Upper Primary Classroom Teacher (Grade 3-5)
Hong Kong International SchoolTeaching
Status
Actively Hiring
Date Listed13 March 2026
ContractPermanent
PlatformW5_SYNC
About This Role
In alignment with the HKIS Mission and Vision, and to fulfill HKIS Student Learning Results along with grade-level and subject requirements, the teacher will undertake the following general and specific duties across several domains: Planning and Preparation, Instructional Strategies, Management, Assessment, and Professional Responsibilities.
KEY AREAS OF RESPONSIBILITY:
Planning and Preparation
● Utilize comprehensive knowledge of content and HKIS curriculum outcomes, alongside understanding students, pedagogy, and resources to craft coherent instruction.
● Collaborate with peers to establish learning targets and instructional objectives that are in line with the curriculum and encapsulate the essential concepts of the unit, incorporating a variety of types (e.g. factual, conceptual, reasoning).
● Develop, revise, document, and implement units of work that offer developmentally suitable and differentiated learning experiences.
● Collect data through assessments, evaluate and review student work to continuously enhance a clear, recursive, rigorous, relevant, and rich curriculum.
Instructional Strategies
● Provide developmentally suitable and diverse learning experiences and activities for students that correspond with learning outcomes/needs, encourage higher-level thinking, anticipate misconceptions, and allow for differentiation.
● Frame the learning experience by articulating how each lesson connects to the unit’s enduring understandings, essential questions, and goals.
● Employ a variety of questioning and discussion methods that align with content and instructional objectives to engage students in learning, inquiry, problem-solving, and high-level thinking.
● Offer differentiated support and instruction to ensure all students grasp content and apply necessary skills.
● Deliver timely and constructive feedback to students.
● Maintain flexible pacing and instructional methods that are responsive to students’ learning needs, assessment data, and student feedback.
● Foster a growth mindset, encouraging students to embrace risks in their learning and view mistakes as opportunities for growth.
● Explicitly teach and model self-reflection, self-assessment, and the use of feedback, empowering students to articulate their learning processes.
Classroom Management
● Establish a safe learning environment that is accessible for all students and cultivate a culture of learning.
● Organize classroom settings, equipment, and materials in accordance with instructional goals and learning activities to support student engagement.
● Facilitate productive engagement of students in small group or independent work while integrating the teaching of positive, pro-social behaviors into regular instruction.
● Develop and uphold age-appropriate classroom procedures, routines, and conduct standards, providing consistent and suitable discipline.
● Ensure smooth transitions and maintain instructional momentum, minimizing non-instructional tasks to protect instructional time.
● Organize, adapt, and manage student learning data and resources to inform teaching practices.
Pastoral Care:
● Attend to students’ emotional and social needs, fostering a culture of respect and positive relationships.
● Demonstrate interpersonal skills, respectful relationships, problem-solving abilities, and positive risk-taking to create a secure learning environment.
Assessment
● Assess student learning and comprehension through diverse, high-quality, developmentally appropriate formative and summative assessments (including performance-based tasks) that align with UbD Stage 1 elements (e.g. articulated standards, enduring understandings, knowledge and skills).
● Provide students with clear assessment criteria and suitable exemplars during instruction.
● Ensure feedback mechanisms incorporate regular peer and self-assessments using established criteria for evaluating their own and peers’ work to guide improvements.
● Model strategies for students to reflect on and constructively utilize feedback from teachers and peers to enhance their learning.
● Implement a system to gather and organize various assessment data.
● Engage in reflective discussions regarding common assessments and data analysis, using these insights to inform instructional planning.
● Regularly provide feedback to students and parents in a timely manner, including specific, detailed comments, examples of student performance, information on completed or missing assignments, and areas for improvement.
● Offer prompt, clear feedback on student progress to parents, enabling them to effectively support their child's learning journey.
● Collaborate with colleagues in the planning and creation of common assessments, rubrics, observational checklists, and exemplars.
Professional Responsibilities
● Consistently uphold respect for and confidentiality of others' boundaries and rights.
● Adhere to school, division, and/or department policies and practices, including those concerning digital etiquette and responsible use of technology and information.
● Actively support the success of colleagues and students by collaborating in sharing ideas, information, resources, and support.
● Work collaboratively to identify problems and goals, generate alternatives, and evaluate, select, and apply solutions, adjusting individual preferences for the greater benefit of the team and school.
● Take personal responsibility for contributing to a positive and safe climate and culture.
● Engage with the School and HKIS community by participating in one or more extracurricular activities; offer after-school activities, coaching, support for musical or dramatic events, and supervision of dances or sports to provide students with diverse opportunities for self-expression.
● Perform additional duties as necessary for the benefit of students, to strengthen the team, and enhance the overall operation of the school.
Teams and Committees:
● Attend and actively engage in grade level and curriculum team meetings, as well as divisional and all-school gatherings.
● Collaborate with colleagues and utilize various protocols to analyze assessment data and student work.
Goals:
● Set specific, measurable individual goals each year and contribute to team goals that align with divisional and school-wide objectives.
● Collect and review data related to these goals to enhance planning, preparation, instruction, management, assessment, and the fulfillment of professional responsibilities.
Professional Development:
● Seek opportunities to expand professional knowledge and teaching skills (e.g., planning & preparation, management, instructional, and assessment strategies) for ongoing professional growth.
● Reflect on and offer constructive feedback to others to inform personal and professional development.
Division or Job Specific Responsibilities
LP: Oversee Teacher Assistants in effectively working with or supervising children and managing clerical responsibilities.
Participate actively in scheduled overnight camps and excursions with your assigned class as part of the Grade-level program.
MS: Engage actively in the annual Programme of Extended Activities for Kids (PEAK) trips.
HS: Collaborate on curriculum development and common assessments within course teams. Participate in weekly department and collaborative meetings. Engage in the yearly off-campus learning experience - Interim Program.
Other:
● Undertake additional responsibilities as required to enhance the contributions of the department and the overall functioning of the school.
Minimum requirements and qualifications:
Education:
● Bachelor’s degree in a relevant subject area, Master’s Degree preferred.
● Qualified Teacher Certification.
Experience:
● Minimum of 5 years of full-time teaching experience at the grade level or in the subject area.
● Proven success in working with students within the relevant age group.
● Prior experience in an international school and familiarity with the American educational system is preferred.
● Experience teaching ESL students is preferred.
● Experience in developing units of work using ‘backward design’ strategies is preferred.
Required Skills:
● Experience collaborating within a large team of teachers is preferred.
● Strong understanding of subject content and pedagogy.
● Comprehensive knowledge of the developmental needs of students in the relevant age group.
● Familiarity with a variety of assessments and differentiated learning techniques.
● Solid understanding of teaching and learning principles.
● Respect for teachers as professionals and adult learners.
● Effective communicator with the ability to articulate clearly (both verbally and in writing) with a diverse community.
● Proficient in technology use.
● Strong organizational and time management capabilities.
Child Protection Statement:
● At HKIS, the welfare of each child is our utmost priority. We take action to ensure that our students are protected from harm and exploitation, with their well-being safeguarded.
We encourage 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:
Planning and Preparation
● Utilize comprehensive knowledge of content and HKIS curriculum outcomes, alongside understanding students, pedagogy, and resources to craft coherent instruction.
● Collaborate with peers to establish learning targets and instructional objectives that are in line with the curriculum and encapsulate the essential concepts of the unit, incorporating a variety of types (e.g. factual, conceptual, reasoning).
● Develop, revise, document, and implement units of work that offer developmentally suitable and differentiated learning experiences.
● Collect data through assessments, evaluate and review student work to continuously enhance a clear, recursive, rigorous, relevant, and rich curriculum.
Instructional Strategies
● Provide developmentally suitable and diverse learning experiences and activities for students that correspond with learning outcomes/needs, encourage higher-level thinking, anticipate misconceptions, and allow for differentiation.
● Frame the learning experience by articulating how each lesson connects to the unit’s enduring understandings, essential questions, and goals.
● Employ a variety of questioning and discussion methods that align with content and instructional objectives to engage students in learning, inquiry, problem-solving, and high-level thinking.
● Offer differentiated support and instruction to ensure all students grasp content and apply necessary skills.
● Deliver timely and constructive feedback to students.
● Maintain flexible pacing and instructional methods that are responsive to students’ learning needs, assessment data, and student feedback.
● Foster a growth mindset, encouraging students to embrace risks in their learning and view mistakes as opportunities for growth.
● Explicitly teach and model self-reflection, self-assessment, and the use of feedback, empowering students to articulate their learning processes.
Classroom Management
● Establish a safe learning environment that is accessible for all students and cultivate a culture of learning.
● Organize classroom settings, equipment, and materials in accordance with instructional goals and learning activities to support student engagement.
● Facilitate productive engagement of students in small group or independent work while integrating the teaching of positive, pro-social behaviors into regular instruction.
● Develop and uphold age-appropriate classroom procedures, routines, and conduct standards, providing consistent and suitable discipline.
● Ensure smooth transitions and maintain instructional momentum, minimizing non-instructional tasks to protect instructional time.
● Organize, adapt, and manage student learning data and resources to inform teaching practices.
Pastoral Care:
● Attend to students’ emotional and social needs, fostering a culture of respect and positive relationships.
● Demonstrate interpersonal skills, respectful relationships, problem-solving abilities, and positive risk-taking to create a secure learning environment.
Assessment
● Assess student learning and comprehension through diverse, high-quality, developmentally appropriate formative and summative assessments (including performance-based tasks) that align with UbD Stage 1 elements (e.g. articulated standards, enduring understandings, knowledge and skills).
● Provide students with clear assessment criteria and suitable exemplars during instruction.
● Ensure feedback mechanisms incorporate regular peer and self-assessments using established criteria for evaluating their own and peers’ work to guide improvements.
● Model strategies for students to reflect on and constructively utilize feedback from teachers and peers to enhance their learning.
● Implement a system to gather and organize various assessment data.
● Engage in reflective discussions regarding common assessments and data analysis, using these insights to inform instructional planning.
● Regularly provide feedback to students and parents in a timely manner, including specific, detailed comments, examples of student performance, information on completed or missing assignments, and areas for improvement.
● Offer prompt, clear feedback on student progress to parents, enabling them to effectively support their child's learning journey.
● Collaborate with colleagues in the planning and creation of common assessments, rubrics, observational checklists, and exemplars.
Professional Responsibilities
● Consistently uphold respect for and confidentiality of others' boundaries and rights.
● Adhere to school, division, and/or department policies and practices, including those concerning digital etiquette and responsible use of technology and information.
● Actively support the success of colleagues and students by collaborating in sharing ideas, information, resources, and support.
● Work collaboratively to identify problems and goals, generate alternatives, and evaluate, select, and apply solutions, adjusting individual preferences for the greater benefit of the team and school.
● Take personal responsibility for contributing to a positive and safe climate and culture.
● Engage with the School and HKIS community by participating in one or more extracurricular activities; offer after-school activities, coaching, support for musical or dramatic events, and supervision of dances or sports to provide students with diverse opportunities for self-expression.
● Perform additional duties as necessary for the benefit of students, to strengthen the team, and enhance the overall operation of the school.
Teams and Committees:
● Attend and actively engage in grade level and curriculum team meetings, as well as divisional and all-school gatherings.
● Collaborate with colleagues and utilize various protocols to analyze assessment data and student work.
Goals:
● Set specific, measurable individual goals each year and contribute to team goals that align with divisional and school-wide objectives.
● Collect and review data related to these goals to enhance planning, preparation, instruction, management, assessment, and the fulfillment of professional responsibilities.
Professional Development:
● Seek opportunities to expand professional knowledge and teaching skills (e.g., planning & preparation, management, instructional, and assessment strategies) for ongoing professional growth.
● Reflect on and offer constructive feedback to others to inform personal and professional development.
Division or Job Specific Responsibilities
LP: Oversee Teacher Assistants in effectively working with or supervising children and managing clerical responsibilities.
Participate actively in scheduled overnight camps and excursions with your assigned class as part of the Grade-level program.
MS: Engage actively in the annual Programme of Extended Activities for Kids (PEAK) trips.
HS: Collaborate on curriculum development and common assessments within course teams. Participate in weekly department and collaborative meetings. Engage in the yearly off-campus learning experience - Interim Program.
Other:
● Undertake additional responsibilities as required to enhance the contributions of the department and the overall functioning of the school.
Minimum requirements and qualifications:
Education:
● Bachelor’s degree in a relevant subject area, Master’s Degree preferred.
● Qualified Teacher Certification.
Experience:
● Minimum of 5 years of full-time teaching experience at the grade level or in the subject area.
● Proven success in working with students within the relevant age group.
● Prior experience in an international school and familiarity with the American educational system is preferred.
● Experience teaching ESL students is preferred.
● Experience in developing units of work using ‘backward design’ strategies is preferred.
Required Skills:
● Experience collaborating within a large team of teachers is preferred.
● Strong understanding of subject content and pedagogy.
● Comprehensive knowledge of the developmental needs of students in the relevant age group.
● Familiarity with a variety of assessments and differentiated learning techniques.
● Solid understanding of teaching and learning principles.
● Respect for teachers as professionals and adult learners.
● Effective communicator with the ability to articulate clearly (both verbally and in writing) with a diverse community.
● Proficient in technology use.
● Strong organizational and time management capabilities.
Child Protection Statement:
● At HKIS, the welfare of each child is our utmost priority. We take action to ensure that our students are protected from harm and exploitation, with their well-being safeguarded.
We encourage 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!