School Introduction:

Kunshan Kang Chiao School is a fully authorized IB World School, offering the Diploma Programme (DP), Middle Years Programme (MYP), and Primary Years Programme (PYP). Additionally, it serves as an A-Level examination center, providing the A-Level program, and is accredited by the Western Association of Schools and Colleges (WASC) to offer Advanced Placement (AP) courses. The school provides a comprehensive 15-year educational continuum, spanning from kindergarten to high school, and is home to approximately 5,000 students and 1,000 staff members.

School Facilities:

As well as classrooms for each teacher, we are pleased to offer our students a digitalized teaching and learning environment, library facilities, fully equipped science labs, a performing arts center, athletic tracks, a climbing wall, a zip line, multiple basketball and tennis courts, indoor swimming pools, two cafeterias’, a coffee shop and numerous residence halls as well as classrooms for each teacher, we are pleased to offer our students a digitalized teaching and learning environment, library facilities, fully equipped science labs, a performing arts center, athletic tracks, climbing wall, zip line, multiple basketball and tennis courts, indoor swimming pools, two cafeterias', a coffee shop and multiple residence halls.

Job Description:

Curriculum:

• To be familiar with and comply with IB departmental and school-wide principles, procedures, and practices of curriculum development and evaluation.
• To thoroughly plan the structure and components of each lesson and make full use of a variety of appropriate, authentic resources/materials aligned with learning objectives set in units.
• To integrate aspects of multilingualism, intercultural awareness, and global engagement in real-world issues and contexts in the development of creative, applicable lessons unit plans to allow students to understand multiple perspectives.
• To explicate links between learning objectives and outcomes set in unit plans with ‘approaches to learning’ and the learner profile attributes.
• To ensure all learning components, activities, materials, and assessment strategies are in alignment with the philosophy, fundamental concepts, pedagogical approaches, and core components of the PYP.
• To plan and prepare lessons that cater to the needs of the mixed-ability range within the class including those who are second language learners or have learning difficulties. 

Teaching & Learning:

• To develop strategies to link students’ knowledge and understanding to prior learning.
• To use appropriate instructional practices that promote high academic standards and inclusive education within the PYP.
• To use teaching strategies to promote higher-order thinking, international mindedness, and metacognition within the subject areas, and to ensure that reflection and self-evaluation are encouraged in all subject areas to develop students’ ability to think critically.
• Use a variety of technologies in teaching and learning.
• To constantly use IB-specific terminologies in the classroom to form shared understandings of those essential components of the programs.
•  To communicate expected behaviors with students to establish shared understandings and accordingly to adopt a range of effective classroom management strategies.
• To provide a learning environment to encourage the ownership of learning and promote intercultural understanding/international-mindedness and respect, while encouraging self-expression.
• To take part in transdisciplinary unit planning and implementation that strengthens cross-curricular skills and deepens the understanding of key concepts.
• To stay current on all changes within the PYP through the PYP Coordinator and the use of the Programme Resource Centre (PRC) and Free Learning Resources.
• To explore current educational theory and practice to gather evidence to fully prepare lessons and improve pedagogy.

Assessment:

• To be familiar with the principles of the PYP assessment and the KCISEC Assessment Policy.
• To design and use appropriate and authentic tasks and strategies for formative and summative assessment of the PYP subject group objectives, and to ensure that these are supported by benchmarks and exemplars.
• To meet all deadlines specified in school and IB assessment calendars.
• To ensure that feedback and marking are criteria-based, transparent, detailed, informative, and constructively critical to encourage reflection on and learning from student performance.
• To use assessment data to inform planning and facilitate further learning.
• To keep full and accurate records of individual students’ (academic and non-academic) performance including uploading grades to School R-derive (kindergarten) or ManageBac (elementary).

Professional Responsabilities:

• To make recommendations for the collection of suitable teaching and learning resources and maintain records of textbooks and teaching materials used.
• To take all necessary precautions to protect, maintain, and return all equipment and materials.
• To inform the line manager (as appropriate) of any ongoing difficulties or potential concerns.
• To supervise PYP Exhibition Projects when assigned.
• To participate in collaborative planning meetings including departmental meetings, grade-level pastoral meetings, and also school events such as open days and parent-teacher conferences.
• To follow school guidelines and procedures when organizing field trips or student events.
•  To maintain curriculum documentation, including ManageBac, to ensure professional handover of all teaching and learning resources to new teachers joining the school.
• To fully engage in the teacher evaluation and monitoring processes and activities and incorporate the feedback into the individualized PD plan with the facilitation of school pedagogical leaders.
•  To protect the rights of the student by maintaining the confidentiality of student information and records.
• To be familiar with the KCISEC Child Protection policy and report immediately when any associated incidents happen.
• To be the responsible adult in charge of the safety and well-being of every student in your homeroom from the moment the student arrives into your care until the moment the student is intentionally handed off to another responsible adult and the other adult has accepted his or her responsibility of caring for the child in question.