Schoolwide Curriculum Leader
Hong Kong International SchoolTeaching
Status
Actively Hiring
Date Listed17 November 2025
ContractPermanent
PlatformW5_SYNC
About This Role
The Schoolwide Curriculum Leader plays a pivotal role in shaping and continuously assessing the curriculum at HKIS, ensuring it embodies our collective philosophy and supports our mission, vision, and strategic goals. As an essential member of the Professional Learning Team (PLT), this position cultivates systems and relationships that bring our commitments to life in the educational experiences of all students. This leader will oversee curriculum development in English Language Arts, Social Studies, and Physical Education, while integrating health, wellbeing, and social-emotional learning (SEL) to establish a comprehensive program spanning R1–Grade 12. Through collaborative leadership and innovative practices, the Curriculum Leader guarantees that our curriculum is responsive to the needs of students and global trends, firmly anchored in the mission, vision, and values of HKIS.
KEY AREAS OF RESPONSIBILITY:
Leadership in Teaching & Learning through Curriculum
• Work in partnership with principals, instructional coaches, and divisional teams to create, implement, and assess school improvement objectives.
• Drive the design and alignment of curriculum, ensuring coherence and vertical articulation across divisions.
• Organize curriculum retreats and review processes as part of the Curriculum, Instruction, and Assessment Review Cycle.
• Develop communication strategies to involve stakeholders and gather feedback regarding curriculum and program development.
• Collaborate with the Professional Learning Team (PLT) to:
o Enhance leadership capacity among teacher leaders.
o Assist principals and associate principals in their roles as instructional leaders.
o Work alongside instructional coaches to further divisional and schoolwide teaching and learning goals.
• Ensure proactive communication with principals concerning professional development, curriculum, and school improvement strategies for faculty and parents.
• Assist in WASC processes, including planning, facilitation, and monitoring of self-study and continuous improvement cycles.
• Contribute to WASC documentation, such as annual, mid-cycle, and self-study reports.
Curriculum Development
• Collaborate with the PLT, educational leaders, and teacher leaders to incorporate essential components (e.g., student learning outcomes, standards, benchmarks, and assessments) across subject areas, particularly in English Language Arts, Social Studies, Humanities, Physical Education, and integration with Health, Wellbeing, and Social Emotional Learning.
• Align intended, enacted, and assessed curriculum to enhance teaching and learning.
• Keep precise documentation of the R–12 curriculum scope and sequence, ensuring resources and instructional units are continually evaluated and improved.
• Support teacher teams and instructional coaches in achieving vertical and horizontal alignment of curriculum and developing units of study that meet external standards and align with the school’s mission and vision.
• Monitor the progress of implementation across divisions and subjects, identifying needs and strategies for ongoing improvement.
• Advocate for curriculum as a dynamic framework that directs instructional practices and assessment to enhance student learning outcomes.
Professional Development. As part of the Professional Learning Team (PLT):
• Collaborate with the Professional Learning Coordinator and Director of Curricular Programs to ensure that professional learning aligns with the school’s mission, vision, and strategic priorities.
• Design and deliver effective professional learning opportunities for faculty and stakeholders, supporting key curricular initiatives such as transfer goals, collaborative practices, and discipline-specific shifts.
• Align professional development with standards-based, backward design principles, ensuring coherence between curriculum and instructional practices.
• Lead divisional engagement, including new teacher orientation, and promote a collaborative culture within the HKIS professional learning community.
• Gather and analyze data on the impact of professional development, including surveys and outcomes, to inform ongoing improvement.
• Organize and lead internal and external workshops and events that enhance curricular implementation and strategic development.
Research & Evaluation
• Collaborate with divisional leaders, instructional coaches, and the PLT to design processes for collecting and analyzing school-level data that inform strategic decisions and improve student outcomes.
• Work alongside the Data Services Manager and instructional coaches to facilitate system-wide academic data analysis, ensuring actionable insights for continuous improvement.
• Promote evidence-informed practices, utilizing research and evaluations to anticipate future learning trends and develop responsive strategies.
• Commit to ongoing professional growth through research, development, and engagement with global best practices via workshops and conferences.
Other
• Provide additional leadership and support as necessary for the effective functioning of the entire school.
• Take on other duties and responsibilities as required to enhance and strengthen the contributions of the department and the overall operations of the school.
MINIMUM REQUIREMENTS AND QUALIFICATIONS:
Education:
• Master’s Degree in curriculum, instruction, and assessment or a related discipline (either completed or in progress).
Experience:
• At least five years of classroom teaching experience, ideally encompassing both primary and secondary contexts in the areas of English Language Arts, Social Studies, Humanities, and/or Physical Education, Health, Wellbeing, and Social Emotional Learning.
• Demonstrated experience in designing and delivering professional learning programs for educators.
• Proven ability to lead collaborative teams, establishing protocols and norms that promote a culture of collaboration.
• Commitment to fostering a community of belonging where individuals feel valued, respected, and empowered, recognizing that belonging is essential for growth, wellbeing, and success. Experience in honoring diverse backgrounds and differences while fostering shared connections, integrating these principles into teaching, curriculum, assessment, and faculty development.
• Proficiency in implementing the Understanding by Design framework for curriculum development.
• Experience in an international school environment is preferred.
Required Skills:
Expertise in curricular frameworks:
• Comprehensive understanding of academic standards and the ability to interpret and apply them effectively.
• Practical knowledge of key frameworks, including Common Core ELA, C3 Social Studies, SHAPE America, and Advanced Placement.
• Proficiency in Inquiry-Based and Experiential Learning, with strong application of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS).
• Experience in integrating service learning and operationalizing the school’s mission through curriculum design.
• Awareness of current trends and challenges in designing R–12 international school programs that prepare students for a complex, interconnected world.
Skill in leading collaborative curriculum development:
• Proven track record of leading groups of educators in developing curriculum aligned with the school’s mission and responsive to emerging trends.
• Expertise in integrated, constructivist, and inquiry-based approaches, ensuring learning experiences promote curiosity and deep understanding.
• Knowledge of current research and innovations, including generative AI, strategies for belonging in transient communities, and integration of Social Emotional Learning (R–12).
• Proficient in facilitating adult learning and designing impactful workshops for small and large groups using Adaptive Schools principles to build trust, respect, and collaborative norms.
• Dedication to fostering a culture of professional growth, where collaboration drives continuous improvement and alignment with strategic priorities.
Interpersonal Qualities:
• Dynamic and knowledgeable educational leader, inspiring teams through a shared purpose and vision.
• Adaptable and responsive, capable of managing multiple priorities while addressing the needs of diverse faculty and administrators.
• Skilled collaborator, building strong relationships across varied backgrounds, experiences, and expertise.
• Thrives in environments where ideas are freely exchanged, dialogue is anchored in collaborative norms, and decisions are made collectively.
• Organized and reliable, ensuring follow-through on tasks and strategic initiatives.
• Celebrates and amplifies the contributions of others, promoting a culture of recognition and shared success.
Child Protection Statement:
• At HKIS, the welfare of each child is our top priority. We are committed to ensuring that our students have the right to protection from harm and exploitation, with their welfare safeguarded.
We invite you to explore more about our school and discover career opportunities within our exceptional HKIS community at https://www.hkis.edu.hk/
We eagerly await your application!
KEY AREAS OF RESPONSIBILITY:
Leadership in Teaching & Learning through Curriculum
• Work in partnership with principals, instructional coaches, and divisional teams to create, implement, and assess school improvement objectives.
• Drive the design and alignment of curriculum, ensuring coherence and vertical articulation across divisions.
• Organize curriculum retreats and review processes as part of the Curriculum, Instruction, and Assessment Review Cycle.
• Develop communication strategies to involve stakeholders and gather feedback regarding curriculum and program development.
• Collaborate with the Professional Learning Team (PLT) to:
o Enhance leadership capacity among teacher leaders.
o Assist principals and associate principals in their roles as instructional leaders.
o Work alongside instructional coaches to further divisional and schoolwide teaching and learning goals.
• Ensure proactive communication with principals concerning professional development, curriculum, and school improvement strategies for faculty and parents.
• Assist in WASC processes, including planning, facilitation, and monitoring of self-study and continuous improvement cycles.
• Contribute to WASC documentation, such as annual, mid-cycle, and self-study reports.
Curriculum Development
• Collaborate with the PLT, educational leaders, and teacher leaders to incorporate essential components (e.g., student learning outcomes, standards, benchmarks, and assessments) across subject areas, particularly in English Language Arts, Social Studies, Humanities, Physical Education, and integration with Health, Wellbeing, and Social Emotional Learning.
• Align intended, enacted, and assessed curriculum to enhance teaching and learning.
• Keep precise documentation of the R–12 curriculum scope and sequence, ensuring resources and instructional units are continually evaluated and improved.
• Support teacher teams and instructional coaches in achieving vertical and horizontal alignment of curriculum and developing units of study that meet external standards and align with the school’s mission and vision.
• Monitor the progress of implementation across divisions and subjects, identifying needs and strategies for ongoing improvement.
• Advocate for curriculum as a dynamic framework that directs instructional practices and assessment to enhance student learning outcomes.
Professional Development. As part of the Professional Learning Team (PLT):
• Collaborate with the Professional Learning Coordinator and Director of Curricular Programs to ensure that professional learning aligns with the school’s mission, vision, and strategic priorities.
• Design and deliver effective professional learning opportunities for faculty and stakeholders, supporting key curricular initiatives such as transfer goals, collaborative practices, and discipline-specific shifts.
• Align professional development with standards-based, backward design principles, ensuring coherence between curriculum and instructional practices.
• Lead divisional engagement, including new teacher orientation, and promote a collaborative culture within the HKIS professional learning community.
• Gather and analyze data on the impact of professional development, including surveys and outcomes, to inform ongoing improvement.
• Organize and lead internal and external workshops and events that enhance curricular implementation and strategic development.
Research & Evaluation
• Collaborate with divisional leaders, instructional coaches, and the PLT to design processes for collecting and analyzing school-level data that inform strategic decisions and improve student outcomes.
• Work alongside the Data Services Manager and instructional coaches to facilitate system-wide academic data analysis, ensuring actionable insights for continuous improvement.
• Promote evidence-informed practices, utilizing research and evaluations to anticipate future learning trends and develop responsive strategies.
• Commit to ongoing professional growth through research, development, and engagement with global best practices via workshops and conferences.
Other
• Provide additional leadership and support as necessary for the effective functioning of the entire school.
• Take on other duties and responsibilities as required to enhance and strengthen the contributions of the department and the overall operations of the school.
MINIMUM REQUIREMENTS AND QUALIFICATIONS:
Education:
• Master’s Degree in curriculum, instruction, and assessment or a related discipline (either completed or in progress).
Experience:
• At least five years of classroom teaching experience, ideally encompassing both primary and secondary contexts in the areas of English Language Arts, Social Studies, Humanities, and/or Physical Education, Health, Wellbeing, and Social Emotional Learning.
• Demonstrated experience in designing and delivering professional learning programs for educators.
• Proven ability to lead collaborative teams, establishing protocols and norms that promote a culture of collaboration.
• Commitment to fostering a community of belonging where individuals feel valued, respected, and empowered, recognizing that belonging is essential for growth, wellbeing, and success. Experience in honoring diverse backgrounds and differences while fostering shared connections, integrating these principles into teaching, curriculum, assessment, and faculty development.
• Proficiency in implementing the Understanding by Design framework for curriculum development.
• Experience in an international school environment is preferred.
Required Skills:
Expertise in curricular frameworks:
• Comprehensive understanding of academic standards and the ability to interpret and apply them effectively.
• Practical knowledge of key frameworks, including Common Core ELA, C3 Social Studies, SHAPE America, and Advanced Placement.
• Proficiency in Inquiry-Based and Experiential Learning, with strong application of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS).
• Experience in integrating service learning and operationalizing the school’s mission through curriculum design.
• Awareness of current trends and challenges in designing R–12 international school programs that prepare students for a complex, interconnected world.
Skill in leading collaborative curriculum development:
• Proven track record of leading groups of educators in developing curriculum aligned with the school’s mission and responsive to emerging trends.
• Expertise in integrated, constructivist, and inquiry-based approaches, ensuring learning experiences promote curiosity and deep understanding.
• Knowledge of current research and innovations, including generative AI, strategies for belonging in transient communities, and integration of Social Emotional Learning (R–12).
• Proficient in facilitating adult learning and designing impactful workshops for small and large groups using Adaptive Schools principles to build trust, respect, and collaborative norms.
• Dedication to fostering a culture of professional growth, where collaboration drives continuous improvement and alignment with strategic priorities.
Interpersonal Qualities:
• Dynamic and knowledgeable educational leader, inspiring teams through a shared purpose and vision.
• Adaptable and responsive, capable of managing multiple priorities while addressing the needs of diverse faculty and administrators.
• Skilled collaborator, building strong relationships across varied backgrounds, experiences, and expertise.
• Thrives in environments where ideas are freely exchanged, dialogue is anchored in collaborative norms, and decisions are made collectively.
• Organized and reliable, ensuring follow-through on tasks and strategic initiatives.
• Celebrates and amplifies the contributions of others, promoting a culture of recognition and shared success.
Child Protection Statement:
• At HKIS, the welfare of each child is our top priority. We are committed to ensuring that our students have the right to protection from harm and exploitation, with their welfare safeguarded.
How to apply
Interested applicants are encouraged to click "Apply" via Schrole.We invite you to explore more about our school and discover career opportunities within our exceptional HKIS community at https://www.hkis.edu.hk/
We eagerly await your application!