招聘人数：1人

职位说明：

1、担任初中数学课程教学教科研工作；
2、在国际课程体系（IB MYP）下探索国家课程与IB课程的有效融合，设计融合课程。
3、积极参与数学学科建设，课题研究项目等；
4、必要时作为班级中方班主任，与外方班主任共同管理班级，做好家校沟通；
5、能积极在学校推广数学相关活动、比赛，提升学生学习数学的乐趣，能参与指导课后活动。

任职要求：

1. 具备硕士以上学历，数学相关专业，对教学以及教研活动有热情；
2. 具备三年以上学科工作经验，国际学校数学教学经验优先；熟悉并指导过各类数学比赛者优先；有创校经验优先。
3. 熟悉IB MYP课程理念，尤其是以概念驱动的探究式学习；熟悉新课标要求及部编教材，能基于scope and sequence进行有效的单元设计，体现学科核心素养；能够照顾学生的学习差异。
3、具有较强的团队意识、责任心，英文高度流畅，能与EAL教师合作进行英文数学概念的融入。
4、善于沟通，思维活跃，适应性强，具备成长型思维，积极参与创效各方面建设。
5、工作效率高，熟练运用各种办公软件，能有效使用教育科技工具辅助教学。

招聘人数：1人

职位说明：

1、担任小学数学课程教学教科研工作；

2、在国际课程体系（IB PYP）下探索国家课程与IB课程的有效融合，设计融合课程。

3、积极参与数学学科建设，课题研究项目等；

4、必要时作为班级中方班主任，与外方班主任共同管理班级，做好家校沟通；

5、能积极在学校推广数学相关活动、比赛，提升学生学习数学的乐趣，能参与指导课后活动。

任职要求：

1. 具备硕士以上学历，数学相关专业，对教学以及教研活动有热情；

2. 具备三年以上学科工作经验，国际学校数学教学经验优先；熟悉并指导过各类数学比赛者优先；有创校经验优先。

3. 熟悉IB PYP课程理念，尤其是以概念驱动的探究式学习；熟悉新课标要求及部编教材，能进行有效的单元设计，体现学科核心素养；能够照顾学生的学习差异。

3、具有较强的团队意识、责任心，英文高度流畅，能与EAL教师合作进行英文数学概念的融入。

4、善于沟通，思维活跃，适应性强，具备成长型思维，积极参与创效各方面建设。

5、工作效率高，熟练运用各种办公软件，能有效使用教育科技工具辅助教学。

招聘人数：3人

职位说明：

1、日常中文课程教学教科研工作；

2、在国际课程体系下探索国家课程与IB课程的有效融合；

3、积极参与中文学科建设，课题研究项目等；

4、必要时作为班级中方班主任，与外方班主任共同管理班级，做好家校沟通；

5、能积极在学校推广阅读活动、各类中文相关比赛、以及中国文化相关活动，能指导课后活动。

任职要求：

1、硕士以上学历，汉语言文学、教育学等相关专业，对教学以及教研活动有热情；

2、三年以上学科工作经验，熟悉IB PYP/MYP课程理念，尤其是以概念驱动的探究式学习；熟悉新课标要求及部编教材，能基于scope and sequence进行有效的单元设计，体现学科核心素养；能照顾学习差异。

3、具有较强的团队意识、责任心及文字写作功底，日常英文沟通流畅，有创校经验优先；

4、善于沟通，思维活跃，适应性强，积极参与创效各方面建设。

5、工作效率高，熟练运用各种办公软件，能有效使用教育科技工具辅助教学。

Number of recruits：4

Location: Shenzhen, China

School/Organization: Victoria Park Academy

Reports To: PYP Coordinator/Deputy Principals & Principals

Job Overview:

The PYP (Primary Years Programme) English Teacher & Homeroom Teacher will play a key role in fostering a love for language and literature in young learners at the bilingual school Victoria Park Academy in China. This position involves teaching English in line with the International Baccalaureate (IB) PYP framework and taking on homeroom responsibilities, ensuring the holistic development of students aged 6-12 years, many of whom are learning English as an additional language. The teacher will also contribute to planning and delivering Units of Inquiry (UOI) as part of the PYP's transdisciplinary approach. In the homeroom role, the teacher will build strong relationships with students and families, ensuring a supportive and communicative environment.

Key Responsibilities:

English & UOI Teaching:

Lesson Planning & Delivery:

Develop and deliver engaging, inquiry-based English lessons aligned with the IB PYP framework, integrating language skills (reading, writing, listening, and speaking).

Plan and teach Units of Inquiry (UOI), integrating English with UOI to support the PYP’s transdisciplinary approach. Collaborate with colleagues to design and implement meaningful, real-world inquiries, considering the bilingual nature of the student population.

Student-Centered Learning:

Foster a classroom environment that encourages curiosity, collaboration, and independent thinking. Provide differentiated instruction to meet the diverse needs of students, especially English language learners.

Guide students through inquiry-driven projects and interdisciplinary units, encouraging them to make connections between their learning in English and other subjects, while considering their language proficiency.

Assessment & Feedback:

Use a variety of formative and summative assessment methods to evaluate student progress in English and the UOIs. Provide constructive feedback and support to students to help them reach their full potential, paying attention to language acquisition needs.

Participate in collaborative reflection and assessment to evaluate the effectiveness of UOI.

Curriculum Development

Collaborate with fellow educators to design and implement a comprehensive English curriculum and Units of Inquiry (UOI) that align with the PYP framework, ensuring a balanced approach to literacy and inquiry-based learning.

Participate in school Programme of Inquiry review and development.

Homeroom Duties:

Student Support & Wellbeing:

Act as the primary point of contact for a designated homeroom class. Provide daily pastoral care and support the social, emotional, and academic development of students in a bilingual environment.

Build strong, trusting relationships with students, creating a nurturing and inclusive homeroom environment.

Ensure the overall well-being and safety of students in the homeroom, addressing any issues that arise and promoting a positive school culture.

Classroom Management & Organization:

Oversee the daily schedule of the homeroom, including attendance, organizing class routines, and ensuring smooth transitions between activities.

Create a structured, safe, and organized classroom environment that fosters a sense of community and responsibility among students.

Parental Communication:

Maintain open, ongoing communication with parents regarding their child’s academic progress, social development, and overall well-being.

Serve as the first point of contact for parents in your homeroom, responding to concerns promptly and professionally.

Regularly update parents through email, Toddle, newsletters, and parent-teacher conferences, ensuring they are informed about classroom events, upcoming projects, and school activities.

Facilitate meetings between parents, teachers, and specialists (when needed) to discuss and address any specific concerns regarding student progress or behavior.

Collaborative Meetings:

Work with other homeroom teachers, specialists, , Head of Year, Student Development Director, and the PYP coordinator to ensure consistency in homeroom practices and to share insights about student development.

Attend parent-teacher conferences, contributing to discussions about students’ holistic progress, including academic performance, social interactions, and emotional well-being.

Professional Development & Collaboration:

Engage in continuous professional development to stay current with best practices in teaching, the IB PYP framework, and bilingual education.

Collaborate with the PYP team and other subject teachers to plan and deliver Units of Inquiry, ensuring a cohesive and transdisciplinary learning experience.

Contribute to the development of the school’s curriculum and instructional strategies, particularly in relation to UOIs and homeroom management.

Qualifications:

Education: Bachelor’s degree in Education, English, or a related field. A teaching certification, preferably in PYP or IB-related programs.

Experience:

Minimum of 2-3 years of teaching experience in a PYP or international school environment is preferred.

Experience in developing and delivering Units of Inquiry in a PYP context is highly desirable.

Experience working in bilingual or international school settings, including homeroom duties, is a plus.

Skills:

Strong command of the English language (native or near-native proficiency).

Familiarity with the IB PYP curriculum, inquiry-based learning, and transdisciplinary approaches, especially related to UOI.

Experience teaching English to speakers of other languages (TESOL/ESL/ELL) is highly preferred.

Excellent classroom management, organizational, and homeroom leadership skills.

Ability to differentiate instruction and support students with diverse learning needs, especially those acquiring English as an additional language.

Strong interpersonal and communication skills to collaborate with staff, parents, and students in a bilingual environment.

Desirable Attributes:

Enthusiastic, creative, and passionate about teaching young learners.

Commitment to fostering a love for literature, language, and inquiry-based learning.

Culurally sensitive and adaptable to the bilingual and international nature of the school environment.

Lifelong learner committed to professional growth.

Number of recruits：1

Department: Science / Biology and Chemistry

Reports to: MYP Coordinator/Deputy Principal/Principal

Position Overview:

The Pre-IGCSE Biology Teacher is responsible for teaching biology to students in grades leading up to the IGCSE, using the MYP framework to promote inquiry-based learning and critical thinking. While the primary focus will be on biology, the teacher will also be expected to teach introductory chemistry topics as part of an interdisciplinary approach to science. The role will prepare students for the IGCSE program by establishing a strong foundation in both biology and chemistry, while promoting holistic and concept-driven learning.

Key Responsibilities:

Teaching and Learning:

Plan, prepare, and deliver biology lessons as the core focus, using the MYP framework to encourage inquiry, exploration, and scientific thinking.

Teach basic chemistry topics as part of an integrated science curriculum, including atomic structure, chemical reactions, and the periodic table.

Create engaging and student-centered lessons that build foundational knowledge in both biology and chemistry, preparing students for IGCSE-level science courses.

Incorporate hands-on experiments, project-based learning, and real-world applications of biology and chemistry to enhance students' understanding.

Use MYP approaches to learning (ATL) to help students develop essential skills like research, problem-solving, collaboration, and communication.

Encourage critical thinking by connecting biology and chemistry concepts to global contexts, including environmental issues, health, and sustainability.

Differentiate instruction to meet the diverse needs of students and provide additional support in both biology and chemistry where needed.

Comprehend the lab requirements and be capable of preparing for and sustaining the operations of biology and chemistry labs in conjunction with fellow science educators.

Assessment and Reporting:

Develop and administer formative and summative assessments aligned with MYP standards, focusing on biology and incorporating chemistry as needed.

Provide feedback to students on their performance in both biology and chemistry, identifying areas for improvement and supporting their learning journey.

Prepare students for the transition to IGCSE science by emphasizing key concepts, skills, and exam techniques in both biology and introductory chemistry.

Record and report student progress in accordance with MYP assessment criteria, ensuring that learning objectives for both subjects are met.

Utilize Toddle's assessment features to conduct regular formative and summative assessments.

Use a variety of assessment types, such as quizzes, polls, and open-ended questions, to gather data on student learning and understanding. Analyze the assessment results to identify areas of strength and areas that need further instruction or support.

Curriculum and Collaboration:

Collaborate with colleagues in the science department to develop and refine the pre-IGCSE curriculum, ensuring that biology remains the core focus while introducing essential chemistry topics.

Work with other subject teachers to create interdisciplinary units that integrate biology and chemistry with other areas such as mathematics, geography, and technology.

Align lessons and units with MYP global contexts, ensuring students see the connection between biology, chemistry, and the broader world.

Engage in curriculum reviews to ensure that both biology and chemistry content is relevant, engaging, and challenging for students.

Work closely with Chinese teaching assistants to continuously refine the integration framework of science and the Chinese national curriculum based on the needs of the curriculum.

Collaborate with coordinators to revise and develop unit plans suitable for student needs.

Classroom Management and Environment:

Establish a safe and stimulating classroom environment that promotes inquiry in both biology and chemistry, with a focus on laboratory safety and ethical considerations in science.

Implement effective classroom management strategies that support a positive and productive learning atmosphere.

Promote ethical behavior and responsibility in the lab, ensuring students understand the importance of safety procedures and respect for living organisms and the environment.

Collaboration and Communication:

Work closely with other members of the science department and MYP coordinators to align both biology and chemistry instruction with school-wide academic goals.

Participate in parent-teacher conferences to communicate student progress in biology and chemistry and provide suggestions for further development.

Contribute to extracurricular activities, such as science clubs, environmental initiatives, or school-wide events, promoting interest in biology, chemistry, and the sciences in general.

Utilize Toddle's collaboration features to engage with colleagues, students, and parents. Foster open and respectful communication within the platform to enhance collaboration and learning experiences.

Expectations typically include regularly updating parents on their child's progress, sharing relevant announcements or events, and responding to parent queries or concerns in a timely manner by using Toddle or email.

By actively involving parents in the learning process, you can strengthen the home-school connection and promote student success.

Professional Development:

Attend MYP and science-specific professional development workshops to stay current on curriculum updates and best practices in teaching biology and chemistry.

Engage in reflective teaching practices and seek opportunities to improve pedagogical skills in both subjects.

Stay informed about developments in both biology and chemistry education, incorporating new advancements and teaching tools to enrich student learning.

Qualifications:

Education and Certification:

Bachelor’s degree in Biology, Chemistry, Science Education, or a related field.

Teaching certification/licensure (required).

IB MYP training or experience (preferred).

Familiarity with IGCSE biology and chemistry standards (a plus).

Experience:

Prior experience teaching biology and/or chemistry at the middle school or lower secondary level (pre-IGCSE), preferably within an international school setting.

Experience with the MYP framework and inquiry-based learning is highly desirable.

Ability to teach both biology (primary focus) and basic chemistry concepts, with a focus on hands-on, engaging lessons.

Skills:

Strong understanding of biology concepts, with the ability to introduce fundamental chemistry topics to pre-IGCSE students.

Ability to create engaging, inquiry-based lessons that promote critical thinking in both biology and chemistry.

Effective classroom management skills and ability to maintain a safe and positive learning environment.

Proficiency in using educational technology to support science teaching.

Excellent communication, organization, and collaborative skills.

Additional Requirements:

A passion for biology and science education, with the ability to inspire curiosity and enthusiasm in young learners.

Commitment to the values and philosophy of the MYP framework, including a focus on global-mindedness and interdisciplinary learning.

Flexibility and adaptability to meet the needs of students from diverse backgrounds and learning styles.

Children Protection: Respect the privacy and security of student and user data. Follow any applicable privacy policies and guidelines provided by Toddle to ensure the protection of sensitive information.

Number of recruits：1

Location: Victoria Park Academy, Shenzhen, China

Reports to: Foreign Principal

Position Overview:

The Foreign Deputy Principal at Victoria Park Academy, a PYP and MYP bilingual school, plays a key role in supporting the Foreign Principal in managing daily school operations and ensuring the academic and behavioral success of students. This role emphasizes leadership in curriculum implementation, professional development, and the development of systems that support academic achievement and positive student behavior. The Foreign Deputy Principal will collaborate closely with both international and Chinese staff to foster a dynamic bilingual learning environment that integrates international best practices with local educational expectations.

Key Responsibilities:

Academic Leadership:

Support the implementation of the IB PYP and MYP curriculum, ensuring alignment with IB standards and the school’s vision.

Support the development of rigorous academic programs that meet the needs of a diverse, bilingual student body.

Collaborate with Chinese and international teaching staff to integrate bilingual education and global perspectives, ensuring that both academic and language goals are met.

Establish additional systems and structures to monitor and support academic progress, including tracking student performance, identifying students who need additional support, and implementing targeted interventions.

Guide teachers in developing and refining instructional practices that enhance student engagement and understanding through inquiry-based learning and formative assessment strategies.

Collaborate with the School Leadership Team, teaching staff, the PYP Coordinator, and the MYP Coordinator to help design and implement a challenging, innovative, and inclusive curriculum.

Administrative Responsibilities:

Assist the Principals in the daily operations of the school, including scheduling, staffing, and supervision of faculty.

Continue to develop systems to streamline school operations, including data management for tracking academic progress and behavior.

Support marketing and student admissions with placement processes, ensuring that academic policies and criteria are followed.

Help develop and implement school-wide initiatives and strategic plans to improve academic outcomes and school culture.

Ensure compliance with school policies and IB accreditation requirements, focusing on academic integrity and student success.

Systems for Academic Support:

Design and implement academic support systems such as mentoring, tutoring programs, or remedial instruction to help struggling students.

Work with teachers to create clear academic pathways and intervention strategies for students requiring additional help in both academics and language acquisition.

Develop and oversee a system for tracking student achievement data, helping to identify patterns and areas for improvement at individual and school levels.

Collaborate with department heads and coordinators to establish effective support structures for students transitioning between the PYP and MYP programs and into the IGCSE.

Behavioral Support and School Culture:

Develop and establish behavior management systems that promote positive student conduct and align with the school’s values and the IB learner profile.

Support our behavioral system and help implement a school-wide behavior tracking system that allows early identification of behavioral issues and provides proactive interventions.

Work closely with teachers, parents, and counselors to address student behavior issues in a constructive, supportive manner, focusing on restorative practices and positive reinforcement.

Lead initiatives to promote a positive school culture, where respect, responsibility, and intercultural understanding are emphasized.

Student Well-being and Pastoral Care:

Promote a school environment where student well-being is a priority, supporting the emotional and social development of students.

Work with the Student Development Director and School Counselor to design and implement programs that address students' social and emotional needs.

Assist with student discipline and conflict resolution, ensuring that behavior systems are consistently enforced and aligned with restorative practices.

Support the development of initiatives that foster a positive and inclusive school environment, promoting the IB Learner Profile attributes.

Bilingual and Cultural Collaboration:

Foster strong collaboration between the Chinese and international teaching staff, ensuring effective communication and shared understanding in a bilingual setting.

Support teachers in adapting instructional strategies to meet the needs of both language learners and students working in a bilingual context.

Promote the integration of Chinese cultural elements within the PYP and MYP curriculum, while maintaining alignment with the global perspectives of the IB philosophy.

Encourage and model cross-cultural respect and cooperation among staff, students, and parents, promoting a multicultural and inclusive school environment.

Community and Parent Engagement:

Build strong relationships with the parent community, ensuring transparency and open communication regarding the academic and behavioral progress of students.

Develop systems to keep parents informed and engaged, including regular updates on student progress, academic workshops, and behavioral expectations.

Support events such as parent-teacher conferences and other school events, providing clear communication about academic and behavioral systems in place to support student success.

Act as a liaison between the school community and the local Chinese parent body, ensuring alignment of expectations and fostering trust.

Professional Development and Growth:

Lead and support staff in professional development initiatives focused on IB philosophy, bilingual teaching strategies, and classroom management.

Help teachers implement effective academic and behavioral interventions, providing training and ongoing support in data-driven practices.

Engage in professional growth opportunities to stay current with global trends in education, bilingualism, and school leadership, and implement these insights within the school.

Compliance and Accreditation:

Assist in preparing for IB evaluations and maintaining the school’s accreditation status, ensuring compliance with both IB standards and local educational regulations.

Work closely with the Principal to align the school’s academic and operational systems with both IB and local requirements.

Qualifications:

Education and Certification:

Master’s degree in Educational Leadership, Education, or a related field (required).

Teaching qualification and certification (required).

IB PYP and/or MYP training and certification (preferred).

Experience:

Minimum 3-5 years of leadership experience in an international school setting, with familiarity in the PYP and MYP programs preferred.

Recent experience in a bilingual or multicultural school in Mainland China, with an understanding of Chinese educational practices and the integration of local and global learning expectations (preferred).

Proven experience in establishing and managing academic and behavioral systems that support student achievement and positive school culture.

Skills:

Strong leadership skills, with a deep understanding of the IB PYP and MYP frameworks and curriculum development.

Excellent organizational skills, with the ability to develop and implement systems for academic monitoring and behavioral management.

Strong communication and interpersonal skills, with the ability to foster relationships with both international and local staff, students, and parents.

A collaborative mindset with the ability to work in a bilingual environment and demonstrate cultural sensitivity and adaptability.

Proficiency in educational technology and data-driven practices for tracking and improving academic and behavioral outcomes.

Additional Requirements:

A passion for fostering academic excellence and positive student behavior, with a commitment to continuous school improvement.

Strong understanding of the IB learner profile and a commitment to promoting inquiry, intercultural understanding, and global-mindedness.

Ability to adapt to the cultural context of China and work within a bilingual and multicultural school environment.

Willingness to engage with the broader school community, participate in school events, and contribute to extracurricular activities.

Number of recruits：1

Location: Victoria Park Academy, Shenzhen, China

Position Overview

We are seeking a passionate and experienced MYP English Teacher to join our dynamic faculty at a leading bilingual school in China. The successful candidate will teach English to students in Grades 6-10, preparing them for the IGCSE curriculum while aligning with the principles of the International Baccalaureate (IB) Middle Years Programme (MYP).

Key Responsibilities

• Curriculum Delivery:
  • Plan and deliver engaging English lessons that align with the MYP framework and prepare students for the Pre-IGCSE & IGCSE curriculum.
  • Develop students’ skills in reading, writing, speaking, and critical thinking.ensuring that students are well-prepared for both the MYP assessment criteria and IGCSE exam requirements.
  • Foster a love for literature and promote global-mindedness through diverse and culturally relevant texts.
  • Encourage inquiry-based and concept-based learning through exploration of complex themes in literature, non-fiction, and multimedia texts, allowing students to develop independent thinking skills and explore global issues.
• Differentiated Instruction:
  • Design and implement lessons tailored to meet the diverse needs of learners, including advanced and struggling students.
  • Use a variety of teaching strategies and resources to support students with varying English proficiency levels.
  • Provide additional support for students who face challenges learning English, including targeted interventions, one-on-one assistance, and remedial sessions.
  • Incorporate educational technology tools to support learning, particularly for students with language challenges, ensuring that digital platforms enhance engagement and accessibility.
• Assessment & Feedback:
  • Design formative and summative assessments in line with MYP assessment criteria.
  • Provide constructive feedback to students to support their learning and progress.
  • Maintain accurate records of student performance and communicate results effectively to parents and school leadership.Provide clear communication to parents and school leadership on student performance through regular progress reports and parent-teacher conferences.
  • Use student performance data to adjust teaching strategies and provide targeted interventions when necessary, ensuring that all students meet their academic goals.
• Classroom Management:
  • Create an inclusive, positive, and disciplined learning environment that encourages inquiry and student engagement.
  • Employ differentiated instruction to meet the diverse needs of bilingual and international students.
  • Utilize a variety of engagement techniques to motivate students, making learning relevant to their lives and interests while challenging them to develop their critical thinking abilities.
  • Implement clear and fair classroom management strategies to ensure that students maintain focus, respect, and discipline throughout lessons.
• Professional Collaboration:
  • Collaborate with other teachers, both within the English department and across interdisciplinary teams and uphold the IB philosophy.
  • Support the integration of Service as Action into the classroom by collaborating with colleagues and students to design and implement meaningful service-learning projects that align with MYP.
  • Participate in departmental meetings, curriculum reviews, and professional development sessions.
  • Collaborate with team members to reflect on the curriculum and continuously improve it to adapt to the real teaching context.
• School Community Engagement:
  • Support school events, activities, parents’ workshop and programs that promote student development and school values.
  • Act as a mentor and role model to students, encouraging personal and academic
  • Build strong relationships with parents through regular communication, workshops, and meetings, ensuring they are well-informed about their child’s progress and school activities.
  • Communicate with parents on a regular basis for academic related, student behavior related issues.

Qualifications & Requirements

• Education:
  • Bachelor’s degree in English, Education, or a related field (Master’s degree preferred).
• Experience:
  • Minimum 2-3 years of teaching experience, preferably with the MYP and/or IGCSE curriculum and familiar with both Language Acquisition and Literature curricula.
  • Experience teaching bilingual or ESL students is an advantage.
• Certification:
  • Teaching certification or qualification (e.g., PGCE, TEFL, or equivalent).
  • IB training is highly desirable.
• Skills:
  • Strong command of the English language,both written and spoken, with a deep understanding of grammar, syntax, and academic writing conventions.
  • Familiarity with MYP philosophy and approaches to learning, including inquiry-based teaching and assessment for/of/as learning.
  • Expertise in differentiated instruction and supporting diverse learning needs.
  • Excellent communication, organizational, and classroom management skills.
  • Comfortable using educational technology tools to support learning, including collaborative lesson planning software, learning management systems, and interactive learning platforms.
  • Excellent communication skills with the ability to build relationships with students, parents, and colleagues alike.
• Personal Attributes:
  • Culturally sensitive with an understanding of bilingual education challenges.
  • A collaborative team player who is adaptable and committed to continuous learning.
  • Demonstrates a genuine passion for teaching and a commitment to student success.
  • A team player who enjoys working with others to achieve common goals and improve student outcomes.

Number of recruits：1

Department: Performing Arts / Music
Reports to: Principal, Deputy Principal, PYP/MYP Coordinators

Position Overview:

The PYP (Primary Years Programme) and MYP (Middle Years Programme) Music Teacher is responsible for delivering engaging and creative music lessons to students across both programs, fostering a love of music, and ensuring that students meet or exceed the IB standards in the Arts. The teacher will inspire and guide students in exploring different aspects of music, including performance, theory, and history, while promoting the IB learner profile attributes. In addition to teaching, the Music Teacher will lead or co-lead various school performances, concerts, and musical events.

Key Responsibilities:

• Teaching and Learning:
  • Plan, prepare, and deliver music lessons aligned with the IB PYP and MYP curriculum frameworks.
  • Foster an inquiry-based learning environment, encouraging creativity, expression, and collaboration through music.
  • Develop lesson plans that incorporate music theory, performance, and appreciation of various music genres and cultures.
  • Teach a range of music skills including singing, playing instruments, composition, and digital music technologies.
  • Assess, record, and report on student progress regularly, providing feedback and support for improvement.
  • For PYP, whenever possible, integrate music with unit of inquiry under transdisciplinary theme.
  • For MYP, collaborate with other subject teachers to create interdisciplinary units.
  • Differentiate instruction to meet the needs of diverse learners, including those with learning challenges and those ready for advanced work.
  • Use a variety of teaching methods and resources, including technology, to engage students in the learning process.
• Curriculum Development:
  • Contribute to the development and continuous improvement of the music curriculum, ensuring it aligns with IB standards.
  • Participate in school PYP Programme of Inquiry review and development
• School Performances and Events:
  • Lead or co-lead the planning, preparation, and execution of various school performances and musical events, such as concerts, talent shows, and assemblies.
  • Collaborate with other faculty members and students to ensure high-quality performances that reflect the school’s artistic vision and engage the wider school community.
  • Provide students with opportunities to showcase their musical talents through performances that highlight both individual and group work.
  • Organize and coordinate rehearsals, logistics, and technical aspects of performances, including stage management, sound, and lighting where necessary.
  • Engage parents and the broader community by promoting and facilitating attendance at musical events and ensuring that performances align with school traditions and celebrations.
  • Contribute to learning celebrations including Primary learning journey, PYP Exhibition, MYP Learning Celebration.  
• Classroom Management:
  • Create a positive, nurturing classroom environment that encourages respect for all musical traditions and individual expression.
  • Maintain classroom discipline, ensuring a safe and effective learning environment.
• Collaboration and Communication:
  • Work collaboratively with the Chinese music (orchestra) teacher for co-taught lessons and school musical events.
  • Work collaboratively with the IB coordinators, faculty, and administration to align music teaching with the whole school’s philosophy and goals.
  • Participate in parent-teacher conferences and communicate effectively with parents regarding student progress and activities.
  • Actively contribute to the school’s performing arts program by engaging in extracurricular activities and performances.
• Professional Development:
  • Attend IB workshops and ongoing professional development in music education and the IB framework.
  • Stay current with educational trends and innovations in music education, especially within the IB context.
  • Engage in reflective practice, continuously seeking ways to improve teaching effectiveness.

Qualifications:

• Education and Certification:
  • Bachelor’s degree in Music Education, Music, or a related field.
  • Teaching certification/licensure.
  • IB training and certification in PYP and/or MYP (preferred or willing to obtain).
• Experience:
  • Prior experience teaching music at the PYP and/or MYP level in an IB school setting is highly preferred.
  • Experience with performance-based music teaching and organizing musical events.
• Skills:
  • Strong understanding of the IB PYP and MYP frameworks.
  • Proficiency in a range of musical instruments and music technology.
  • Ability to inspire and engage young learners in a creative environment.
  • Excellent classroom management, communication, and organizational skills.
  • Experience in coordinating and leading school-wide musical events and performances.

Additional Requirements:

• A passion for music education and the ability to inspire students.
• Flexibility and adaptability to meet the varied needs of students in different grades and developmental stages.
• A commitment to the values and philosophy of the International Baccalaureate, including inquiry-based learning and global-mindedness.