Total 1,695 Full-time teacher job vacancies in Singapore

Title: Secondary English Literature/Individual and Societies Teacher

Department/Division: Secondary

Employee Group: Teacher

Reports to: Principal, Vice-principal

Works collaboratively with: All teaching and operational staff

Supervises: None

KEY ACCOUNTABILITY

To improve the quality of learning outcomes for students by providing teaching and learning ‘best practices’ within the framework of the school’s Mission, Vision, Core Values, Learning Principles, Culture, and the International Baccalaureate (IB) Programmes.

TEACHER STANDARDS

1. Teaching is focused on conceptual understanding

Teaching ensures students have frequent opportunities to engage with the statement of inquiry / central idea, key and additional concepts and develop their own conceptual understandings. They can explain or demonstrate their learning, reflect on their learning and make connections to unfamiliar situations or real-world contexts

2. Teaching is based on inquiry

Teaching develops a student's natural curiosity and wonder to provide opportunities for students to investigate, inquire into and answer questions that they have formulated.

3. Teaching is differentiated to meet the needs of all learners

Learning engagements are differentiated and take into account language proficiency and the depth, complexity and pace of learning needed by students. Students are grouped flexibly according to what they are ready to learn and to provide challenge and enrichment.

4. Teaching is informed by assessment

Students receive multiple forms of feedback (self, peer,teacher) and take ownership of their learning, viewing assessment as an ongoing process toward their goals. They understand their progress and can identify actions to improve. Assessment data and observations inform instructional decisions and feedback.

5. Teaching is developed in local and global contexts

Learning engagements provide opportunities for students to learn about others and the world by engaging and taking action with their community and environment.

6. Teaching reflects how students learn

Teaching plans for implicit and explicit opportunities to develop ATL skills. With guidance, students take responsibility for their own ATL skill development, including setting goals, reflecting on their progress and making adjustments in order to meet their goals.

7. Teaching is culturally responsive

Pedagogical approaches incorporate experiences,contributions and histories from across cultures, nationalities, backgrounds,identities and perspectives so students feel represented and seen in the curriculum.

8. Teaching ensures that visible routines and expectations are in place

Lesson expectations are clearly communicated with resources to support students. Behaviour expectations in the class are co-constructed and modelled by the teacher. Low level behaviour is immediately and consistently addressed and positive behaviour management approaches are used to nurture a positive environment. The teacher pays careful attention to monitor the wellbeing of students and regularly communicates concerns with parents.

9. Teaching considers the environment for learning

The learning environment promotes relationships built on trust. There is a positive student climate with opportunities for student collaboration with a balance of student/teacher led work. The teacher seeks contributions from everyone. Students take risks, utilising technology and the environment to develop the skills taught. Students can regulate their learning and attribute their success to things they can change.

10. Teaching uses a variety of strategies to progress learning

Lessons are well-planned with clear learning intentions shared with students. Teaching engages and excites the students, with common misconceptions addressed. Content is sequenced, considering previous teaching and strategies like retrieval practice are used to reinforce learning.Knowledge and skills are applied across subjects.

Additional Responsibilities

• Ensure the safety and well-being of all students in accordance with CIS administrative policies and divisional procedures.
• Complete all required Child Protection training.
• Participate in the Individual Work Plan (IWP) process:
• Meet the expectations as outlined in the CIS Teacher Job Description, the CIS Teacher Standards, and the CIS IB Programme Expectations for Teachers.
• Solicit feedback from parents or students via surveys
• Develop and implement an Individual Work Plan (IWP) that supports the school’s Strategic Plan
• Reflect individually and collaboratively (IWP Meetings with Principal) on the aforementioned components.
• Be actively involved in special events (e.g. Talent Shows, Steam Fair, Exhibitions, etc.), and provide co-curricular and / or coaching as required based on skill set
• Contribute to community building activities
• Be dependable (be where you are expected to be, complete tasks on time; punctual (arrive at school, meetings, etc. on time); and prepared for class (all materials set up and ready for student arrival; plans readily accessible).

REQUIRED QUALIFICATIONS

• A relevant Bachelor’s degree or equivalent
• A teaching certificate/credential in Individual and societies and/or English Literature
• Successful International School teaching experience
• Excellent organizational skills
• Positive communication skills
• Capacity to work collaboratively as the member of a team

EXPERIENCE

Training and experience in the International Baccalaureate MYP, or DP preferred

COMPETENCIES:

• Culturally competent and able to work with culturally diverse staff and students in a bilingual and multilingual setting.
• Effective selection and use of instructional strategies that leverage the linguistic and cultural assets of ELL students.
• An effective communicator with the capacity to listen, empathise, and connect, as well as teach, present, and motivate.
• A lifelong learner who keeps up-to-date with current research and best practices in teaching and learning.
• A facilitator able to build strong and productive relationships with students, parents, academic and non-academic staff, and the community.
• A change agent, who can motivate and manage positive change in complex environments.
• A strategic thinker who is able to see connections between the school’s vision and mission and IB programme philosophy and create action steps to move the school forward.
• An activator with motivation, energy, and enthusiasm to spare.
• A producer who is results oriented and has a strong sense of accountability for student success.
• A character builder and role model, whose values, words, and deeds are marked by trustworthiness, respect, and integrity.
• An active contributor whose priority is making contributions to the development and success of others.

SFMS is looking for a passionate and dedicated Part-Time Physics Teacher to join our dynamic academic team. If you are committed to nurturing young minds and delivering high-quality English language education, we invite you to be part of our community.

About the Role

Reporting to the Head of Department (Science), you will play a pivotal role in shaping students' communication skills, critical thinking and love for the Physics across assigned year levels. Beyond the classroom, you will also contribute meaningfully to the holistic development of our students through pastoral care and co-curricular involvement.

Key Responsibilities

Curriculum & Lesson Planning

•Develop Physics lessons and Schemes of Work in alignment with the required syllabuses

•Design engaging, differentiated learning activities that cater to students of varying abilities, learning styles, and backgrounds

Teaching & Learning

•Deliver high-quality Physics instruction across assigned year levels, fostering an inclusive and academically rigorous classroom environment

•Apply a diverse range of pedagogical strategies to inspire and stimulate student learning

Assessment & Examination

•Set, vet, and invigilate tests and examinations

•Mark assignments and examination scripts with care and consistency

Student Progress & Reporting

•Monitor, assess, and document student progress in line with department and school policies

Pastoral, Co-Curricular & Committee Involvement (if assigned)

•Serve as a Care Teacher / Homeroom Teacher for an assigned class, acting as the first point of contact for students' academic, social, and emotional well-being

•Conduct regular homeroom sessions and maintain close communication with parents/guardians regarding student welfare and progress

•Foster a safe, supportive, and inclusive class environment where every student feels valued and heard

•Take on a co-curricular activity (CCA) as a teacher-in-charge or supporting facilitator, guiding students in developing interests and skills beyond the classroom

•Serve on school committees as assigned, contributing actively to school-wide initiatives and continuous improvement efforts

Administration & Communication

•Manage all administrative duties related to the teaching of Physics

•Build positive, professional relationships with students, parents/guardians, and colleagues

•Actively participate in department meetings, school events, and professional development activities

•Attend Parent-Teacher Meetings (approximately three times per year)

What We Are Looking For

Qualifications

•A minimum of a Bachelor’s degree in physics, or Physics related field

•A Postgraduate Diploma in Education (PGDE) from NIE is an advantage

Experience

•At least 3 years of relevant Physics teaching experience in a school setting

•Prior experience teaching one or more of the following is highly desirable:

1.Singapore Cambridge 'O' Level

2.International General Certificate of Secondary Education (IGCSE)

3.International Baccalaureate Diploma Programme (IBDP)

4.Western Australian Certificate of Education (WACE)

Skills & Attributes

•Proficient in educational technology tools and platforms to support teaching and assessment

•Meticulous, organised, and detail-oriented

•Strong interpersonal and communication skills

•A collaborative team player who thrives in a diverse school community

• Genuine care for student well-being and a commitment to holistic education

English Language Preschool Teacher

• Working Days: Mon-Fri
• Working hours : 44 hours per week
• Location: Bukit Timah/ Suntec/ Aljunied/ Boon Keng/ East Coast/ Katong/ Bedok/ Choa Chu Kang/ Paya Lebar/ Toa Payoh/ Novena/ Pasir Ris/ Tanah Merah/ Geylang/ Yishun/ Thomson/ Newton (Islandwide location available too!)

KEY RESPONSIBILITIES:

• Plan and deliver English language lessons in accordance with the organisation’s curriculum framework

• Create a secure and quality learning environment for the children through nurturing trusting and respectful relationships with them.
• Enrich children’s learning by co-designing and implementing a developmentally and culturally appropriate curriculum, while integrating innovative teaching and learning practices.
• Proactive and intentional in strengthening partnerships with families and the community, and co-design collaborative efforts with colleagues and stakeholders to achieve this goal.
• Guide the junior educators in enhancing their professional practice.
• Provide suggestions, ideas to improve professional development in the preschool, while also contributing to the preschool's culture of collaboration and collegiality.
  
  REQUIREMENTS

• Diploma or Certificate in Early Childhood Care and Education – Teaching (DECCE-T or FECCE)
• Experience in the Early Childhood is an added advantage