Class Teacher (Kindergarten) - English Medium Learning(ID: 763)

Working with us

A commitment to lifelong learning, for ourselves and our students so we can all make a positive difference

Dehong Education recognises that exceptional and inspirational teachers are our most valuable resource in providing our students with an excellent international education. Dehong teachers are ambitious for their students' learning and put students first in everything they do. They have the highest aspirations for their students' achievement and development, both in the classroom and through the many co-and extra-curricular activities on offer. Our teachers actively promote the School's mission and vision through their enthusiastic and full participation in school life and their supportive engagement with students, colleagues and parents.

Reports to

Deputy Head of Kindergarten

Purpose of Role

The Dehong Chinese Kindergarten teacher works with his/her Chinese-speaking co-teacher to create a warm, flexible, language rich environment in- and out doors to promote high quality learning and increasing student agency and independence. He/she develops positive, collaborative, and caring relationships with students, families, and all school staff. The teacher recognises that each learner is unique and motivates students through a play-based approach to learning, building knowledge skills and conceptual understanding that support their smooth transition from the Kindergarten to the Elementary School. The teacher understands how to support student wellbeing and the development of strong and positive character attributes essential to leading a successful and purposeful life. 

Learning and Teaching Standards A

1. Know students and how they Learn

Dehong teachers have insightful and detailed knowledge of the developmental characteristics and learning needs of the children they teach. They have expertise and the desire to meet the wide range of individual learning and wellbeing needs of children who come from Chinese cultural, linguistic and educational backgrounds.

2. Plan for and implement effective learning and teaching

Dehong teachers have current knowledge of the curriculum in the age range they teach. They set high expectations and challenging developmental and learning goals for their students and use a variety of effective learning and teaching strategies, resources and digital technology to support their students in achieving these goals. They encourage their students to be innovative, imaginative, creative and critical thinkers who are able to work well with others.

3. Assess, provide feedback and report on student learning and progress

Dehong teachers are knowledgeable and effective users of assessment to support learning. They use a range of data including observation to inform their evaluation of students' progress which enables them to plan for learning. Dehong teachers understand the importance of working in partnership with families. They share feedback regularly on all aspects of student progress.

4.Develop supportive and safe learning environments

Dehong teachers are committed to safeguarding and to promoting the welfare of children and young people. They ensure secure, stimulating and well managed learning environments that promote children's social and emotional development.

5. Demonstrate international-mindedness and global citizenship

Dehong teachers have an appreciation of their own culture, as well as an openness to the perspectives, beliefs and educational philosophy of China. They respect other cultures, religions and languages. They recognise the importance of developing our students to be ethical Chinese and global citizens. They promote opportunities for service and sustainability through indoor and outdoor learning.

6. Engage professionally in learning and with the community

Dehong teachers participate actively in professional learning and work collaboratively with colleagues to improve their practice. They hold themselves accountable to the highest professional standards in their interactions with colleagues, students, and parents. They work closely with co-teachers and support teachers in creating a network of support for each child's development.

Learning and Teaching Standards B

Additional Expectations A

Contribute to continuous innovation and to the enhancement of the Dehong Kindergarten curriculum

Lead and/or support a minimum of one (1) co-curricular activity

Attend and participate constructively in staff meetings and planning meetings

Participate (including preparing students/activities) in assemblies, celebrations, and extra-curricular events

Collaborate with colleagues across Dehong schools and our Dulwich College International sister schools to share best practices across the network and participate in group-wide events as appropriate

Support service learning and sustainability practices, events and programmes

Other teaching and learning related tasks as determined by the Head of Kindergarten

Additional Expectations B

Person Specifications

Required

Desired

Qualifications:

(Essential for China Work Permit)

Bachelor's degree in early childhood education

Post Graduate Certificate in Education (PGCE) or equivalent

Masters degree

CLIL or EAL qualification or experience

Qualified Teacher Status in Australia, Canada, New Zealand, South Africa, UK, USA

Skills/Experience:

Mother tongue or near-native fluency in English

Minimum 2 years' experience in teaching inquiry- and play-based learning (or PYP curriculum) with Early Years or lower Primary students

Demonstrated success in working with students in the age range you are teaching

For Specialist Teachers, demonstrated experience in your discipline

A strong understanding of progressive pedagogy

Effective planning and time management

Creative and effective use of resources, including education technology

Ability to maintain student focus and active engagement on learning

Positive management of behaviour

Strong, clear communication and listening skills

Adaptable to varying contexts and an enthusiasm for working with colleagues and parents

Experience in teaching EAL/ELL students

Enthusiasm for curriculum study and development

Demonstrated experience in using a variety of assessment and feedback techniques

Demonstrated experience in raising achievement and setting aspirational targets

Previous experience in an international or bilingual school

Some proficiency in oral Chinese Mandarin would be an advantage but is not a requirement

Excellent knowledge about the developmental stages of students in the Early Years and lower Primary Years, especially in language and literacy development

Dehong Brochure.pdf