上
Secondary English Teacher
上海睿格商务咨询有限公司
5 days ago
Full-time
On-site
Chengdu, China
工作职责
Léman International School Chengdu (LIS) is looking to recruit a Secondary English Teacher, to drive excellent teaching and learning in the curriculum of International Baccalaureate.
JOB PURPOSE
At Léman International School, our teachers inspire students to achieve more than they ever imagined possible. As part of our global family, you’ll deliver transformational learning focused on academic excellence, creativity, wellbeing, and international connectedness.
Secondary English teachers at Leman plan and teach challenging, inclusive lessons across the MYP and DP, in line with allocated classes and courses. They develop students’ critical understanding of literary and non-literary texts, confident communication and enjoyment of reading and writing. Our secondary teachers inspire lifelong learning by designing innovative learning experiences and environments.
As part of the Leman team they embed Positive Engagement Pathways, contributing to Léman’s nurturing, inclusive community of connected, empowered, challenged and inspired learners.
REPORTING TO
Secondary Leadership Team, through the agreed departmental line-management structure.
KEY RELATIONSHIPS
- Internal: PEP Team, Heads of Department, Primary and Early Years Teachers, Students and their families, Librarian
- External: Approved literacy, cultural and enrichment partners, where engagement is authorised by the school.
TEACHING & LEARNING AT LEMAN
At Leman we define high quality teaching and learning as a relationship and process that enables all learners to acquire knowledge, skills and understanding and to foster the key skills of collaboration, communication, creativity and critical thinking to enable them to succeed during their school life and beyond. We do this by connecting, empowering, inspiring and challenging our students in a safe and inclusive environment.
To ensure we meet our promise of high quality teaching and learning for all students at all times we use our Leman Standard 7.
1. INCLUSIVE INSTRUCTION
Use universally inclusive instruction so that all students, including those on different Positive Engagement Pathways (PEP) and those working at greater depth, can access ambitious learning.
- Plan units and lessons on Toddle in line with school expectations, with clear learning intentions, success criteria, content, structures and appropriate sequences of lessons.
- Set appropriate, yet challenging expectations for students’ learning, building on prior attainment.
- Plan adaptations for PEP pathways, students working at greater depth and multilingual learners, including key vocabulary and scaffolds.
- Select and prepare resources that are clear, accurate, with visuals, key vocabulary and models that help all students access the learning.
2. USE OF VARIED ASSESSMENT METHODS
Check for understanding regularly and adapt teaching in response by addressing misconceptions, closing gaps and adjusting pace.
- Assess students’ achievements and progress in accordance with agreed policies and procedures.
- Identify assessment opportunities in Toddle planning, and implement formative assessment to evaluate how well learning objectives are being or have been achieved.
- Reflect on teaching practices regularly.
- Maintain books, portfolios and Toddle records that show each student’s progress over time, and contribute these to work sampling.
3. STUDENT-CENTRED LEARNING
Ensure students are actively involved in their learning.
- Provide opportunities for discussion and reflection.
- Have a balance of teacher-led and student led learning.
- Plan purposeful collaboration and opportunities for students to apply learning independently.
- Maintain learning environments and displays that help students work independently, including working walls with key vocabulary, models and success criteria.
- Use innovative approaches to teaching and learning that engage and inspire our students.
4. CULTIVATION OF CREATIVITY OR CRITICAL THINKING
Design learning experiences that stimulate students’ intellectual curiosity.
- Develop learning opportunities that encourage reasoning, questioning, problem-solving and critical thinking
- Support students with interdisciplinary learning and making connections with the real world
- Apply learning in new contexts.
- Encourage risk-taking and innovation.
- Plan open-ended tasks that allow students to explore ideas and present learning in a range of ways.
- Keep up to date with research and developments in pedagogy relevant to the primary curriculum, and contribute to whole-school learning initiatives.
5. PROMOTION OF POSITIVE RELATIONSHIPS
Create a calm, respectful and purposeful classroom culture that embodies our PEP Principles.
- Create a classroom climate where students feel safe to participate and make mistakes.
- Set high expectations for students’ behaviour through clear, consistent routines in line with our school PEP principles.
- Promote the general progress and wellbeing of students and of the group as a whole.
- Inspire trust and confidence in all stakeholders and the wider community through positive parent engagement and contribution to wider school events.
- Act as a role model.
6. HIGH LEVELS OF PARTICIPATION AND ENGAGEMENT
Use positive teaching practices and engagement strategies.
- Use a variety of teaching strategies, so that all students participate actively, are meaningfully engaged and working at an effective pace.
- Use positive language and framing, giving specific, sincere praise for effort, participation and good learning behaviours.
- Establish clear, well-taught routines so that learning time is maximised and every student knows what to do.
- Build students’ confidence ensuring every student experiences success.
- Recognise and celebrate participation, effort and progress in line with our PEP Principles.
- Support the life of the school beyond the classroom, including after-school activities, school trips, residentials and events, and lead one or more agreed after-school activities each week.
7. CONSTRUCTIVE FEEDBACK
Give purposeful, manageable feedback in line with the school policy,
- Give students opportunities to respond to feedback.
- Share learning with families regularly through Toddle, with posts that make the learning and next steps clear.
- Provide parents with progress updates, advice and achievable targets during termly consultations.
- Prepare and present informative reports to parents in a professional manner.
PROFESSIONAL RESPONSIBILITIES
Safeguarding and Child Protection
- Follow the school’s safeguarding and child protection policy and procedures at all times.
- Complete required safeguarding training and keep it up to date.
- Report any concern about a student’s welfare promptly to the Designated Safeguarding Lead.
Professional and Personal Development
- Reflect critically on own practice against the Standard 7 criteria, and act on feedback from lesson observations, work sampling and coaching.
- Take responsibility for own professional development, including participating in NAU online and face-to-face courses.
- Collaborate with colleagues across the school and the region.
Other Professional Requirements
- Have a working knowledge of teachers’ professional duties as specified in the school’s handbook and other policies and code of conduct.
- Contribute to meetings, discussions and systems to facilitate the smooth running of the school.
- Ensure resources are managed appropriately both within classrooms and shared resource areas.
- Promote and contribute to the school mission and vision.
PERSONAL SPECIFICATIONS
Essential
- Bachelor’s degree or higher.
- A minimum of two years of teaching experience since graduating.
- Qualified Teacher Status (or equivalent).
- A global citizen with good interpersonal and communication skills.
- Excellent written and spoken English for academic teaching and clear communication with students, families and colleagues.
- Secure English language and literature subject knowledge and the ability to teach literary and non-literary analysis, writing and oral communication effectively.
- Excellent written and spoken English for academic teaching and clear communication with students, families and colleagues.
Desirable
- Experience teaching MYP or DP English Language and Literature, including assessment and moderation.
- Experience in an international or multilingual school community.
- A degree in English, literature or a closely related discipline.
- Conditions of appointment
- Appointment is subject to satisfactory identity and qualification checks, professional references and criminal-record/background checks in accordance with school and Nord Anglia safer-recruitment procedures and applicable requirements.
- Eligibility for the required work permit in China.
EMPLOYMENT START DATE: [AUG 1st,2027]
To Apply
On-line applications need to be directly through the Nord Anglia Education careers page and should include a CV. This position may close prior to the advertised deadline once a suitable candidate is found. Early applications are encouraged.
Please note, only shortlisted candidates will be contacted.
Léman International School Chengdu (LIS) is looking to recruit a Secondary English Teacher, to drive excellent teaching and learning in the curriculum of International Baccalaureate.
JOB PURPOSE
At Léman International School, our teachers inspire students to achieve more than they ever imagined possible. As part of our global family, you’ll deliver transformational learning focused on academic excellence, creativity, wellbeing, and international connectedness.
Secondary English teachers at Leman plan and teach challenging, inclusive lessons across the MYP and DP, in line with allocated classes and courses. They develop students’ critical understanding of literary and non-literary texts, confident communication and enjoyment of reading and writing. Our secondary teachers inspire lifelong learning by designing innovative learning experiences and environments.
As part of the Leman team they embed Positive Engagement Pathways, contributing to Léman’s nurturing, inclusive community of connected, empowered, challenged and inspired learners.
REPORTING TO
Secondary Leadership Team, through the agreed departmental line-management structure.
KEY RELATIONSHIPS
- Internal: PEP Team, Heads of Department, Primary and Early Years Teachers, Students and their families, Librarian
- External: Approved literacy, cultural and enrichment partners, where engagement is authorised by the school.
TEACHING & LEARNING AT LEMAN
At Leman we define high quality teaching and learning as a relationship and process that enables all learners to acquire knowledge, skills and understanding and to foster the key skills of collaboration, communication, creativity and critical thinking to enable them to succeed during their school life and beyond. We do this by connecting, empowering, inspiring and challenging our students in a safe and inclusive environment.
To ensure we meet our promise of high quality teaching and learning for all students at all times we use our Leman Standard 7.
1. INCLUSIVE INSTRUCTION
Use universally inclusive instruction so that all students, including those on different Positive Engagement Pathways (PEP) and those working at greater depth, can access ambitious learning.
- Plan units and lessons on Toddle in line with school expectations, with clear learning intentions, success criteria, content, structures and appropriate sequences of lessons.
- Set appropriate, yet challenging expectations for students’ learning, building on prior attainment.
- Plan adaptations for PEP pathways, students working at greater depth and multilingual learners, including key vocabulary and scaffolds.
- Select and prepare resources that are clear, accurate, with visuals, key vocabulary and models that help all students access the learning.
2. USE OF VARIED ASSESSMENT METHODS
Check for understanding regularly and adapt teaching in response by addressing misconceptions, closing gaps and adjusting pace.
- Assess students’ achievements and progress in accordance with agreed policies and procedures.
- Identify assessment opportunities in Toddle planning, and implement formative assessment to evaluate how well learning objectives are being or have been achieved.
- Reflect on teaching practices regularly.
- Maintain books, portfolios and Toddle records that show each student’s progress over time, and contribute these to work sampling.
3. STUDENT-CENTRED LEARNING
Ensure students are actively involved in their learning.
- Provide opportunities for discussion and reflection.
- Have a balance of teacher-led and student led learning.
- Plan purposeful collaboration and opportunities for students to apply learning independently.
- Maintain learning environments and displays that help students work independently, including working walls with key vocabulary, models and success criteria.
- Use innovative approaches to teaching and learning that engage and inspire our students.
4. CULTIVATION OF CREATIVITY OR CRITICAL THINKING
Design learning experiences that stimulate students’ intellectual curiosity.
- Develop learning opportunities that encourage reasoning, questioning, problem-solving and critical thinking
- Support students with interdisciplinary learning and making connections with the real world
- Apply learning in new contexts.
- Encourage risk-taking and innovation.
- Plan open-ended tasks that allow students to explore ideas and present learning in a range of ways.
- Keep up to date with research and developments in pedagogy relevant to the primary curriculum, and contribute to whole-school learning initiatives.
5. PROMOTION OF POSITIVE RELATIONSHIPS
Create a calm, respectful and purposeful classroom culture that embodies our PEP Principles.
- Create a classroom climate where students feel safe to participate and make mistakes.
- Set high expectations for students’ behaviour through clear, consistent routines in line with our school PEP principles.
- Promote the general progress and wellbeing of students and of the group as a whole.
- Inspire trust and confidence in all stakeholders and the wider community through positive parent engagement and contribution to wider school events.
- Act as a role model.
6. HIGH LEVELS OF PARTICIPATION AND ENGAGEMENT
Use positive teaching practices and engagement strategies.
- Use a variety of teaching strategies, so that all students participate actively, are meaningfully engaged and working at an effective pace.
- Use positive language and framing, giving specific, sincere praise for effort, participation and good learning behaviours.
- Establish clear, well-taught routines so that learning time is maximised and every student knows what to do.
- Build students’ confidence ensuring every student experiences success.
- Recognise and celebrate participation, effort and progress in line with our PEP Principles.
- Support the life of the school beyond the classroom, including after-school activities, school trips, residentials and events, and lead one or more agreed after-school activities each week.
7. CONSTRUCTIVE FEEDBACK
Give purposeful, manageable feedback in line with the school policy,
- Give students opportunities to respond to feedback.
- Share learning with families regularly through Toddle, with posts that make the learning and next steps clear.
- Provide parents with progress updates, advice and achievable targets during termly consultations.
- Prepare and present informative reports to parents in a professional manner.
PROFESSIONAL RESPONSIBILITIES
Safeguarding and Child Protection
- Follow the school’s safeguarding and child protection policy and procedures at all times.
- Complete required safeguarding training and keep it up to date.
- Report any concern about a student’s welfare promptly to the Designated Safeguarding Lead.
Professional and Personal Development
- Reflect critically on own practice against the Standard 7 criteria, and act on feedback from lesson observations, work sampling and coaching.
- Take responsibility for own professional development, including participating in NAU online and face-to-face courses.
- Collaborate with colleagues across the school and the region.
Other Professional Requirements
- Have a working knowledge of teachers’ professional duties as specified in the school’s handbook and other policies and code of conduct.
- Contribute to meetings, discussions and systems to facilitate the smooth running of the school.
- Ensure resources are managed appropriately both within classrooms and shared resource areas.
- Promote and contribute to the school mission and vision.
PERSONAL SPECIFICATIONS
Essential
- Bachelor’s degree or higher.
- A minimum of two years of teaching experience since graduating.
- Qualified Teacher Status (or equivalent).
- A global citizen with good interpersonal and communication skills.
- Excellent written and spoken English for academic teaching and clear communication with students, families and colleagues.
- Secure English language and literature subject knowledge and the ability to teach literary and non-literary analysis, writing and oral communication effectively.
- Excellent written and spoken English for academic teaching and clear communication with students, families and colleagues.
Desirable
- Experience teaching MYP or DP English Language and Literature, including assessment and moderation.
- Experience in an international or multilingual school community.
- A degree in English, literature or a closely related discipline.
- Conditions of appointment
- Appointment is subject to satisfactory identity and qualification checks, professional references and criminal-record/background checks in accordance with school and Nord Anglia safer-recruitment procedures and applicable requirements.
- Eligibility for the required work permit in China.
EMPLOYMENT START DATE: [AUG 1st,2027]
To Apply
On-line applications need to be directly through the Nord Anglia Education careers page and should include a CV. This position may close prior to the advertised deadline once a suitable candidate is found. Early applications are encouraged.
Please note, only shortlisted candidates will be contacted.