Full Job Description
Elementary / Middle School/ High School
English Teacher at The Dewey Schools Vietnam in Hanoi/ Haiphong.
The Dewey Schools (TDS) are a division of Edufit,
an educational management organization, which operates multiple
schools and campuses throughout Vietnam. Edufit is a pioneering
education corporation, delivering world-class education, established
in Vietnam in 2011. Edufit declares the possibility of providing
innovative and trusted education services to elevate Vietnam. Edufit
stands for the values that honor and inspire our students. We strive
to deliver our statements of high quality teaching and learning,
digital citizenship and global citizenship. We work for the wellbeing
of our students, parents and teachers. Edufit is committed to
breakthroughs that develop sustainable education, using a business
model that makes it all possible, described by the important
statements:
- The Dewey Schools’ Mission, Vision,
Educational Outcome, Philosophy and Core Values
-
Statement on Global citizenship and Digital citizenship
-
Statement on High-quality learning and teaching
Our
core-values: INTEGRITY , PASSION, GENEROSITY, LIFELONG LEARNING
POSITION TITLE : English Teacher for Bilingual
Program/ International Program/ Homeroom Teachers
REPORTS TO
: Head of English Program
QUALIFICATIONS:
A Bachelor’s degree in Education or, a degree in English with a
Teacher Certification/License or PGCE in Education from U.S.A.,
Canada, U.K., Australia, Ireland or New Zealand. A Master’s degree in
education preferred. Candidates should have at least 1 year full-time
professional teaching experience. Experience in student-centered,
project-based learning is preferred. Strength of academic background,
professional experience, interview performance, and references will be
considered during the selection process.
WHAT WE OFFER:
• Visa/work permit sponsored, including spouse and up to 2
dependents • Paid personal leave days and public holidays • Reimbursed
flight ticket and a part of expenses for hotel and meals during
quarantine (if any for overseas hires) • KPI (Key Performance Index)
bonuses • The 11th salary as bonus for completion of 10 working months
• Professional development opportunities • Ongoing support for new
teachers, such as airport pickup, bank assistance, phone set-up, etc.
• Tuition discount for up to 2 children
PERSONAL ATTRIBUTES:
• Support the mission and vision of our organization and
schools. • Be passionate about teaching students. • Set high goals for
our students and themselves. • Work tirelessly to attain these high
goals. • Have strong knowledge and skills in their content area and in
the art of teaching. • Be strong analytical and critical thinkers,
willing to engage in debate discourse. • Be ready to be part of a
collaborative team. • Be open to receiving coaching and support. •
Demonstrate initiative, persistence, and resiliency. • Be results
oriented. • Be reflective listeners.
DUTIES AND
RESPONSIBILITIES :
PLANNING AND PREPARATION:
• Demonstrate deep knowledge of the content area,
instructional pedagogy and project-based learning. • Incorporate
knowledge of students’ needs including academic abilities,
developmental strengths or challenges, language, and culture into the
implementation of instructional activities. • Implement interventions,
accommodations, and modifications as needed. • Set instructional
outcomes that are appropriately challenging, clear, sequenced, and
aligned vertically and horizontally within and across content. •
Complete lesson plans based on the innovative, project-based
curriculum as per the direction of the Head of English Program. •
Incorporate a variety of instructional resources into teaching and
learning, including materials provided by the school curriculum and
outside materials to support enrichment. • Implement a project-based,
innovative curriculum design based on well-structured units that
include purposeful hands-on activities, appropriate materials, and
grouping that meets the individual needs of students in the classroom.
• Use assessment to inform planning and instruction for whole class,
small groups, and individual remediation and/or enrichment learning.
CLASSROOM ENVIRONMENT: • Develop and maintain
strong, respectful, and productive relationships with all members of
the school community. • Create a student-centered learning environment
where the focus of instruction is on the students to be autonomous,
independent, and to place the responsibility for learning in their
hands. • Create a classroom culture that supports respectful
teacher-to-student, student-to-student, and student- to-teacher
communication. • Maintain a classroom that communicates high
expectations, the value of content, and the importance of quality
student work as demonstrated through the display of quality student
work and instruction. • Develop and maintain a well-managed and
well-organized classroom where there are clear structures, routines,
and organization that support safety and learning. -Demonstrate a
clearly defined plan for maintaining student behavior that includes
clear expectations, on-going monitoring of behavior, and appropriate
responses to misbehavior. • Maintain a classroom environment that is
safe and supports the needs of a variety of learning activities.
INSTRUCTION: • Deliver student-centered instruction
that communicates a clear purpose, process, and is highly engaging for
students. • Direct spoken and written language toward students that is
correct, incorporates new words and concepts to stretch student
vocabulary. • Actively engage students with high quality questions
that emphasize higher order thinking skills while allowing for
sufficient wait time. • Encourage and engage students in relevant
conversations during instruction where students demonstrate leadership
and allow for a variety of voices to be -heard. • Design and
implement activities and assignments that cognitively engage students
while allowing for adaptation and ownership to meet students’
individual needs. • Utilize grouping (mixed-ability or same-ability
depending upon the task and focus) to support classroom learning. •
Actively monitor student understanding and performance within and
beyond the classroom to inform planning and instruction. • Provide
regular feedback to students that is constructive and supports growth
and improvement. • Develop systems and processes that allow students
to self-assess and improve performance on tasks. • Demonstrate
flexibility and responsiveness to adjust lessons to meet the needs of
students while also maintaining persistence in finding effective
learning strategies that will support student success.
PROFESSIONAL RESPONSIBILITIES: • Demonstrate
appropriate reflection on the effectiveness of lessons or units to
inform future instruction. • Maintain accurate records of completion
of student assignments, student progress/grades/rubrics, and non-
instructional records needed to support teaching and the functioning
of the school. • Involve students in monitoring, interpreting, and
acting on feedback. • Communicate with parents or guardians on a
regular basis in regard to course expectations, instructional program,
and student progress (positive feedback and concerns). • Engage
parents by getting them involved in the school community or by
attending school events. • Participate positively in the school
community by building strong and productive professional
relationships, engaging in a culture of inquiry focused on school or
student improvement, providing service to the school, and by
participating in school projects and special events. • Actively
initiate and engage in opportunities to grow professionally including
but not limited to participation in professional development,
instructional coaching, and feedback from colleagues or
administration. • Provide service to the profession and fellow
teachers by assisting other educators and seeking to contribute to the
advancement of the profession. • Demonstrate professionalism by
conducting oneself with integrity, ethics, provision of service and
advocacy for students and families. • Participate in team or
departmental decision-making by maintaining an open mind and acting in
the best interests of students. • Comply with campus, school, and
district regulations.
OTHER RESPONSIBILITIES: •
Refer students that are struggling academically, socially,
emotionally, or academically to the school- based intervention team. •
Complete school-based documentation in a timely manner including but
not limited to interim reports, report cards, student logs, incident
reports, etc. • Provide supervision for students at all assigned times
during the school day. • Accept responsibility for the completion of a
minimum of one additional duty and an advisory course. • Any
additional duties assigned at the discretion of their supervisor.
SAFEGUARDING Aligned with the recommendations of
the International Taskforce on Child Protection, we hold ourselves to
a high standard of effective recruiting practices with specific
attention to child protection.