Kindergarten Teacher (Japan, Karuizawa)
About This Role
Responsible to:
The Principal in the execution of professional duties and responsibilities in meeting the curriculum requirements of the school.
As Class Teacher, to:
Respect and value each child's social, cultural and individual background, modelling mutual respect, empathy and inclusion.
Undertake the teaching and care of the designated class in accordance with the school's educational philosophy, curriculum requirements, agreed policies and professional expectations.
Plan and facilitate engaging, play-based and inquiry-driven learning experiences that respond to children's interests, questions and emerging theories, extending their thinking and deepening their understanding.
Integrate the Reggio Emilia Approach, the EtonHouse Inquire Think Learn curriculum and the Pedagogy of Nature into teaching practice, recognising children as capable, curious and competent learners.
Observe, listen to and document children's thinking, using these insights to inform curriculum planning, develop meaningful learning experiences and extend children's investigations.
Design and maintain thoughtful indoor and outdoor learning environments in which children can explore, investigate, collaborate and express their ideas through a wide range of materials and languages.
Draw on nature, natural materials and the local environment in Karuizawa to stimulate inquiry, encourage exploration and develop children's relationships with the natural world.
Support children's social and emotional development, health, wellbeing and behaviour, fostering a safe, inclusive and respectful learning community.
Promote children's agency, independence, responsibility and care for their environment and others.
Prepare curriculum planning documents that identify learning objectives, responsive teaching strategies, differentiated experiences and appropriate opportunities to observe and assess children's learning.
Maintain appropriate records and documentation of children's learning and development, contributing to assessment, reflection and communication with families.
Establish warm, respectful relationships with children and build positive partnerships with families, communicating appropriately about children's learning, development and wellbeing.
Organise and maintain classroom resources and materials so that they are accessible, well cared for and support children's independence and learning.
Work collaboratively with colleagues to support children's learning, wellbeing and daily experiences.
Maintain professional dialogue with colleagues and handle confidential information with discretion.
As Team Member, to:
Collaborate with colleagues in long-term curriculum planning, the documentation of learning and the ongoing development of teaching practice.
Contribute to a positive, respectful and collaborative team culture through the sharing of professional knowledge, ideas and expertise.
Participate in professional dialogue and reflection, offering and receiving feedback to strengthen individual and collective practice.
Contribute to the development of shared approaches to curriculum planning, assessment, documentation and communication with families.
Participate in school events, meetings, appraisal procedures, professional learning and other initiatives that support personal and professional development.
Contribute to the wider school community and uphold the school's policies, professional expectations and commitment to safeguarding children's wellbeing.
Qualifications
A Bachelor's degree in Early Childhood Education or a relevant recognised qualification.
At least three years of relevant professional teaching experience in early childhood education, preferably within an international school environment in Asia.
Experience of play-based, inquiry-driven and child-centred approaches to early childhood education.
Knowledge of, or experience with, Reggio Emilia-inspired practice is highly regarded.
Experience in outdoor learning and an understanding of how the natural environment can support children's inquiry and learning are highly regarded.
A commitment to reflective practice, professional collaboration and ongoing learning.
Willingness to commit to a two-year contract.
Original qualification certificates and academic transcripts must be provided for authentication as part of the recruitment process.
Contract: Two-year contract