Teacher of DUCKS (2 - 4 year olds)(ID: 3545)

About the Role
We are seeking a committed and enthusiastic Teacher of DUCKS (Early Years 2–4) to lead a nurturing and developmentally appropriate program for our youngest students. The ideal candidate will create an engaging, play-based, and inquiry-driven environment that supports the holistic growth of children aged 2–4, establishing essential skills in communication, physical development, and personal, social, and emotional well-being.

Working alongside the DUCKS team, the teacher will design innovative and imaginative learning experiences that align with the developmental needs of early childhood, while also promoting the College’s guiding principles and dedication to Worldwise education.

Our School
DCB offers a distinctive atmosphere. For the past two decades, the College has cultivated an exceptional global reputation as a caring and inclusive community, making it a rewarding place to work.

Our students are enthusiastic learners who exhibit high levels of motivation daily. Thus, we aim to attract inspiring, skilled educators who are passionate about teaching and committed to making a significant difference in our students' lives. DCB is a lively environment for both teaching and learning, characterized by trust and respect, where joy and creativity thrive, supported by an actively involved parent community. For the right candidate, this role will be incredibly fulfilling. Notably, Year 13 students have recently achieved the highest IB results in China!

Founded in 2005, DCB has established itself as a leading school, currently serving over 1,500 students. Our DUCKS, Junior School, and Senior School work collaboratively in a close-knit yet comprehensive environment defined by high expectations, interdisciplinary innovation, and shared celebrations.

Situated in Shunyi, our school is roughly forty-five minutes from central Beijing. The capital is an exciting city, rich in cultural landmarks, ancient history, and all the conveniences of a bustling metropolis. With charming Hutongs, wide boulevards, lush green spaces, and the iconic Great Wall, Beijing has something for everyone. Our staff enjoys a fulfilling and stable lifestyle in one of the world's most remarkable cities.

Our Teaching Profile (International School)

TEACH WORLDWISE
At Dulwich College International, our students are our central focus. Educators play a crucial role in guiding students to become confident, curious, and knowledgeable global citizens. We strive to recruit exceptional educators in international education who are committed to unlocking our students' potential.

Our teachers inspire and nurture their students today, preparing them to make a positive impact in the world—living fully, responsibly, and sustainably. We empower our teachers to Live Worldwise.

Our Vision for Teachers
Worldwise Teachers:
• Prioritize students in every action
• Exhibit a positive mindset, adaptability, and open-mindedness
• Demonstrate professional initiative and resilience
• Collaborate effectively and possess strong communication skills
• Uphold commitments to internationalism and equity
• Advocate for sustainability and global citizenship

Worldwise teachers believe that:
• Every student has the right to be safe, supported, and nurtured
• Effective teaching is evidence-based and innovative
• Student learning should be personalized and differentiated
• High expectations should be set for all students
• Students should be empowered to reach their individual goals
• Student motivation and engagement should be prioritized

Learning Principles of a Worldwise Teacher:
Learning is most effective when it:
• Is relational
• Has a clear purpose
• Is adapted and applied
• Is personalized

We Are Looking for Someone Who
• Holds a Bachelor’s degree in Early Childhood Education, Primary Education, or a related discipline.
• Possesses a PGCE, QTS, or an equivalent recognized teaching qualification.
• Has at least two years of post-qualification experience.
• Has demonstrated experience teaching children aged 2–4 in an Early Years setting.
• Exhibits a solid understanding of play-based and inquiry-based learning.
• Can effectively utilize observation-led assessments to tailor personalized support.
• Has experience in facilitating early language acquisition, including EAL learners.

Ready to Make a Difference with Us
DCBJ is well-resourced and serves highly motivated, academically successful students.

Successful candidates will align with the ethos and values of Dulwich International.

An attractive and competitive compensation package will be provided to the selected candidate.

To apply for this position, please submit: a cover letter, your CV, and the names of three referees from your current and previous employers.

Applications will be reviewed and shortlisted on a rolling basis. We reserve the right to interview, appoint, and close job postings early due to the volume of applications received. We encourage you to apply promptly to ensure you do not miss out, as once a vacancy is closed, you will no longer have the ability to submit your application.

Safeguarding Statement
Our College/School is committed to safeguarding and promoting the welfare of all students in our care and expects all applicants to share this dedication. We follow safe recruitment practices in line with the recommendations of the International Task Force on Child Protection. We maintain high standards in our recruitment processes, particularly concerning child protection. All appointments are subject to interviews, identity verification, criminal record checks, successful references, and compliance with visa and work permit requirements as mandated by Chinese law.

Equity Diversity Inclusion Statement
EiM is dedicated to fostering diversity within its team, practices, policies, and culture. It recognizes that individuals with diverse backgrounds, skills, attitudes, and experiences contribute fresh perspectives and ideas, and it encourages and leverages these differences to enhance its relevance and approachability. EiM does not tolerate discrimination of any kind, including but not limited to race, gender, disability, nationality, national or ethnic origin, religion or belief, marital status, sexual orientation, age, or socioeconomic background. EiM aspires to cultivate an inclusive workplace where everyone feels they belong, has a voice, can express concerns, and feels comfortable and confident. It expects everyone associated with it to share this commitment and to act accordingly in pursuit of its mission and community service.