the school Respect discipline measures are taken by a colleague Participate in in-service activities as requested Attend and participate in case of conferences as requested by the principal Refer all inquiries and concerns about the student to the teacher/Enrichment Supervisor, and to the Assistant Principal if needed Assist in duties such as attendance, record keeping, student’s work filing, classroom clean up and decoration, and snack preparation Assist in the implementation of the classroom management Support and promote goals for the class community, as well as the goals for the social and emotional development of the children Lead some small group activities as instructed by the teacher/ Enrichment Supervisor Meet weekly with the teacher to get information on upcoming activities and preparation needed Assist in preparing the learning environment, setting up activity centers, and preparing needed material and supplies in advance, as instructed by the teacher/Enrichment Supervisor Note: Preparation should be made at a time when the Employee is not responsible for supervising the students. Support for Instructional Program Teacher-Assistants are expected to: Assist students in following programs, strategies, exercises, and materials identified/developed and introduced by the teacher/Enrichment Supervisor Provide feedback to the teacher/Enrichment Supervisor and Assistant Principal if needed on her observations of students Note: In case of absence of the teacher, the teacher-assistant(s) will guide and orient the substitute and assist him/her in the implementation of the lesson plan left by the teacher. Please note however that the substitute will act as the lead teacher. During the academic year, teacher-assistants are not expected to: Plan and initiate learning activities; for example, develop specific lesson plans, select learning materials Report to parents on pedagogical matters or student academic performances Expectations for Mini-Camp and Summer Care During summer care and mini-camp, teacher-assistants are considered camp counselors and are expected to plan and implement activities, under the guidance and supervision of the Enrichment Supervisor. The Enrichment Supervisor will provide a theme for the camps and help to organize planning. Camp counselors can use the available time the week before the mini-camp for planning and preparation. Time will be given in the summer care schedule to allow for weekly planning and preparation. Note: All teacher-assistants are expected to follow these guidelines. In instances where an employee is not meeting expectations, the Enrichment Supervisor and/or Principal will follow up with a verbal warning. If the issue persists, a written warning will be issued and the matter will be taken up with the Assistant Head of School. qualifications 12 Early Childhood Education Units minimum Minimum 2-years’ experience working with Early Years age children Experience with the Primary Years Program (PYP) of the International Baccalaureate Organization (IBO) preferred Native Mandarin Speaker Silicon Valley International School is committed to a policy of equal employment opportunity for all applicants and makes employment decisions based on merit. INTL prohibits discrimination on the basis of race, color, ancestry, national origin, ethnicity, religion, age, sex, sexual orientation, physical or mental disability, genetic characteristic or information, marital status, military or veteran status, or any other characteristic protected by law. INTL will afford equal employment opportunities to all qualified applicants and employees as to all terms and conditions of employment, including without limitation, hiring, training, promotion, compensation, transfer, discipline, and termination.
Contact: To apply, please send a resume and cover letter to firstname.lastname@example.org No phone calls, please.
Upper School Chinese Individuals and Societies Teacher (History and Geography)
Description: Silicon Valley International School [INTL] seeks a Native Chinese [Mandarin] speaker to teach Upper School Individuals & Societies Teacher for the academic year 2021-2022. Upper School (MYP - Grade 6-10 /DP - Grade 11-12) Teachers develop schemes of work and lesson plans in line with curriculum objectives. They facilitate learning by establishing a relationship with students and their organization of learning resources and the classroom learning environment. They develop and foster the appropriate skills and social abilities to enable children's optimum development, according to age, ability, and aptitude. They assess and record progress and prepare students for high school level history and geography. They link students' knowledge to earlier learning and develop ways to encourage it further. Upper School Teachers challenge and inspire students to help them deepen their knowledge and understanding. The Upper School Individuals & Societies Teacher must demonstrate the commitment to INTL’s mission and the population we serve and have experience teaching at the Middle School and High School level. They must also be responsible, self-motivated, friendly, willing to work with a team of colleagues, and accept and adapt to a working environment with different cultures. The position involves teaching through inquiry according to the International Baccalaureate (IB) MYP/DP framework while ensuring foundational skill acquisition and collaborating extensively. Time for collaboration with the other teachers is built into the schedule. INTL seeks teachers who know how to combine academic rigor with student engagement and have inquiry-based teaching and learning experience. Typical work activities include: Teaching all areas of the Upper School curriculum as designated (in a subject area as well as interdisciplinary units) Following guidelines and mission of INTL and International Baccalaureate MYP/DP Programme Organizing the classroom and learning resources to create a positive learning environment Planning, preparing, and presenting lessons that cater to the needs of the whole ability range within their class. Motivating students with enthusiastic, imaginative presentation/engagements and respectful interactions Managing student behavior and maintaining discipline Preparing, documenting, evaluating, and communicating to facilitate positive student development Meeting requirements for the assessment and recording of students' development Providing feedback to parents on the student's progress at parents' conferences and other (often less formal) meetings and report cards Collaborating with others to plan and coordinate work, liaising with colleagues, and working flexibly. Staying up to date with changes and developments in the structure of the curriculum Taking part in school events and activities, which consist of some weekends or evenings Planning and participating in field trips Leading an Advisory group and/or offering student clubs Experience teaching any of the following courses strongly preferred: IB DP History IB DP Geography IB MYP Individuals and Societies Physical Requirements of the Job: The physical demands described here represent those that an employee must meet to successfully perform the essential functions of this job. While performing the duties of this job, the employee must frequently: Stand for long periods at a time. Ability to speak with clarity so that listeners can understand and understand the speech of another person Lift and/or move up to 40 pounds Be able to crouch, kneel, bend, balance, stoop, stretch, twist, reach out, and move with ease to interact with and supervise students. Use fingers to grasp, move, or assemble very small objects. Read, see details of objects that are more than a few feet away and see differences between colors. Disclaimer: The following is not necessarily an exhaustive list of all responsibilities, duties, skills, efforts, requirements, or working conditions associated with the job. While this is intended to be an accurate reflection of the current job, management reserves the right to revise the job or to require that other or different tasks be performed as assigned. Compensation: Competitive salary and benefits based on education and experience Silicon Valley International School is committed to a policy of equal employment opportunity for all applicants and makes employment decisions based on merit. INTL prohibits discrimination based on race, color, ancestry, national origin, ethnicity, religion, age, sex, sexual orientation, physical or mental disability, genetic characteristic or information, marital status, military or veteran status, or any other characteristic protected by law. INTL will afford equal employment opportunities to all qualified applicants and employees regarding all terms and conditions of employment, including, without limitation, hiring, training, promotion, compensation, transfer, discipline, and termination. To apply, please send a resume and cover letter to email@example.com. No phone calls, please.
Contact: To apply, please send a resume and cover letter to firstname.lastname@example.org. No phone calls, please.
Chinese Academic Dean at the Silicon Valley International School
Description: The Chinese Academic Dean reports directly to the Dean of Student Life - and a member of our pedagogy leadership team is a member of the Senior Leadership Team and, as such, assists in the management and promotion of Silicon Valley International School’s mission and vision. Academic Deans serve as guides and coaches to ensure that the school curriculum is up to date, aligns with developmental expectations, and is taught in the classroom. They do this through frequent classroom visits, individual and team meetings with teachers, participating in PYP and MYP meetings, and leading some Wednesday meetings. Support and oversee the overall quality of the bilingual immersion program; additionally, the Chinese Academic Dean will oversee Media Skills. Work with teachers to ensure that Scope & Sequences are being taught/learned. Support and coach new teachers in understanding curriculum documents; in curriculum implementations Review curricula on a regular, cyclical basis to ensure horizontal and vertical alignment Coach teachers on curriculum implementation, inquiry-based education, and communication regarding curricular matters Assist teachers in finding and creating resources Update and organize curriculum documents; ensure that planning documents and activities are shared amongst all teachers and remain at ISTP if teachers leave. Ensure alignment for relevant accreditations (French Ministry of Education, CAIS, etc.) Manage standardized testing (with Division Principals) for tests in that language (logistics, data analysis, and use, archiving, etc.) Act as Admissions Ambassador by leading tours, participating in Admissions events, and evaluating prospective students if necessary. Plan and manage foreign exchange trips (with Division Principals & School Assistants) Integrate curriculum metrics to enhance language and cultural learning Lead Language meetings. In MS, these should be higher-level topics that engage all disciplines. In EYC and ES, these cover all subject areas taught in the language. Meet with the Pedagogical Team on a weekly basis to collaborate on curriculum and related activities and be the voice of that language’s culture and requirements/needs Give feedback to Principals for teacher evaluations, but do not evaluate the teachers so as to maintain coach relationships. Give feedback/be involved in discussions for new teacher candidates and internal position changes and interview candidates. Liaise with outside organizations to facilitate accreditation, maintain expertise, and promote ISTP (AFSA, AEFE, MLF, EPFS, ACTFL, CIF, etc.) Be the face of the academic program for parents through articles, blogs, presentations, school events. Keep on top of educational trends and innovations Presenting at conferences and training is highly encouraged Ensure that Principals are up to date on all activities, issues, changes, etc. required experience Working in a bilingual or multi-cultural environment Fluent in Chinese Implementation and direct work providing Student Support Services and Social-Emotional Learning Direct work with a range of student developmental ages Direct supervision of faculty in their evaluation process Experience presenting faculty professional development and training Bachelor’s Degree, [Masters preferred] 2+ years of experience in academic administration or any related setting to become familiar with academic programs, policies, and regulations necessary to hold authority over the activities of an educational institution. Have a proven track record of demonstrating leadership skills among peers, colleagues, or other INTL staff members Ability to communicate effectively, by verbal or written means, to staff, parents, and board members within a variety of settings Silicon Valley International School is committed to a policy of equal employment opportunity for all applicants and makes employment decisions based on merit. INTL prohibits discrimination on the basis of race, color, ancestry, national origin, ethnicity, religion, age, sex, sexual orientation, physical or mental disability, genetic characteristic or information, marital status, military or veteran status, or any other characteristic protected by law. INTL will afford equal employment opportunities to all qualified applicants and employees as to all terms and conditions of employment, including, without limitation, hiring, training, promotion, compensation, transfer, discipline, and termination. To apply, please send a resume and cover letter to email@example.com Resume will not be reviewed if sent with no cover letter.
Contact: To apply, please send a resume and cover letter to firstname.lastname@example.org