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
Chinese Language Teacher at Stowe Middle & High School
Description: This position serves students in grades 6 through 12 in a combined middle/high school building. In addition to Chinese, the school offers French and Spanish. The position offers a high degree of freedom in curriculum planning and instructional approach; Stowe students are enthusiastic and engaged learners. Vermont’s public school system is one of the best in the country, often ranking in the top 5 states for student outcomes. Stowe schools are part of the Lamoille South Unified Union School District, which includes five towns in central Vermont. Lamoille South educators are compensated fairly, and the community has a tradition of strong support for its local schools. Teachers who do not have a Vermont teaching license have available pathways to obtain one; please reach out for more details. Stowe Middle and High School is a public school located in Stowe, Vermont, an active ski town with longstanding connections to China through both commerce and philanthropy. Local attractions include the Trapp Family Lodge (home of the real-life family that inspired The Sound of Music), Stowe Mountain Resort, beautiful hiking trails, and award-winning restaurants and breweries. Roughly a 45-minute drive from Burlington, the largest city in Vermont.
Contact: Email email@example.com for more information Apply at: https://www.schoolspring.com/job.cfm?jid=3463014
Lakeside School, an independent coeducational day school in Seattle, Washington, is currently recruiting for a Joint Upper/Middle School Chinese Teacher
Description: Lakeside School, an independent coeducational day school located in north Seattle, Washington, is currently recruiting for a Joint Upper/Middle School Chinese Teacher for Fall semester 2021. At Lakeside School, we are committed to academic excellence, diversity, and global citizenship. If you share these same values, you should consider Lakeside as your next employer Responsibilities The language program at Lakeside Middle School is rigorous with an emphasis on oral proficiency at every level. The ideal candidate will join a diverse team of colleagues who are creative, collaborative, and constantly exploring best practices for inclusive and culturally responsive language pedagogy. The candidate will join Upper School/ Middle School faculty committed to providing the best educational experience possible for our 5th-12th grade students. Specific responsibilities include: ● Teach three classes; 2 in the US and 1 in the MS. ● Teach a diverse student body with varying experiences and exposure to language instruction with an emphasis on building oral proficiency, promoting students’ ability to read and write in the language, and exploring the culture and history of the Chinese-speaking world; ● Provide academic support outside of the classroom for students with different learning styles and strengths ● Collaborate and participate in the work of the language department on innovative, inclusive and equitable curriculum development, pedagogy, and assessment practices; ● Write evaluations of students at each marking period; ● Attend department and faculty meetings as scheduled. ● Will serve as a co-advisor. ● Participate in the life of the school community, faculty meetings, departmental meetings, and general engagement with student life. Requirements and Qualifications ● Bachelor’s degree (Master’s preferred) in foreign language pedagogy or a related field ● Native or near-native proficiency in both Chinese and English ● Experience teaching at a high-school and middle school level ● Demonstrate cultural awareness, such as knowledge of themselves, their biases and the cultural lenses they bring to interactions including how privilege and its impact on different communities ● Integrates different perspectives and identities (such as race, class, gender, ethnicity, sexual preferences, etc.) into curriculum and class activities ● Creates an inclusive learning environment where all students feel seen, valued and heard ● Experience in an immersion setting using communicative and task-based pedagogical practices, ● Collaborate on a teaching team ● Using Chinese for authentic communication is preferred. ● Successful completion of a criminal history background check is required. Additional question Explain how your own experiences in education have helped shape your beliefs about educational equity. Compensation and Benefits Lakeside School is committed to attracting and retaining outstanding faculty candidates who will add to the racial, cultural, economic and gender diversity of our school community. We provide a competitive compensation package which includes, but is not limited to, a monthly salary, excellent health and welfare benefits, access to funds for professional development, housing down payment assistance program, and school-provided lunches. Additionally, Lakeside offers Faculty and Staff opportunities to participate in non-classroom teaching programs such as Global Service Learning, Summer School, coaching, etc. for extra compensation. Additional Information Lakeside School was founded in 1919, and currently enrolls 860 students in grades 5 through 12 from diverse ethnic, racial, religious, and economic backgrounds. The School’s Mission and shared commitment of all Lakeside employees is to develop intellectually capable young people the creative minds, healthy bodies, and ethical spirits to contribute wisdom, compassion, and leadership to a global society. We provide a rigorous, dynamic academic program through which effective educators lead students to take responsibility for learning. We are committed to sustaining a school in which individuals representing diverse cultures and experiences instruct one another in the meaning and value of community and in the joy and importance of lifelong learning. .
Contact: Application process Interested candidates should submit a cover letter, resume, and work history via the online application. Please address the following question in your cover letter: Explain how your own experiences in education have helped shape your beliefs about educational equity. The application is located on Lakeside’s website (www.lakesideschool.org). From the home page choose About Us/Careers/View and Apply For Available Jobs. Applications will be accepted until the position is filled. Lakeside School is an equal opportunity employer seeking to diversify its workplace.
Chinese American International School seeks a Lower School Chinese Lead Teacher (2021-2022)
Description: Chinese American International School seeks a Lower School Chinese Lead Teacher (2021-2022) This is a Chinese language position; Chinese language proficiency required. Exempt, full-time position WELCOME! Join the vibrant community at the Chinese American International School's Lower School campus as a lead Chinese Teacher. Teach an immersion classroom in Chinese to learn language arts, math, and social studies content as our Lower School (one grade level, between 2nd-5th Grades) Chinese Teacher. 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. Consistent with our 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.” As CAIS aims to empower independent, effective, and inspired learners, we look for a candidate adept at student-centered pedagogy such as differentiation, use of assessment to inform teaching, and application of best practices in language, literacy, and content instruction. This candidate can foster a joyful learning community that strikes a developmentally appropriate balance between establishing foundational academic skills and nurturing the curiosity and creativity of our youngest learners. Our new team member will collaborate with grade level Chinese and English partner teachers and enjoy a wealth of professional development opportunities. Within the framework of a strong curricular vision supported by English and Chinese program directors, 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 and participate in our diverse and inclusive community. BENEFITS The CAIS Board of Trustees and administration are expressly dedicated to ensuring that CAIS is a great place to work. The school is committed to attracting, developing, retaining, and rewarding top-tier faculty and excellent educators with a strong benefits package. Please see the final page for a description of benefits. ESSENTIAL DUTIES Position responsibilities include (but are not limited to): Demonstrate teaching excellence, a growth mindset, professionalism, and integrity. Support the educational program by challenging, supporting, and engaging students. Successfully teach all assigned classes in accordance with grade appropriate best practices. Encompass a positive discipline approach in guiding student behavior. 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. Actively support and collaborate on school initiatives, such as events and committee work. Work collaboratively and maintain standards of respect, courtesy, and mutual consideration with the school community, including students, staff, and parents. Communicate effectively, promptly, and proactively with families. Prepare assessments, grades, and progress reports according to school procedures. Implement and integrate technology into curriculum. Attend faculty and division meetings, including required meetings/events before the beginning of the school year and during the term of employment. ESSENTIAL REQUIREMENTS Bachelor’s degree Language requirement: native Mandarin language proficiency Teaching experience with demonstrated success 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 VALUED SKILLS AND EXPERIENCE We value, but do not require, the following attributes: Teaching credential, Master’s in Education (M.Ed.), or equivalent Teaching experience in an immersion environment Knowledge of ACTFL Proficiency Guidelines, and assessment tools such as OPI and WPT THE CAIS CHINESE PROGRAM Our team is a large, collaborative and supportive team of Preschool through 8th grade Chinese language lead and associate teachers who are experienced and highly professional. CAIS is regarded as a leader in Chinese immersion teaching and learning, a role we deliberately strive to earn and maintain, and our teachers are expected to engage in ongoing, school-supported professional development. CAIS Chinese language teachers frequently present at regional and national conferences such as ACTFL, CLTA, National Chinese Language Conference, STARTALK, CLEF and Computer Using Educators, to name a few. In addition to teaching, CAIS Chinese teachers work collaboratively with one another and with teachers of other disciplines to design and implement innovative thematic curriculum units that integrate multiple disciplines, Project Based Language Learning (PBLL), use of instructional technology, application of 21st century skills, and curricula that support the school’s extensive international learning programs. The school runs STARTALK programs for teachers and students as well as a separate immersion summer camp each year. Chinese curricula at CAIS are aligned with ACTFL Proficiency guidelines, and each year the school administers WPT, OPI, STAMP and AAPPL assessments - most CAIS teachers are trained and certified in the administration of these tests. Chinese language teachers enjoy the support of a Chinese program director, two full-time Chinese language support specialists, and a global learning coordinator. CAIS has formed the Chinese Learning Innovation Collaborative (CLIC), a school-based center whose purpose is to integrate curriculum, technology, and international travel to advance language and cultural learning and meet world readiness standards for language learning. Please see the detailed profile of CAIS’s Chinese program on the Asia Society’s website. ABOUT CAIS As the nation’s first dual language Chinese and English Preschool 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 we have just embarked on a multi-year vision to reimagine immersion, reimagine our culture of learning, reimagine character and community, and reimagine our learning spaces. Our three campuses are located in the heart of San Francisco and are 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 and the CAIS Lower School Website. 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.
Contact: Email cover letter, resume, and list of references to firstname.lastname@example.org, attention Kimberly Kaz. In the subject line please indicate: “Lower School Chinese Teacher.” Please no calls.
Primary Chinese Studies Teacher (Hong Kong International School)
Description: In order to meet HKIS student learning results and grade level expectations, the Chinese Studies teacher carries out the following responsibilities within the following domains: Planning and Preparation, Classroom Management, Instruction, and Professional Responsibilities. The role of the Mandarin teacher at HKIS includes planning, classroom instruction, assessment, grading and collaborative work with other Mandarin teachers. It may also include responsibilities of a homeroom (pastoral care) and coaching or other student club. It is understood in carrying out these responsibilities that the teacher supports the school mission which follows: Dedicating our minds to inquiry, our hearts to compassion, and our lives to service and global understanding: An American style education grounded in the Christian faith and respecting the spiritual lives of all. Requirements: • Qualified Teacher in Chinese language and culture • Training workshops or certificate in teaching Chinese as a Second/Foreign Language, preferably TPRS, TBLT and training related to ACTFL standards/benchmarks/assessment • Bachelors Degree in relevant subject area • Masters preferable • Minimum 5 years experience in teaching Chinese as a second/foreign language • Successful experience in working with students in the age group she/he is teaching • Previous experience in an international school and familiarity with American educational system • Experience in creating UbD units of work using ‘backward design’ strategies • As a school grounded in the Christian faith, we hire Christian teachers and administrators as well as those of other faiths. HKIS seeks to hire candidates who are interested in the complex questions of faith and spirituality and who are keen to learn and interact with others of different faith traditions. We invite you to learn more about our school and discover for yourself career opportunities in our remarkable HKIS community at www.hkis.edu.hk
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 email@example.com. 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