Teacher of Global Perspectives - August 2026 Start

Job Summary: Founded in 2015, Anne Hill International provides international education for students aged 2-13 and is preparing to broaden its secondary school offerings soon. Our goal is to provide affordable, high-quality education while our vision emphasizes the development of well-rounded, globally-minded, lifelong learners.

Currently, our institution serves approximately 350 students from 30 different countries, supported by a committed team of 30 educators with varied backgrounds.

The new secondary school campus is scheduled to open in August 2026, featuring a curriculum built around the International Middle Years Curriculum (IMYC) and Cambridge Lower Secondary, ultimately leading to the International General Certificate of Secondary Education (IGCSE). We take pride in being a member of the Council of International Schools (CIS).

Position Responsibilities

We are in search of a Teacher of Global Perspectives (Year 7 to Year 9) who has the professional expertise to advance and refine initiatives within a developing program. While prior experience with IMYC and IGCSE is favorable, it is not a strict requirement.

The capability to teach an additional social studies subject or another discipline would be advantageous.

All teachers are expected to engage with the pastoral/homeroom curriculum and take part in the after-school activities program.

Duties & Responsibilities

Subject Teachers are responsible for the academic growth and pastoral care of their students, in accordance with the school’s guiding principles, curriculum, and policies.

1. Establish high expectations that inspire, motivate, and challenge students.

• Foster a positive, safe, and stimulating classroom environment that encourages student engagement, supports risk-taking in learning, and builds confidence.

• Design lessons with clear objectives that promote active participation, independence, collaboration, and cross-curricular links.

• Maintain consistent high expectations through strong relationships and inclusive practices.

2. Encourage continuous progress and outcomes for all students.

• Understand students well enough to customize learning experiences, utilizing curriculum sequencing and prior knowledge to facilitate advancement.

• Promote student reflection, responsibility, and a committed approach to independent work and study.

3. Demonstrate excellent subject and curriculum knowledge.

• Create learning experiences that reinforce concepts, engage interest, and challenge students.

• Continuously enhance professional skills through ongoing development, applying insights to classroom practices with an emphasis on literacy, numeracy, and the value of scholarship.

4. Plan, prepare, and deliver captivating lessons.

• Develop and present purposeful lessons that address diverse student needs, with clear objectives, constructive feedback, and evidence-based strategies that promote progress.

• Foster positive classroom dynamics and collaborate with colleagues to ensure a cohesive, student-centered approach that enhances both learning and wellbeing.

5. Tailor teaching to accommodate the strengths and needs of students.

• Collaborate with students to set clear, meaningful goals and adapt lessons to meet individual requirements using diverse strategies such as differentiation, questioning, active learning, and technology.

• Employ assessment, feedback, and reflection to inform teaching, support progress, and create an inclusive environment where all students feel valued and challenged.

6. Utilize assessments effectively and productively.

• Systematically assess student learning through various methods, providing clear feedback that promotes improvement and progression.

• Consistently use assessment data to inform instruction and planning, ensuring all students reach their potential.

7. Ensure the quality of educational provision.

• Communicate effectively with parents, offering clear feedback and guidance.

• Prepare and utilize resources tailored to student needs and engage support staff in planning and instruction.

• Manage time efficiently and conduct academic reporting thoroughly through updates, reports, and parent meetings to accurately reflect student progress.

Qualifications and Experience

• A University/College degree, preferably related to the subject being taught.

• PGCE or equivalent qualifications.

• Three years of relevant experience (desirable but not essential).

• A proven history of supporting students from diverse cultural backgrounds and those with additional needs (e.g., English as an Additional Language and Special Educational Needs and Disabilities).

Skills and Attributes

• A strong passion for delivering high-quality teaching and learning.

• Effective classroom management skills to create a safe and supportive learning environment.

• Strong interpersonal and communication abilities.

• A flexible and positive approach to all aspects of school life.

• Excellent time-management and organizational skills.

• Commitment to professional development.

• Self-motivated and capable of working both independently and collaboratively within a team.

• Eagerness to contribute positively to the school community.

Salary and Benefits

Salaries are based on qualifications and experience, facilitating a comfortable lifestyle in Vietnam. AHI also provides:

• Relocation support (including flight, visa, and work permit documentation).

• Tuition benefit (100% for one child).

• Housing allowance.

• Medical insurance.

• Opportunities for professional development.

Safer Recruitment

At Anne Hill International School, we prioritize safeguarding our students. All candidates will undergo comprehensive employment checks, including satisfactory criminal record checks from their country of residence/birth and any country they have lived in over the past ten years.

Child Protection Statement

Anne Hill International School is committed to safeguarding the welfare of its students. This commitment is expected to be upheld throughout the school, with pre-employment background checks conducted to ensure an applicant’s suitability for working with children before any job offer is made.