Job Overview
Employer:
Hong Kong International School
Location:
Job Location
Hong Kong
In support of the HKIS Mission and Vision, and to meet HKIS Student Learning Results and appropriate grade level and subject area expectations, the High School Science teacher will carry out broad and specific responsibilities across the following domains: Knowledge of Content, Pedagogy and Students; Instructional Strategies; Management; Assessment; Communication; Collaboration and Professional Practice.
The High School Learning Specialist will be able to:
• respond to students’ social and emotional needs in order to support student learning. This will be demonstrated through participation in the Pastoral Care Homeroom Groups (PChG) program as well as our high school SEL framework; this includes participation in our high school Interim program
• model interpersonal skills, respectful relationships, problem-solving, and positive risk-taking in order to promote a safe learning environment
KEY AREAS OF RESPONSIBILITY:-
Professional Knowledge:
This describes the breadth and depth of knowledge of the HKIS Shared Philosophy of Education as well as understanding of child and adolescent development; theories of learning and learning challenges specific to specialty area; individual student profiles, accommodations, modifications and interventions.
The Learning Support Teacher:
• Demonstrates extensive knowledge of the variabilities in levels of achievement that are influenced by learning differences
• Demonstrates ways of leveraging individual student’s strengths, interests, talents, backgrounds toward improved learning
• Demonstrates a strong repertoire of differentiation strategies and evidence-based interventions that are workable in classrooms to address specific individual learning needs
Delivery of Service:
This describes the means by which specialists support student learning including collaborative consultation, intervention plans, specialized interventions, class support, class push-in, and/or varied instructional strategies.
The Learning Support teacher:
• Works in collaboration with classroom teachers to provide differentiated instruction in support of individual needs within the classroom context, as well as complimentary skills offered in dedicated Learning Support classes
• Works with students, families and teachers toward a common understanding of individual student needs and learning targets within specialty area
• Is a resource for teachers across the high school in differentiation of instruction and assessment, including the delivery of specialized interventions
Problem-Solving/Assessment:
This describes the processes used to identify student needs and strengths: gathering information, use of formal and informal tools including standardized tests, external assessments and work samples where appropriate, forming hypotheses and monitoring progress
The Learning Support Teacher:
• Gathers valid and reliable information from multiple sources to develop and test hypotheses about student learning needs, and conducts further investigation when expected progress is not being made
• Demonstrates the dynamic interaction of assessment, intervention and progress monitoring by continually monitoring and updating intervention plans in response to on-going observations and informal assessments, and in partnership with teachers, school psychologist, parents and student
• Provides ongoing feedback to students, teachers and parents that is detailed and linked both to intervention goals and classroom/curriculum expectations
Management:
Describes how time and resources are prioritized, organized and allocated. This involves the balance of time dedicated to direct service, consultation, planning and paperwork including managing schedules, documentation and use of resources.
The Learning Support Teacher:
• Uses student data to organize effective support program for individual students and groups of students, as well as to evaluate and revise the service provision as needed
• Is able to flexibly manage time to prioritize connection time with students and collaboration with teachers
• Creates an intentional, responsive and supportive environment for learners and colleagues in the Learning Support space; this includes maintenance of the physical space as well as use of appropriate learning technologies and assistive devices
Communication:
This describes the verbal and non-verbal articulation of messages within the HKIS community (students, parents, colleagues) both in formal and informal situations. This includes clarity and accuracy of information, the choice of the most appropriate medium and active listening to facilitate a mutual understanding of needs, issues, and concerns.
The Learning Support Teacher:
• Proactively communicates with students, parents, colleagues, and administrators to foster a constructive partnership around student learning
• Promotes and engages in open, honest, and respectful dialogue with students, parents, colleagues and the wider community
• Is an effective communicator who can tailor messages to context (e.g. audience, topic, setting, culture, language, message content) through their words as well as through the selection of a variety of appropriate media
Collaboration and Professional Practice:
This describes the manner in which individuals build, promote and maintain strong learning communities. This includes building professional and reciprocal relationships, sharing information about students, curriculum, and resources that enhance the success of the HKIS community.
The Learning Support Teacher:
• Demonstrates a high degree of professionalism at all times and strives to uphold HKIS’s core values
• Is a reflective practitioner and works in collaboration with colleagues, administrators and students in positive ways
• Upholds the highest standards with regard to student and adult safety and safeguarding; this includes adherence to privacy and acceptable use of data and technology guidelines
• Demonstrates initiative in professional learning and seeks out opportunities for professional development to enhance knowledge and pedagogical skills. Undertakes other duties and functions as required that will impact and strengthen the contributions of the department and overall operations of the school.
MINIMUM REQUIREMENTS AND QUALIFICATIONS:-
Education:
• Bachelors degree; Masters Degree preferred
• Teaching Certification
Experience:
• Minimum 5 years of full time teaching; Learning Support preferred
• Successful experience working with students in the Secondary Division, High School preferred
• Previous experience in an international school setting and familiarity with an American educational system preferred
• Experience working with EAL students and families preferred
• Experience in Understanding by Design, Inquiry models and strategies preferred
• Experience and ability to collaborate with diverse teams of educators preferred
Required Skills:
• Excellent knowledge of the subject content and current pedagogy
• Excellent knowledge of the developmental needs of students in High School
• Knowledge of and experience with developing and using a variety of assessments and applying differentiated learning techniques
• Strong grounding in understanding and practice of Standards Based Approaches to instruction and assessment
• Strong communication skills; ability to communicate effectively (written and verbal) with a diverse community
• Adept at using educational and classroom technology
• Strong organizational and time management skills
• 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.
We invite you to learn more about our school and discover for yourself career opportunities in our remarkable HKIS community at www.hkis.edu.hk
The High School Learning Specialist will be able to:
• respond to students’ social and emotional needs in order to support student learning. This will be demonstrated through participation in the Pastoral Care Homeroom Groups (PChG) program as well as our high school SEL framework; this includes participation in our high school Interim program
• model interpersonal skills, respectful relationships, problem-solving, and positive risk-taking in order to promote a safe learning environment
KEY AREAS OF RESPONSIBILITY:-
Professional Knowledge:
This describes the breadth and depth of knowledge of the HKIS Shared Philosophy of Education as well as understanding of child and adolescent development; theories of learning and learning challenges specific to specialty area; individual student profiles, accommodations, modifications and interventions.
The Learning Support Teacher:
• Demonstrates extensive knowledge of the variabilities in levels of achievement that are influenced by learning differences
• Demonstrates ways of leveraging individual student’s strengths, interests, talents, backgrounds toward improved learning
• Demonstrates a strong repertoire of differentiation strategies and evidence-based interventions that are workable in classrooms to address specific individual learning needs
Delivery of Service:
This describes the means by which specialists support student learning including collaborative consultation, intervention plans, specialized interventions, class support, class push-in, and/or varied instructional strategies.
The Learning Support teacher:
• Works in collaboration with classroom teachers to provide differentiated instruction in support of individual needs within the classroom context, as well as complimentary skills offered in dedicated Learning Support classes
• Works with students, families and teachers toward a common understanding of individual student needs and learning targets within specialty area
• Is a resource for teachers across the high school in differentiation of instruction and assessment, including the delivery of specialized interventions
Problem-Solving/Assessment:
This describes the processes used to identify student needs and strengths: gathering information, use of formal and informal tools including standardized tests, external assessments and work samples where appropriate, forming hypotheses and monitoring progress
The Learning Support Teacher:
• Gathers valid and reliable information from multiple sources to develop and test hypotheses about student learning needs, and conducts further investigation when expected progress is not being made
• Demonstrates the dynamic interaction of assessment, intervention and progress monitoring by continually monitoring and updating intervention plans in response to on-going observations and informal assessments, and in partnership with teachers, school psychologist, parents and student
• Provides ongoing feedback to students, teachers and parents that is detailed and linked both to intervention goals and classroom/curriculum expectations
Management:
Describes how time and resources are prioritized, organized and allocated. This involves the balance of time dedicated to direct service, consultation, planning and paperwork including managing schedules, documentation and use of resources.
The Learning Support Teacher:
• Uses student data to organize effective support program for individual students and groups of students, as well as to evaluate and revise the service provision as needed
• Is able to flexibly manage time to prioritize connection time with students and collaboration with teachers
• Creates an intentional, responsive and supportive environment for learners and colleagues in the Learning Support space; this includes maintenance of the physical space as well as use of appropriate learning technologies and assistive devices
Communication:
This describes the verbal and non-verbal articulation of messages within the HKIS community (students, parents, colleagues) both in formal and informal situations. This includes clarity and accuracy of information, the choice of the most appropriate medium and active listening to facilitate a mutual understanding of needs, issues, and concerns.
The Learning Support Teacher:
• Proactively communicates with students, parents, colleagues, and administrators to foster a constructive partnership around student learning
• Promotes and engages in open, honest, and respectful dialogue with students, parents, colleagues and the wider community
• Is an effective communicator who can tailor messages to context (e.g. audience, topic, setting, culture, language, message content) through their words as well as through the selection of a variety of appropriate media
Collaboration and Professional Practice:
This describes the manner in which individuals build, promote and maintain strong learning communities. This includes building professional and reciprocal relationships, sharing information about students, curriculum, and resources that enhance the success of the HKIS community.
The Learning Support Teacher:
• Demonstrates a high degree of professionalism at all times and strives to uphold HKIS’s core values
• Is a reflective practitioner and works in collaboration with colleagues, administrators and students in positive ways
• Upholds the highest standards with regard to student and adult safety and safeguarding; this includes adherence to privacy and acceptable use of data and technology guidelines
• Demonstrates initiative in professional learning and seeks out opportunities for professional development to enhance knowledge and pedagogical skills. Undertakes other duties and functions as required that will impact and strengthen the contributions of the department and overall operations of the school.
MINIMUM REQUIREMENTS AND QUALIFICATIONS:-
Education:
• Bachelors degree; Masters Degree preferred
• Teaching Certification
Experience:
• Minimum 5 years of full time teaching; Learning Support preferred
• Successful experience working with students in the Secondary Division, High School preferred
• Previous experience in an international school setting and familiarity with an American educational system preferred
• Experience working with EAL students and families preferred
• Experience in Understanding by Design, Inquiry models and strategies preferred
• Experience and ability to collaborate with diverse teams of educators preferred
Required Skills:
• Excellent knowledge of the subject content and current pedagogy
• Excellent knowledge of the developmental needs of students in High School
• Knowledge of and experience with developing and using a variety of assessments and applying differentiated learning techniques
• Strong grounding in understanding and practice of Standards Based Approaches to instruction and assessment
• Strong communication skills; ability to communicate effectively (written and verbal) with a diverse community
• Adept at using educational and classroom technology
• Strong organizational and time management skills
• 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.
We invite you to learn more about our school and discover for yourself career opportunities in our remarkable HKIS community at www.hkis.edu.hk
Hong Kong International School
Job Location
Hong Kong
Job Details
Role Start Date
1 August 2025
Applications Close
30 April 2025
Min. Qualification
Bachelor Degree
Bachelor Degree
Min. Experience
5 Years
5 Years
Cover Letter
Required
Required
More Information
- Address Hong Kong
