CAIS is Hiring for Preschool Chinese Teacher and Preschool Chinese Teaching Associate for 2021-2022
Description: 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 full Chinese immersion model, which will be implemented in the 2021-2022 school year. Please see the attachment for more details.
Contact: Email cover letter and resume to firstname.lastname@example.org. In the subject line please indicate “Preschool Chinese Teacher.” Please no calls.
Dublin City Schools District is Recruiting Middle School Level Chinese Teachers
Description: Dublin City Schools, a suburban school district located just outside of Columbus, Ohio is actively recruiting middle school level (Grades 6, 7, and 8) teachers of Chinese. We have several anticipated openings within each language. These openings are for the 2021-22 school year and are full-time vacancies. If you have a teaching license/certificate in one of these areas and/or have at least a bachelor’s degree in one of these languages and would like to be considered, please see the last paragraph below. A little bit about us: Dublin City Schools consists of 47 square miles and includes parts of Dublin, Columbus, Hilliard, Upper Arlington, Franklin County, Delaware County, and Union County. Contrary to a popular notion, the boundaries of the Dublin School district extend far outside the city of Dublin. In fact, more than 40% of our students live outside the city of Dublin. Dublin City Schools works every day to provide our students with world-class instruction and a well-rounded education and to continuously improve in everything we do. It is our goal to align our daily work around these concepts to create the Dublin difference. The district is one of Ohio's highest achieving districts. According to Ohio Department of Education statistics, Dublin City Schools is the 10th largest district in the state: • 22 schools in operation; 3 high schools, 5 middle schools, 14 elementary schools, and a centralized preschool. 2020-21 enrollment approaching 17,000. Most National Merit Semi-Finalists in Ohio for four-straight years; • Approximately 90% of our graduates go on to higher education; • More than 80% of the Class of 2020 took at least one International Baccalaureate or Advanced Placement class during their time in high school; • Of the 10 largest districts in the state, Dublin City School District's minority population of 33.4% trails only the large urban communities of Cleveland, Cincinnati, Columbus, Akron and Toledo; • More than 1,700 ELL (English Language Learners) speaking more than 70 different languages are enrolled; • The District has the third-highest immigrant population in the state and the sixth highest population of English Language Learners in Ohio. Interested in being considered? Please visit our website at: https://www.applitrack.com/dublin/onlineapp/default.aspx?Category=Middle+School+Teaching+-+Certified+Positions
Chinese American International School seeks Chinese Program Director
Description: Main Areas of Responsibilities of the Chinese Program Director • Collaborate closely with English Curriculum Director to ensure integration of curriculum, instruction, and assessment in English and Chinese; • Develop and support Chinese language teachers in development and implementation of curriculum; • Review and revise the curriculum to meet the needs of current learners; • Coach Chinese faculty to use best practices for teaching language and content; • Collaborate with the Educational Technology Coordinator to ensure meaningful and effective application of technology in the service of teaching and learning; • Oversee both internal and external whole school Chinese language assessment, develop a mechanism to use assessment data to improve learning; • Work together with Global Learning Coordinator and Division Heads to ensure appropriate integration between classroom learning and global programs; • Collaborate with Auxiliary Program Director to design CAIS Summer Chinese Immersion Program; Teacher Coaching, Development, and Supervision: • Identify and support teacher’s needs for coaching and professional growth, collaborate with division heads in teacher performance management; • Plan and support Chinese teachers for ACTFL OPI and WPT certifications; • Collaborate with English Curriculum Director to plan school-wide professional development and faculty in-service; • Assist in employment searches as required; • Identify and develop leadership capacity in teachers. Leadership and Community Engagement • Serve on the whole school Educational Leadership Team (ELT) • Report to HoS; • Communicate with the community about the Chinese program at various parent education events; • Collaborate with the Admissions Director as needed on various admissions events • Set annual professional goals for self; • Serve on committees, task forces, and working groups as required and requested by the HOS; • Collaborate with the Chinese language faculty on planning and implementing school-wide community events related to Chinese culture such as Mid Autumn Festival and Lunar New Year celebrations. Essential Requirements The successful candidate will possess several of the following qualifications, skills, and experiences: • Native or near-native level of Chinese (Mandarin) language proficiency • Bachelor degree required, Masters preferred • At least five years of teaching experience, preferably over multiple grades; • Leadership/administrative experience in Chinese immersion programs; • Proven ability to handle multiple commitments • Strong organizational skills • Knowledge and experience of second language acquisition and best practices in language learning • Knowledge of current research and studies in teaching and learning, especially in the field of Chinese language immersion • Familiar with ACTFL proficiency guidelines and various tools of language assessment such as OPI, WPT, STAMP, and AAPPL • Familiarity/experience with curriculum development models • Familiarity/experience with Reading and Writing workshop • Experience with curriculum mapping and documentation • High level of technology literacy • Willingness and ability to question conventional wisdom with a focus on personal and school improvement • Experience in instructional coaching • Ability to recognize and develop teaching talent • Experience facilitating meetings • Experience leading collaborative team • Excellent communication skills, including public presentations, interpersonal communications, and writing • Ability to make difficult, sometimes unpopular decisions that best serve the school’s mission, values, vision and strategies • Experience with and commitment to working in a fostering an environment that embraces diversity, equity, and inclusion
Contact: 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. Please submit a cover letter, resume , personal statement, and the names and contact information of three references, including your current direct supervisor (we will not contact references without your permission) to email@example.com. We will begin reviewing candidate credentials immediately and we hope to make an appointment in early 2021. Please see the attachment for full descriptions.
Upper School Chinese Teacher at Oregon Episcopal School
Description: Oregon Episcopal School prepares students for higher education and lifelong learning by inspiring intellectual, physical, social, emotional, artistic, and spiritual growth so that they may realize their power for good as citizens of local and world communities. Oregon Episcopal School occupies a wooded 59 acre campus where 870 students in Pre-K through 12th Grade share an excellent faculty, an inquiry based curriculum, and a strong sense of community. The School values employees who seek to continually develop the OES Essential Competencies in themselves and others and are prepared to engage in a vibrant, culturally diverse learning community. JOB TITLE: Upper School Chinese Teacher OES seeks a curious, creative, flexible, and self-reflective educator to teach Chinese language and culture in its Upper School. The teacher will work with students across grade levels and bring a breadth of experience designing curriculum and learning activities. Above all, this teacher must have the ability to recognize and respond to the needs of high school learners. Other full-time faculty responsibilities include being an adviser to a small group of students, leading a co-curricular activity, going on at least one student trip, and occasional chaperoning duties. In the World Languages Department, students develop strategies, skills, and understandings that fuel a commitment to longitudinal language acquisition. The US Chinese teacher will collaborate with other language teachers on designing and implementing skillbased goals, project-based language learning, and learner-centered activities focused on evolving cultural awareness as well as fluency. Teachers are guided by the Learning and Teaching at OES faculty growth model and teacher collaboration is crucial as most classes are designed in grade-level teams that aim to develop skills for lifelong exploration and discovery. The OES Upper School continually refines its practices of inclusive teaching, and the ideal new colleague would contribute substantially to that effort, in terms of both curriculum and pedagogy. Strong candidates, furthermore, will bring an innovative, energetic spirit to the classroom and demonstrate a flexible mindset that enriches collaboration and curricular design. In addition to the qualifications detailed below, the successful candidate will have a demonstrated history of innovative inquirybased pedagogies, integration of technology, and collegial engagement with professional peers, as well as understand and model the importance of involvement in the community. This is a full-time, exempt, academic year position that starts in August 2020. It comes with a competitive salary and benefits package including employer paid health insurance, retirement plan with a generous employer matching contribution, tuition remission for up to two admissions eligible children, abundant professional development opportunities, and an excellent free lunch daily. See the OES Benefits Guide for details. ESSENTIAL DUTIES: ● Create, communicate and maintain clear, consistent, and appropriate learning objectives and expectations that are aligned with the department’s goals. ● Provide frequent, constructive, objective, and prompt feedback. ● Seek and constructively use professional feedback. ● Design assessments and activities as tools for student learning and growth. ● Recognize, respect, and promote the cultural difference and diversity of the individuals in the classroom and community. ● Collaborate with colleagues. ● Communicate responsibly and professionally with colleagues, families, and students. ● Establish and maintain relationships with students and families that promote learning. ● Seek to understand, value, and respond to each student. ● Differentiate instruction. ● Believe in each person’s potential for growth. ● Experiment with teaching strategies. ● Maintain high standards for student behavior in and out of the classroom. ● Integrate technology in teaching and assessment. ● Serve as an adviser to a small group of students. ● Participate fully in the life of the school by attending school activities, events, meetings, and conferences. MINIMUM QUALIFICATIONS: ● BA or equivalent in Chinese or related field ● Strong English language speaking and writing ability ● Three years’ experience teaching Chinese at the high school level ● IT skills: general digital literacy, intermediate to advanced Google Suite, MS Office Suite, database, web applications, video conferencing, etc. as appropriate to job duties, experience with applicable educational technology ● Demonstrated experience with and skill in working with students from diverse ethnic, gender, socioeconomic, and educational backgrounds and a demonstrated commitment to equity and inclusion ● Ability to pass a criminal background check and drug screen PREFERRED QUALIFICATIONS: ● MA or equivalent in Chinese or related field ● Experience teaching in the target language at least 90% of the time and using ACTFL proficiency standards and assessments ● Experience teaching across 9-12 grade levels ● Independent school experience ● Demonstrated successful history with innovation in the teaching of Chinese, technology integration, curriculum design and inquiry-based learning ● Experience in teaching English Language Learners (ELL), particularly international students KNOWLEDGE, SKILLS, AND ABILITIES: Excellent verbal and written communication skills Ability to contribute to strong and positive connections with high school students and to maintain collegial relationships with colleagues Ability to collaborate and work effectively on teams Knowledge of educational technology, with an openness to innovation and willingness to learn as tools evolve PHYSICAL REQUIREMENTS: Primarily classroom environment, ability to stand or sit to deliver curriculum Ability to sit at computer and keyboard for moderate periods Ability to lift up to 20 pound on an occasional basis Ability to communicate clearly with colleagues, parents, and the public Mobility sufficient to move about the campus COMPENSATION: Faculty salary scale based on education and teaching experience APPLICATION PROCESS: Complete the OES online application, link below, and attach a cover letter and resume. Open till filled. Follow the link below to set up a login and password that will allow you to save and return to your application: https://fs18.formsite.com/OES_Form/cpej1jhssi/form_login.html Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.
Lower School Chinese Language Teaching Associate at CAIS
Description: Chinese American International School seeks a Lower School Chinese Language Teaching Associate Position summary: Teaching Associate (TA) is a full time, entry level, non-exempt position paid hourly. Mandarin-speaking TAs work closely with a lead teacher to support students and have opportunities to grow professionally in the field of education. OPPORTUNITY Join the vibrant community at the Chinese American International School's 150 Oak campus as a member of our Lower School team as a teaching associate in an English classroom. Become part of a team striving to be the world’s most innovative, inspiring, and influential Chinese English dual-language immersion school. OUR IDEAL CANDIDATE The ideal candidate finds resonance with CAIS’s mission to Embrace Chinese, Become Our Best Selves, and Contribute to a Better World. As CAIS aims to empower independent, effective, and inspired learners, we look for a candidate who aims to become proficient in student-centered pedagogy such as differentiation, use of assessment to inform teaching, and Workshop-based instruction. The candidate will enter an environment that values social emotional learning alongside academic challenge. The candidate will be mentored by and coordinate student learning with an experienced classroom lead teacher. 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 and participate in CAIS’s work to create an equitable, inclusive environment where all faculty, students, and families are supported in their individual identities. BENEFITS The CAIS Board of Trustees and administration are expressly dedicated to ensuring that CAIS is a great place to work. The school has committed to attracting, developing, retaining, and rewarding top-tier faculty with a benefits package including: ● Salary aligned with the Bay Area’s competitive standards ● Opportunities for professional development, support, and growth ● Comprehensive insurance package (covering 100% of premiums for individual employee) ● Down payment assistance for home purchase ● Below-Market Rental process assistance ● Realtor services provided for rental search ESSENTIAL DUTIES Position responsibilities include (but are not limited to): ● 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. ● Encompass a positive discipline approach in guiding student behavior. ● Work collaboratively and maintain standards of respect, courtesy, and mutual consideration with the school community, including students, staff, and parents. ● In coordination with the lead teacher, plan and implement engaging learning experiences in alignment with the curriculum for individual, small and large group activities. ● Assist in the daily operations of the classroom. ● Use only Chinese language with students. ● Meet the varied needs of children in the classroom by scaffolding and extending classroom lessons. ● Provide for the physical safety of children. ● Lead a study hall and perform duties in the Extended Day program. ● Actively supervise students during lunch and/or recess times. ● Attend meetings as necessary. ● Assist with school’s special events as needed. ● Substitute for the teacher by independently leading the class. ● Keep current in pedagogical thinking, strategies and techniques. ● Demonstrate an affirming attitude toward the school, a willingness to receive feedback, a professional demeanor and integrity. ESSENTIAL REQUIREMENTS ● Language requirement: native or near native proficiency in Mandarin Chinese; professional English proficiency ● Bachelor’s degree strongly preferred ● Experience working with children ● Desire to develop as an educator ● Commitment to meeting the needs of individual learners and promoting social and emotional development ● Excellent interpersonal and communication skills ● Dedication to equity and inclusion and ability to work with individuals from diverse backgrounds ● Commitment to school mission, policies, and initiatives ● Comfort with technology ● Initial and continued tuberculosis clearance ● Initial and continued criminal background clearance VALUED SKILLS AND EXPERIENCE We value, but do not require, the following attributes: ● Personal experience with second language acquisition ● Training or experience in elementary classrooms preferred ● College coursework in education PHYSICAL DEMANDS AND WORK ENVIRONMENT The physical demands and work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions for the job. Reasonable accommodations may be made to enable differently abled individuals to perform the essential functions. ● Physical demands: While performing the duties of this job, the employee is required to walk, sit, use fine motor skills, reach with hands and arms, balance, stoop, talk, and hear. The employee must occasionally lift and/or move up to 35 pounds. As the nation’s first dual language Chinese and English Pre-K through 8th grade school, CAIS embodies this mission by working continuously to maintain our role as a leader in immersion education. At CAIS we value honest self assessment, thoughtful self reflection, intentional planning and focused implementation. We are known as an ambitious school, and in recent years we have introduced and implemented a number of significant initiatives in the areas of overseas programing, student support services, systematic assessment in Chinese, reading and writing workshop across languages, educational technology, integrated curriculum units across subjects and languages, the arts, diversity equity and inclusion, and daily scheduled team collaboration time as a part of a professional learning community, to name a few. Our three campuses are located in the heart of San Francisco and accessible by public transportation in San Francisco. The lively neighborhood echoes the school’s vital energy and provides ready access to cultural treasures such as the Asian Art Museum, SF Jazz, the San Francisco Symphony and more. 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. Email cover letter, resume, and list of references to firstname.lastname@example.org. In subject line please indicate “Lower School Chinese TA 2020-21.” Please no calls.
Chinese Language Teaching Fellow at Choate Rosemary Hall in Wallingford, CT
Description: Choate Rosemary Hall seeks candidates for a Chinese language teaching fellow with a start date of August 2020. The Choate Teaching Fellowship program is an immersion program, and Fellows are expected to teach two or three classes, have residential life commitments, and contribute to the extracurricular life of the school. Choate's Teaching Fellowship program provides recent college graduates who are interested in pursuing teaching as a possible career with practical experience in all elements of working at a boarding school. Teaching fellows are assigned a mentor to guide them through their first year of teaching and advising. Regular visits to the mentor's classes, and by the mentor to the fellow's classes, are expected. Mentors and fellows engage in conversation regularly regarding lesson plans, teaching methods, grading, and all other aspects of teaching. In addition, all new Choate faculty partake in a yearlong series of meetings with the Director of Faculty Development that allow for substantive discussions about teaching and advising within the boarding school setting. Applicants must be dynamic individuals who are passionate about their discipline, collaborative and innovative in their approach to teaching, and who embrace and support the diversity of our student body. Choate is committed to a diverse faculty, staff, and student body. Candidates from underrepresented groups are encouraged to apply. Teaching at Choate: Choate Rosemary Hall is a coeducational, independent secondary school located in central Connecticut with 850 boarding and day students and over 300 employees. Choate serves intellectually gifted and motivated students of diverse backgrounds from across the globe whose commitment to serious study is enhanced in an academically challenging and personally supportive setting. Choate provides students with transformative and meaningful experiences that instill lifelong habits of learning, leadership, and service, shaped by innovative and passionate educators. Teaching faculty at Choate are collaborative, and committed to our students' intellectual, social, emotional, and character development. Our faculty understands that each of our students has the potential for growth and works to encourage students to develop their own ideas and voices in learner-centered environments. For its students and employees alike, Choate strives to be a diverse and inclusive community where all feel valued and embraced. On our campus, principled individuals from diverse backgrounds are united through common purpose, active engagement, and mutual respect. We celebrate difference and the richness of our varied backgrounds and experiences. Recognizing that living in an inclusive community can also present challenges we embrace those challenges through ongoing dialogue and interaction, enhancing empathy and appreciation for those whose perspectives differ from our own. Choate also believes that great teachers are great role models both in and out of the classroom. Choate expects its faculty to embrace the ethos of a growth mindset throughout their careers by actively developing their abilities as teachers and mentors at a residential school. The School supports faculty growth throughout the year, both on and off campus, through a variety of opportunities. How to Apply: https://employment.choate.edu/job/163601/chinese-language-teaching-fellow Applications will be considered until the position has been filled. Choate prohibits in all its programs, including hiring and employment practices, discrimination against or harassment of any member or group based upon age, gender, race, color, national origin, ancestry, religion, marital status, sexual orientation, disability, genetic information, gender identity or expression, veteran status, or any other category protected by Connecticut or federal law, except in the case of a bona fide occupational qualification.
Part-time Lecturer at Colgate University, Hamilton, NY
Description: Teaching an intermediate Chinese to small group of about ten students. One 50-minute class for four days (MWTHF). Requirements: Degree in Mandarin Chinese Teaching field preferred, with native or native-like fluency in Chinese. Experience in teaching Chinese to American students of high school or college level. To be considered for the position, please send a letter of interest, a CV, and contact information (email and phone). To learn more about the school, please visit the website: https://www.colgate.edu/ Compensation: around $8,000. Location of position: 13 Oak Drive, Hamilton, NY 13346 Contact person: Professor John Crespi (email@example.com)
Real China Sales Representative
Description: Job Description: You will be mainly responsible for selling Real China customized study trip services, to Mandarin classes at K-12 schools and college programs. You should be well connected with your area Mandarin programs and will be contacting potential clients (teachers and directors) to present our services and visit them. You will create sales proposals and other sales material for schools’ approvals, and help schools promote trips among students and parents. *We especially welcome candidates from Boston, Chicago, San Francisco, LA, New York and Denver areas to apply but anywhere could be qualified. Required Skills and Experience: At least two years of working experience. You should be familiar with the US K-12 and college system. Fluent English communication skills including spoken and business writing. Advanced Chinese language skills. Travel experience in China. Microsoft Office 365. Preferred Skills and Experience: Business degree or minor. Experience in using CRM. Salary: Sales commission based on the gross profit of accounts. A small base salary could be paid depending on additional duty of the job.
Contact: Please go to the following link to apply https://www.realchinagroup.com/career
Chinese Instructor at Florida Virtual School
Description: The Instructor provides an educational atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, physical, and psychological growth. The Instructor organizes and implements an instructional program that results in students achieving academic success in accordance with FLVS and state policies and laws. Please see attachment for details.
Contact: Sherwood W. Salomon Staffing Technician, Human Resources Phone 407.513.3560 Email firstname.lastname@example.org
HS Chinese Teacher in Lee's Summit Missouri
Description: The job of Teacher High School was established for the purpose/s of providing support to the instructional process by serving as a high school teacher with specific responsibility for developing student success in academics or electives; developing lesson plans and delivering group and/or individual student instruction within established curriculum guidelines; supervising students within the classroom and other assigned areas; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding nstructional programs and student progress.