Primary Learning Enhancement Team (LET) Teacher - Renaissance College

Renaissance College is looking for a Primary Learning Enhancement Team (LET) Teacher to start in August 2026. The position will be a full-time two-year contract, renewable by mutual consent. 

Responsible to: Head of Primary Learning Enhancement Team (LET) and Head of Primary (HoP)

Renaissance College is a leading educational organisation. Learning Enhancement Team (LET) Teachers are expected to exemplify excellent professional practice, leading to high standards of learning and teaching aligned with the curriculum. LET Teachers are also expected to support the wellbeing and co-curricular work of the school and be reliable in exercising their daily responsibilities. LET Teachers embrace learning diversity, modelling, advocating for, and nurturing high expectations for learning amongst students. Within the LET, teachers collaborate with six other LET teachers, including the Head of Primary LET, and provide guidance to an educational assistant (EA). In co-teaching with class teaching teams, LET teachers collaborate with a team of six educators and between 4-6 educational assistants. LET teachers must also be skilled at collaborating with single-subject teachers from across the school to live our vision, mission, and Bedrock Principles.

Working as part of a team under the guidance and direction of the Head of Primary Learning Enhancement Team, the Learning Enhancement Team (LET) teacher is expected to fulfil the following roles:

 College-wide

• Promote and use the College-wide vision and mission, goals, strategies, actions, policies, and procedures.

 Learning and teaching - curriculum:

• Exemplifying leading learning and teaching practices, guided by the needs of children and the curriculum, supporting homeroom and specialist teachers in providing learning experiences for every child corresponding to their abilities and stages of development, to teach a programme that gives each student the opportunity to experience success and supports each child to achieve their full potential;

• Proactively attend to learner variability as the context requires, based on a model of equity and support; 

• Use student data to inform learning and teaching practices;

• Collaborate with the Vice Principals (VPs), class teachers, specialist teachers, other Learning Enhancement Team (LET) teachers, and the Learning Information Resource Centre (LIRC) regarding curriculum planning and implementation;

• Assist with specific departmental and/or year-level tasks or initiatives where appropriate e.g. Years 6-7 transition, Year One transition, standardised testing, residential trips administration, etc.

Students

• Establish effective and positive relationships with students based on mutual respect, recognising the individuality of each student, affirming their identity and sense of belonging;

• Provide a safe, effective, challenging learning environment and an attractive, welcoming learning space that is conducive to learning;

• Teach students, as timetabled, employing assessment for, of, and as learning practices, including feedback to feedforward, monitoring and evidencing progress and achievement; 

• Assess, record, and report on the development, progress, and achievement of students in accordance with the Primary Years Programme (PYP) expectations and the assessment policy/guidance of Renaissance College in collaboration with classroom teachers;

• Communicate with parents/guardians, maintaining open lines of communication regarding student progress, addressing concerns, and providing support. 

Staff

• Collaborate with the Learning Enhancement Team (LET) to support the alignment of systems and processes across the department/school;

• Collaborate and cooperate with other staff (whole school) on the preparation and development of progressions of learning and teaching resources, in alignment with leading learning & teaching practices used at the school, as well as collaborating with the counselling team and Emotional Literacy Support Assistants (ELSAs) in support of the Social-Emotional-Wellbeing needs of students;

• Collaborate with professionals outside of the school to provide a comprehensive student support system;

• Engage in transdisciplinary collaborative planning with other teachers who teach the year level;

• Nurture the development of fellow LET teachers and class teachers using co-teaching methods;  

• Identify student needs within teams in consultation with the Head of Primary LET, HoP, VPs and Year-level leader(s) (YLL);

• Develop Student Support Plans (SSPs) in collaboration with educators from across the school, individual students and their parents/guardians.

• Identify individual professional development needs (for self); 

• Keep team members apprised of important student issues;

• Liaise with parents/guardians as needed. 

General

• Safeguard the health and safety of children;

• Keep up to date on teaching and international education developments, sharing enthusiasm and resources with colleagues;

• Regularly refer to professional learning and curriculum resources (sourced from MyIB [PYP Resource Centre], RCHK Toddle and Sentral platforms and the Primary Staff Handbook);

• Attend professional meetings which relate to curricular, administrative and/or organisational matters as required, scheduled by the Head of Primary LET, YLLs, Curriculum Coordinators, Primary Leadership Team, or College Leadership Team;

• Participate in the school system of cover for absent teachers;

• Participate in arrangements for preparing students for standardised assessments;

• Participate in administrative and organisational tasks related to such duties as are described above;

• Make an active contribution to the policies and aspirations of the school;

• Engage in the House (Dynasty) system responsibilities of a teacher;

• Take responsibility for the safety of students through supervision duties;

• Assist with specialist functions such as sports, excursions, extra-curricular activities (ECAs) and education outside the classroom (EOTC);

• Perform other responsibilities which may reasonably be assigned from time to time by the Head of Primary and/or Principal.

The Learning Enhancement Team (LET) teacher is expected to carry out additional duties that may be reasonably and occasionally assigned by the Head of Primary LET and/or HoP.

PROFILE 
The Learning Enhancement Team (LET) Teacher is expected to have the following skills, capabilities, knowledge, and experience: 

Skills and Capabilities: 

• Excellent interpersonal and communication skills; 

• Effective collaboration skills; 

• Outstanding organisational skills; 

• A high level of motivation; 

• The ability to take initiative, self-direct, and exercise sound professional judgment; 

• Analytical and problem-solving skills. 

 In-depth knowledge of: 

• Effective learning and teaching practices to support students and educators in an environment that caters to learning diversity;

• Supporting diverse learning needs of learners; 

• The progression of child development in relation to learning; 

• Planning, collaboration, and team-building processes;

• Research-based assessment practices for, as, and of learning;

• The Primary Years Programme (PYP).
   

 Experience 

• Teaching the IB-PYP preferred; 

• As a primary practitioner.
   

Requirements

• Bachelor Degree in Education, or

• Bachelor Degree in any subjects with PGCE (Postgraduate Certificate of Education), or equivalent

• Relevant teaching experience within a recognised educational organisation

Closing Date: 1 April 2026

For enquiries, please contact Alice Har at haro1@rchk.edu.hk.

Applications will be reviewed on a rolling basis and offers may be extended prior to the job closing date.

By applying for this position, your application may be considered for other opportunities (senior-level roles, head of department, etc.) within ESF.

ESF is an Equal Opportunities Employer

The English Schools Foundation (ESF) is fully committed to providing equal employment opportunity. ESF will not discriminate on the basis of age, race, colour, gender, marital status, sexual orientation, gender identity, pregnancy, national origin, religion, veteran status, physical or mental disability, genetic information, creed, citizenship or any other status protected by local laws or regulations.

Personal data provided by job applicants will be used strictly in accordance with the ESF's Personal Data Policy, a copy of which will be provided upon request.

ESF is dedicated to ensuring the safety and well-being of all students in our care and expects all applicants to uphold this commitment. We adhere to rigorous recruitment practices, with all appointments contingent upon an interview, identity verification, criminal background checks (including ICPC, SCRC, and other international background checks as appropriate), assessment of social media presence, and positive references.

In accordance with the Keeping Children Safe in Education (KCSIE) 2025 guidelines, ESF may perform online checks for all shortlisted candidates prior to the interview.

About Us

The English Schools Foundation (ESF) is the largest English-medium international school organisation in Hong Kong. Our 22 schools and comprehensive programme of extra-curricular activities bring out the best in every student through a personalised approach to learning and by inspiring curious minds.

There are over 18,000 students from 75 different nationalities in ESF kindergartens, primary, secondary and all-through schools. 

About the Team

ESF Renaissance College Hong Kong (RCHK) is a world-class coeducational independent school and an IB World School. It was the first school in Asia to offer all four of the IB programmes: PYP, MYP, DP and CP.

Students are educated from Year 1 to Year 13 on one site, guided and encouraged by a team of experienced international educators. Our student body comprises 40 nationalities, with 20 languages represented. English is the medium of instruction, with Mandarin taught at every level. Technology is integrated college-wide throughout the curriculum.

Creativity, activity, service (CAS) is integral to college life. Students participate in a myriad of artistic, musical, sporting and service activities conducted on-site and off-campus.

Renaissance College encourages young people to be curious and caring global citizens. Our aim is to prepare well-educated young people to lead future generations, to seek and create an environment of intercultural understanding and respect for others.