IB DP PSYCHOLOGY TEACHER
VTJ Education Service Joint Stock Company View all jobs
- Hanoi
- Permanent
- Full-time
- Bachelor's degree in Psychology, Education (other similar degrees will be considered), Master's degree in education is preferred
- Teacher Certification/License or PGCE in Education from U.S.A., Canada, U.K., Australia, or South Africa
- 3 years full-time professional teaching experience
- Experience in teaching Psychology
- IB teaching experience and/or training
- Academic background, professional experience, interview performance, and references will be considered during the selection process.
– Visa/work permit sponsored, including spouse and up to 2 dependents
– Paid personal leave days and public holidays
– Provided flight ticket for overseas hired
– KPI (Key Performance Indicator) bonuses
– The 11th salary as bonus for completion of 10 working months– Holiday bonuses
– Health insurance
– Welcome package
– 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.DUTIES AND RESPONSIBILITIES:Planning and Preparation:-Demonstrate deep knowledge of the content area, instructional pedagogy and inquiry & 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, inquiry & project-based curriculum as directed by the Head of School.-Incorporate a variety of instructional resources into teaching and learning, including materials provided by the school curriculum and outside materials to support enrichment.-Implement an inquiry & 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 the 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.Additional 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.