Academic
 Design, prepare and deliver high quality program that recognizes a child’s need to learn by doing.
 Provide a multitude of learning engagements and concepts that develop relationships, daily interactions with people, multisensory play experiences in order to encourage active, creative and inquisitive learners who are passionate about learning.
 Provide a comprehensive curriculum in order to ensure children experience a seamless and smooth transition, ready to take on more structured and skills-driven learning expectations.
 Preparing teaching resources and materials that facilitate child's cognitive, social, and emotional development before the class .
 Organize learning material and resources to support child exploring the environment according to the character of each grade .
 Adopt a cognitive and constructivist approach to learning, emphasizing an active child-centered learning experience that promotes children’s interest, curiosity and their natural quest for knowledge: leading to inquiry, investigation, discovery and active hands-on explorations.
 Inspire mixed culture and ability classes, by creating challenging and engaging learning opportunities for all students
 Assess and monitor student progress and provide targets so that all learners can see success and improve
 Collaborate with other teachers to share new ideas, approaches and professional knowledge
 Respond to student’s emotional and social needs; liaise with school counselors and external professionals (e.g. educational psychologists, education professionals, social workers, speech and language therapists, physiotherapists, etc.) if needed.
 Treat all the students on campus equally.
 Liaise with the Head of Early Years/PYP Coordinator to ensure effective delivery of the curriculum to specified classes, including selecting resources and managing them efficiently in the classroom.
Contribute to the ‘Clubs’: Co-Curricular/Extra Curricular program, and participate in school activities such as: assemblies, evening/weekend events, conferences, professional development engagements.
 Maintain constant awareness of the needs of any children to whom English is another language.

Pastoral Care
 Communicate accurately and regularly with parents.
 Establish professional partnerships with parents so that they are well informed about children ’s development
to support children growth.
 Contribute a lot towards children's wellbeing.
 Plan pastoral lesson to support children with good physical and mental health perform better at school and will achieve more academically.
 Be available for children seeking guidance or help.

General
Be professionally consistent with the school’s mission and values.
Note and apply the school’s policies and procedures as applicable.
Cover as required for absent colleagues
Undertake any task the Department Head and Principal may reasonably identify in time of need.

Supervisory Responsibilities:
Ensure the safety of young children in school; The PYP KG Homeroom teacher should have
- Current teaching certification appropriate to age level . Bachelor degree or above;
- Three years teaching experience, preferably as a kindergarten teacher;
- Native English speaker;
- Enthusiastic, flexible, loves children, has an open mindset and willing to support colleagues;
- A positive, collaborative attitude and approach
- A solid understanding of and desire to work with middle and high school students
- Loves to smile and laugh

Preferred Skills and Experience
- To be a kindergarten teacher, there are certain characteristics one must have. The love for children, patience, empathy, creativity and a desire to mold and shape young minds.
- Kindergarten teachers must be able to have good classroom management skills.
- This requires being able to retain the attention span of multiple young children at once.
- They must also be able to develop and implement lesson plans and ensure each child in their room is receiving a quality education.
- Experience and understanding of the IBPYP program, particularly in the UOI
- Experience in curriculum and assessment development
- Recent and relevant professional development, including recent IBPYP training
- Ability to design learning experiences that incorporate digital tools and resources to promote student learning