|Position Overview-||JOB SUMMARY
In support of the HKIS Mission and Vision, and to meet HKIS Student Learning Results and grade level/subject expectations, the teacher carries out the following broad and specific responsibilities across the following domains: Planning and Preparation, Instructional Strategies, Management, Assessment, and Professional Responsibilities.
KEY AREAS OF RESPONSIBILITY
PLANNING AND PREPARATION
Use in-depth knowledge of content and HKIS curriculum outcomes, students, pedagogy
and resources to design coherent instruction.
Collaborate with colleagues in the development of learning targets and instructional goals
that align with the curriculum and “big ideas” of the unit and represent a range of types
(e.g. factual, conceptual, reasoning).
Plan, revise, document and follow units of work that provide developmentally appropriate
and differentiated learning experiences.
Gather data through assessments, analyze and review student work to inform the
ongoing development of a clear, recursive, rigorous, relevant and rich curriculum
Deliver developmentally appropriate and varied learning experiences and activities for
students that align with learning outcomes/needs, provide opportunities for higher level
thinking, anticipate student misconceptions, and are differentiated.
Frame the learning for students by communicating how the lesson aligns with the unit’s
enduring understandings, essential questions and goals.
Use a variety of questioning and discussion techniques that are effective and align to
content and instructional goals to engage students in learning, inquiry, problem solving,
and high levels of thinking.
Provide differentiated support and instruction to ensure that all students develop
understanding of content and apply skills.
Provide timely and constructive feedback to students.
Ensure that pacing and instructional techniques are flexible, appropriate and responsive
to the learning needs of the students, assessment data, and student feedback.
Promote a growth mindset, students’ willingness to take risks with their learning and use
mistakes as learning opportunities.
Explicitly teach and models how to self-reflect, self-assess and use feedback; empower
students to communicate about their own process of learning
Create a safe learning environment where learning is accessible to all students and a
culture of learning is established
Organize classroom spaces, equipment and resources to align with instructional goals
and learning activities and ensure that student materials are conducive to student
Engage students productively in small group or independent work; integrate the teaching
of constructive, pro-social behaviors into regular instruction.
Establish and manage developmentally appropriate classroom procedures, daily
routines, and standards of conduct and provide consistent and appropriate discipline.
Orchestrate smooth transitions and continuity of momentum, ensuring that noninstructional
tasks minimize loss of instructional time.
Organize, adapt and maintain student learning data and resources to inform instructional
Respond to students’ emotional and social needs; establish a culture of respect and
Model interpersonal skills, respectful relationships, problem-solving, and positive risktaking,
in order to provide a safe learning environment.
Evaluate student learning and understanding through a variety of high quality,
developmentally appropriate formative and summative assessments (including
performance based tasks) aligned to UbD Stage 1 elements (e.g. articulated standards,
enduring understandings, knowledge and skills).
Provide students with specific assessment criteria with appropriate use of exemplars
Ensure that feedback to students includes regular peer and self-assessments using set
criteria to assess their own and their peers’ work to inform improvement.
Models ways for students to reflect and constructively use feedback from the teacher
and/or peers to inform their learning.
Use a system to collect and organize a variety of assessment data
Participate in reflective conversations about common assessments and analysis of data;
use assessment data and analysis to inform instruction and planning.
Provide regular feedback to students and parents in a timely manner; include specific
and detailed comments, examples of student performance, information about completed
and/or missing assignments and attainment of learning goals and areas for improvement.
Provide timely, clear and appropriate feedback on student performance and progress to
parents so that parents can effectively support their child’s learning and development.
Collaborate with colleagues on the planning and writing of common assessments,
criteria/rubrics, observational checklists and exemplars.
Consistently demonstrate respect for and protection of boundaries and the rights and
confidentiality of others.
Respect and comply with school, division and/or department policies and practices,
including those related to digital etiquette and responsible use of technology and
Proactively promote the success of colleagues and students by collaborating with
colleagues in the sharing and exchange of ideas, information, resources and support.
Work constructively with others to define problems and goals generate alternatives and
evaluate, select and implement solutions; compromise by adjusting individual desires for
the greater good of the team and/or School.
Assume personal responsibility for and contribute to a positive and safe climate and
Contribute to the School and HKIS community by participating in one or more student
activities outside of the classroom; offer after school activities, coach, support musical or
dramatic performances, supervise dances or sports activities in order to provide students
with a variety of opportunities to widen their interests and develop alternate means of
Undertake other duties as required for the welfare of students, to strengthen the team
and improve the overall operation of the School.
Teams and Committees:
Attend and actively participate in grade level and curriculum team, divisional and allschool
Collaborate with colleagues and use a variety of protocols to examine assessment data
and student work
Establish specific, measurable individual goals each year and contribute to the
development of team goals that support divisional and Schoolwide goals.
Collect and review data related to these goals in order to improve planning and
preparation, instruction, management, assessment, and the fulfilment of professional
Seek opportunities to enhance professional knowledge and pedagogical skills (e.g.
planning & preparation, management, instructional and assessment strategies) to
continually grow and develop professionally.
Reflect on (and provide to others) constructive feedback to inform personal and
DIVISION OR JOB
LP: Supervise Teacher Assistants in appropriately working with or supervising children and
managing clerical tasks
UP: Participate in yearly outdoor camp experience in Hong Kong. Supervise and work with
MS: Participate actively in the yearly Programme of Extended Activities for Kids (PEAK)
HS: Participate in course teaming responsibilities in the development of curriculum and
common assessments. Participate in weekly department and collaborative meetings.
Participate in yearly off campus learning experience - Interim Program
MINIMUM REQUIREMENTS AND QUALIFICATIONS
Bachelors Degree in relevant subject area, Masters Degree preferred
Qualified Teacher Certification
Experience: Minimum 5 years of full time teaching in the grade level or subject area
Successful experience in working with students in the respective age group
Previous experience in an international school and familiarity with American educational
Experience teaching ESL students preferred
Experience in creating units of work using ‘backward design’ strategies preferred
Experience collaborating with a large team of teachers preferred
Excellent knowledge of the subject content and pedagogy
Excellent knowledge of the developmental needs of students in the respective age
Knowledge of and experience in using a variety of assessments and applying
differentiated learning techniques
Strong grounding in knowledge about teaching and learning
Respects teachers as professionals and as adult learners
Effective communicator; ability to communicate articulately (verbal and written) with a
Adept at using technology
Strong organizational and time management skills
As a school grounded in the Christian faith, we hire Christian teachers and
administrators as well as those of other faiths. HKIS seeks to hire candidates who are
interested in the complex questions of faith and spirituality and who are keen to learn
and interact with others of different faith traditions.
In order to successfully fulfil your role as a teacher, you are expected to meet or exceed
HKIS teacher competency standards as articulated in the Teacher Rubric.
Life-long learner: Passionate about professional and personal growth and continuously
improving one’s teaching practices.
Spiritually centered: Committed to understanding and respecting Christianity, other
religions and spiritual journeys.
Collaborative and relational: Enthusiastic about sharing professional practices and
Focused: Committed to the HKIS Mission, Vision, and Student Learning Results.
Community builder: Willingness to participate in HKIS community events.
Global minded: Understands, respects and appreciates diverse cultures, a sense of
global stewardship and responsibility.
Code of Conduct
Teachers are required to comply with the HKIS Code of Conduct