HS IB DP Psychology (Maternity Leave)
Status
Actively Hiring
Date Listed11 March 2026
ContractPermanent
PlatformW5_SYNC
About This Role
G E N E R A L D E S C R I P T I O N
RIS is in search of a student-focused and dynamic High School IB DP Psychology Teacher who will motivate, engage, and facilitate profound learning in various courses, including IB Psychology HL and SL, along with a General Psychology elective. The ideal candidate will possess a robust understanding of adolescent development, employ cooperative learning strategies, utilize visible thinking routines, and embrace inquiry-based teaching approaches. This educator should be adept at planning and delivering differentiated instruction that caters to a spectrum of student abilities while being comfortable with standards-referenced assessment methodologies.
In addition to academic responsibilities, the teacher will weave social-emotional learning and positive behavior supports into their practice to foster a classroom atmosphere that encourages a sense of belonging and honors diverse viewpoints. The educator will also utilize the curriculum mapping tool Atlas Rubicon to design and execute lessons that align with school standards, ensuring that educational experiences are tailored to the needs of all students while furthering RIS's commitment to academic excellence and personal development. Familiarity with Universal Design for Learning is advantageous but not mandatory.
RIS prioritizes child safeguarding and expects all staff and volunteers to actively uphold this commitment by adhering to our code of conduct.
N E C E S S A R Y S K I L L S & E X P E R I E N C E
•
Cultivate belonging and positive behavior by establishing an inclusive, nurturing environment where all learners feel valued, respected, and empowered to take intellectual risks.
•
Incorporate social-emotional learning into the curriculum, assisting students in developing resilience, self-assurance, and self-regulation alongside analytical and quantitative abilities.
•
Encourage students to connect Psychology to real-life situations through projects, inquiry, and practical problem-solving, enhancing their critical and creative thinking skills.
•
Support students in becoming articulate and confident communicators of their reasoning through discussions, presentations, and reflective writing exercises.
•
Differentiate instruction to guarantee equitable access and meaningful challenges for every learner, responding to diverse needs and perspectives.
•
Employ standards-referenced assessment practices that focus on growth, provide constructive feedback, and guide students in self-reflection and goal-setting.
•
Engage in professional learning communities by sharing effective practices, collaboratively designing curriculum, and analyzing student data to enhance instruction.
•
Actively participate in professional development and ongoing learning, demonstrating receptiveness to feedback and a willingness to explore new methodologies.
•
Foster a passion for Psychology by encouraging curiosity, positive behavior, and active participation in a multicultural learning environment that appreciates global perspectives.
Q u a l i f i c a t i o n s & r e q u i r e m e n t s
• Current Secondary license or certification for teaching Psychology, with a master’s degree in a relevant field preferred.
• Experience with IBDP in Psychology is preferred.
• A minimum of two years (four or more years preferred) of experience as a High School Psychology teacher in an accredited K-12 institution.
RIS is in search of a student-focused and dynamic High School IB DP Psychology Teacher who will motivate, engage, and facilitate profound learning in various courses, including IB Psychology HL and SL, along with a General Psychology elective. The ideal candidate will possess a robust understanding of adolescent development, employ cooperative learning strategies, utilize visible thinking routines, and embrace inquiry-based teaching approaches. This educator should be adept at planning and delivering differentiated instruction that caters to a spectrum of student abilities while being comfortable with standards-referenced assessment methodologies.
In addition to academic responsibilities, the teacher will weave social-emotional learning and positive behavior supports into their practice to foster a classroom atmosphere that encourages a sense of belonging and honors diverse viewpoints. The educator will also utilize the curriculum mapping tool Atlas Rubicon to design and execute lessons that align with school standards, ensuring that educational experiences are tailored to the needs of all students while furthering RIS's commitment to academic excellence and personal development. Familiarity with Universal Design for Learning is advantageous but not mandatory.
RIS prioritizes child safeguarding and expects all staff and volunteers to actively uphold this commitment by adhering to our code of conduct.
N E C E S S A R Y S K I L L S & E X P E R I E N C E
•
Cultivate belonging and positive behavior by establishing an inclusive, nurturing environment where all learners feel valued, respected, and empowered to take intellectual risks.
•
Incorporate social-emotional learning into the curriculum, assisting students in developing resilience, self-assurance, and self-regulation alongside analytical and quantitative abilities.
•
Encourage students to connect Psychology to real-life situations through projects, inquiry, and practical problem-solving, enhancing their critical and creative thinking skills.
•
Support students in becoming articulate and confident communicators of their reasoning through discussions, presentations, and reflective writing exercises.
•
Differentiate instruction to guarantee equitable access and meaningful challenges for every learner, responding to diverse needs and perspectives.
•
Employ standards-referenced assessment practices that focus on growth, provide constructive feedback, and guide students in self-reflection and goal-setting.
•
Engage in professional learning communities by sharing effective practices, collaboratively designing curriculum, and analyzing student data to enhance instruction.
•
Actively participate in professional development and ongoing learning, demonstrating receptiveness to feedback and a willingness to explore new methodologies.
•
Foster a passion for Psychology by encouraging curiosity, positive behavior, and active participation in a multicultural learning environment that appreciates global perspectives.
Q u a l i f i c a t i o n s & r e q u i r e m e n t s
• Current Secondary license or certification for teaching Psychology, with a master’s degree in a relevant field preferred.
• Experience with IBDP in Psychology is preferred.
• A minimum of two years (four or more years preferred) of experience as a High School Psychology teacher in an accredited K-12 institution.