Kindergarten Teacher
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Requirements
- Bachelor's Degree in Education or relevant teaching qualification.
- Experience teaching in a primary school setting; IB PYP experience preferred.
- Strong communication, collaboration and classroom management skills.
- Commitment to safeguarding and promoting the welfare of children and young people.
Additional Information
ISS International School is committed to safeguarding the well-being of our students and promoting the welfare of children and young people. We uphold high standards in our recruitment practices, with a strong focus on child protection and safety. Day-to-day classroom management and professional practice in accordance with the Mission and policies of ISS International, Singapore. The responsibilities will include aspects such as: Plan, prepare and deliver engaging inquiry-based lessons aligned with the IB Primary Years Programme (PYP). Foster students' academic, social and emotional development through effective classroom practices. Differentiate instruction to meet the diverse learning needs and abilities of students. Use assessment data to monitor progress, provide feedback and inform teaching and learning. Promote critical thinking, creativity, collaboration and the effective use of technology in learning. Create a positive, inclusive and internationally minded learning environment that reflects the IB Learner Profile. Collaborate with grade-level teams, specialist teachers and support staff to enhance student learning outcomes. Maintain accurate student records and communicate regularly with parents regarding student progress and wellbeing. Participate actively in school events, professional development, staff meetings and parent engagement activities. Support the implementation of school policies, safeguarding practices and health and safety procedures. Contribute to the achievement of the school's strategic goals and wider school community initiatives. Undertake relief teaching, student supervision and other duties as assigned by the Academic Directors.
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