Upper Primary Classroom Teacher (Grade 3-5)

In alignment with the mission and vision of HKIS, and to support HKIS Student Learning Results alongside grade-level and subject-specific expectations, the teacher will perform the following general and specific duties across various domains: Planning and Preparation, Instructional Strategies, Management, Assessment, and Professional Responsibilities.

KEY AREAS OF RESPONSIBILITY:

Planning and Preparation

• Leverage a thorough understanding of subject matter and HKIS curriculum outcomes, in conjunction with knowledge of students, teaching methods, and resources, to design coherent instructional plans.
• Collaborate with colleagues to set learning objectives and instructional goals that align with the curriculum, encompassing essential concepts of the unit and various types (e.g., factual, conceptual, reasoning).
• Create, revise, document, and implement units of study that provide developmentally appropriate and differentiated learning experiences.
• Gather data through assessments and evaluate student work to continually refine a clear, recursive, rigorous, relevant, and enriching curriculum.

Instructional Strategies

• Deliver developmentally appropriate and varied learning experiences and activities that meet students' needs and learning outcomes, promoting higher-level thinking, anticipating misconceptions, and allowing for differentiation.
• Connect each lesson to the unit’s enduring understandings, essential questions, and objectives to frame the learning experience.
• Use diverse questioning and discussion techniques that align with content and instructional goals to engage students in learning, inquiry, problem-solving, and higher-order thinking.
• Provide differentiated support and instruction to ensure all students comprehend content and acquire necessary skills.
• Offer timely and constructive feedback to students.
• Maintain flexible pacing and instructional approaches that respond to students’ learning needs, assessment data, and student input.
• Encourage a growth mindset, motivating students to take risks in their learning and view mistakes as opportunities for development.
• Explicitly teach and model self-reflection, self-assessment, and the effective use of feedback, empowering students to express their learning processes.

Classroom Management

• Create a safe and accessible learning environment for all students and nurture a culture of learning.
• Organize classroom settings, equipment, and materials in alignment with instructional goals and learning activities to enhance student engagement.
• Facilitate productive student engagement in small group or independent work while integrating the teaching of positive social behaviors into regular instruction.
• Establish and maintain age-appropriate classroom procedures, routines, and standards of conduct, providing consistent and appropriate discipline.
• Ensure smooth transitions and maintain instructional momentum, minimizing non-instructional tasks to protect teaching time.
• Organize, adapt, and manage student learning data and resources to inform teaching practices.

Pastoral Care

• Address students’ emotional and social needs, promoting a culture of respect and positive relationships.
• Exhibit strong interpersonal skills, build respectful relationships, solve problems effectively, and take positive risks to create a secure learning environment.

Assessment

• Evaluate student learning and understanding 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 lessons.
• Ensure feedback mechanisms include regular peer and self-assessments, utilizing established practices.

Apply via the WhatSchool platform.