Primary Homeroom Teacher

Child Protection & Safeguarding:

We are committed to safeguarding and promoting the welfare of all the students in our care and expect all applicants to share this commitment. We align our recruitment practices to the recommendations of the International Task Force on Child Protection. Before any appointment is confirmed, we implement effective recruitment practices which include: interview, identity check, criminal record check and character/professional references.

At YCIS Hong Kong, all teaching and non-teaching staff are part of an organizational and learning culture that has a clear mandate to nurture the academic and social-emotional character of each student. The YCIS Mission, Principles, and Practices clearly articulate these values, and the policies, processes, and activities within the school are designed and implemented to enable staff to meet these ideals. Both academic and non-academic staff contribute to the construction and maintenance of a highly positive learning environment that challenges and supports students in achieving high levels of personal and academic success. We recognize, as central to our practice, the absolute need for students to develop critical thinking and interpersonal skills that empower each individual to navigate the world.

Our YCYW 12 Values define the vision for a collaborative, authentic, and powerful learning and organizational culture that supports all who live and learn in our community. We aim to shift from a teacher-dominant presentation of information to an approach where student inquiry is honored, visible thinking practices are evident, authentic learning is apparent, student choice is available, and a diversity of delivery and assessment methods is present. We desire less teacher monologue and more student dialogue in dyads, triads, and group formations. While there is a place for teacher-directed learning, the ratio of “chalk and talk” to inquiry-based approaches must be appropriate. The promotion of problem-based learning across school years, subjects, and specialisms is our driving force to enable students to make meaning and deepen their understanding.

At YCIS HK, everyone must make time to create connections and opportunities for sharing curriculum development ideas, student learning outcomes, achievements, and behavioral insights.

YCIS Hong Kong seeks to develop educators who:

• Have a deep understanding of high-quality inquiry learning and teaching practices that meet the needs of today's students;

• Possess significant depth and breadth of knowledge, skills, and understanding in their specific disciplines, along with a passion that inspires students and colleagues to learn more;

• Understand the importance of fostering positive professional relationships with colleagues, students, and families;

• Work in a highly collaborative learning and organizational culture that values a team approach to planning and delivering the curriculum;

• Use dialogue more than monologue;

• Understand how to ensure differentiation in learning tasks;

• Have the technological skills and disposition to create powerful learning experiences, including flipped and blended learning;

• Provide timely, well-targeted, and constructive formative and summative feedback to students;

• Are reflective learners who seek continuous improvement;

• Have a love of learning and a desire to inspire students to achieve at the highest possible level;

• Can operate successfully in a teaching environment where important Chinese and International cultural characteristics are understood and respected.

Teacher Responsibilities include but are not limited to:

• Provide meaningful, intentional learning opportunities aligned with practice, standards, and learning outcomes of YC Curriculum, along with Organization’s Mission, Principles and Practices;

• Create a positive, inclusive, and stimulating classroom environment that promotes student agency, curiosity, creativity, collaboration, and a genuine love of learning;

• Take responsibility for the holistic development and pastoral care of students, supporting their academic progress, social-emotional well-being, positive behavior, and personal development (aligned with our YCIS Relationships & Behavior Policy);

• Actively participate in collaborative year level team meetings with a growth mindset and focus on improving learning for all students;

• Work collaboratively with co-teachers, subject teachers, learning support/EAL teams, counsellors, and school leaders to ensure a supportive and exceptional learning experience for students;

• Establish high expectations and clear learning standards, inspiring students to challenge and motivate themselves to achieve their full potential;

• Plan and deliver engaging, differentiated, and inquiry-based learning experiences that meet curriculum expectations and respond to the diverse learning needs of students;

• Use a range of assessment strategies to monitor student learning, evaluate progress, identify individual needs, and inform future teaching and learning;

• Assesses and supports students’ learning and progress with regard to the school’s policies, curriculum requirements, plus monitoring and tracking data on ManageBac;

• Maintain proactive, professional, and culturally sensitive communication with parents regarding students’ learning, progress, well-being, and areas for development;

• Models the skills and attitudes of a global citizen by seeking to understand and respond positively to the cultural differences in value systems and societal norms of the students and their families;

• Actively participate in school activities, events, professional development, meetings, and wider school community initiatives.

General Skills, Qualifications and Expectations:

• Bachelor’s degree or above in Education, Primary Education, or a related discipline.

• Possess a valid teaching license or recognized teaching qualification.

• Proven experience as a Primary Homeroom/Class Teacher, preferably in an international or bilingual school setting and with upper primary teaching experience.

• Strong knowledge of child development, differentiated instruction, assessment, and inquiry-based/student-centered learning approaches.

• Can work in a highly collaborative learning and organizational culture which values a team approach when planning and providing learning experiences which are engaging, challenging, supportive and inclusive;

• Consults with the Primary Leadership Team (PLT) and/or Child Protection Team as appropriate and necessary in matters affecting the welfare and safeguarding of students;

• Contributes to the school’s extracurricular/ enrichment programs and to the wider school development and growth.

• Excellent classroom management skills with the ability to establish a safe, respectful, positive, and engaging learning environment.

• Excellent communication, collaboration, and interpersonal skills, with the ability to build effective relationships with students, colleagues, and parents from diverse cultural backgrounds.

• Strong commitment to collaborative teaching and working effectively within a multidisciplinary and multicultural team.

• Aligned with the YCIS HK Teacher Portait.

Professional Development:

• Is a reflective learner who takes responsibility for professional development and progression (taking into account the school’s priorities, their own professional needs and which support students’ learning), making full use of the opportunities and training provided by the school;

• Reviews, promotes and implements enhanced teaching and learning practices by embedding research into best practices and by seeking and using regular feedback from the PLT, colleagues, parents and students (including alumni data as necessary) for ongoing improvement.

Appraisal:

• There will be an annual review. Performance will be measured against the skills and responsibilities, as well as the qualities listed above;

• Specific targets will be negotiated annually as part of performance management.

• These duties may be amended to meet the changing demands of the school at the discretion of the PLT.