SCALE: Professional Scale
CONTRACT: Professional Staff Contract
SUPERVISOR: Lower School Administration
DIVISION: Lower School

JOB SUMMARY:

At Taipei American School, homeroom teachers play a pivotal role in shaping the educational journey by demonstrating an in-depth understanding of the curriculum, subject content, and students' developmental needs. Responsibilities include systematically planning instruction using a variety of research-based strategies, assessing student progress through data-driven practices, and fostering a safe and positive learning environment. In addition, they are expected to demonstrate a strong commitment to social-emotional learning (SEL), asset-based language acquisition, and the developmental stages of elementary learners. Homeroom teachers also contribute to the school’s mission and values by engaging in continuous professional growth, promoting collaboration within the school community, and supporting outdoor learning programs such as Camp Taiwan. These responsibilities align with TAS’ overarching goals of excellence in education, community involvement, inclusion, and student well-being.

REQUIRED EDUCATION / EXPERIENCE:

• Three or more years of teaching experience
• Bachelor’s Degree (master’s or doctorate preferred) in education
• Fluent in English
• Excellent written and oral communication skills.
• Sensitivity to the cultural differences between Western and Asian staff and a willingness to work for constructive change in a multicultural setting.

IDEAL TRAITS / CHARACTERISTICS:

• Passion, joy, and enthusiasm for teaching.
• Empathy and understanding of diverse family and student needs.
• Patience, kindness, and a student-centered teaching approach.
• A strong commitment to the TAS mission and a willingness to go above and beyond for students and the school community.
• Flexibility, adaptability, and creative problem-solving skills.

POSITION SPECIFIC:

Commitment to Social-Emotional Learning (SEL):

• Demonstrates a deep understanding of and dedication to implementing SEL practices within the classroom, fostering students’ emotional intelligence, self-awareness, and interpersonal skills.

Asset-Based Language Acquisition Approach:

• Demonstrates a strong commitment to valuing students’ linguistic backgrounds and supporting multilingual learners through asset-based strategies that build on their strengths and promote language development in meaningful contexts.

Commitment to Student-Centered Coaching:

• Demonstrates a strong commitment to a coaching culture focusing on student learning outcomes.
• Collaborates with instructional coaches and colleagues to continuously improve teaching practices through reflection, data analysis, and professional dialogue.
• Actively engages in coaching cycles, embraces feedback, and contributes to a culture of continuous growth with the goal of enhancing student achievement and well-being.

Active Participation in Outdoor Education:

• Takes part in outdoor learning by attending Camp Taiwan with students, enhancing their real-world learning experiences and fostering team-building and personal growth.
  This commitment includes:
  • Grade 2: One full day
  • Grade 3: Two days, one night
  • Grade 4: Three days, two nights
  • Grade 5: Three days, two nights

Deep Understanding of Child Development:

• Displays a thorough commitment to the developmental stages of elementary students, designing instruction and learning experiences that cater to their cognitive, emotional, and social growth, ensuring a well-rounded, child-centered education.

Engagement with the School Community:

• Actively participates in school events, collaborates with fellow educators, and engages with families to support students' holistic development.

DUTIES AND RESPONSIBILITIES:

Professional Knowledge:

• Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing meaningful, relevant, and engaging learning experiences.
• Addresses relevant curriculum standards and schoolwide learning outcomes while linking present content with past and future learning experiences, other subject areas, and real-world experiences and applications.
• Demonstrates an understanding of methodologies or practices to promote surface, deep, and transfer learning.

Instructional Planning:

• Plans using TAS’ mission, schoolwide learning outcomes, standards, and data, alongside engaging and appropriate strategies and resources to meet the needs of all students.
• Plans consistently using differentiated learning experiences that support diverse populations of learners (e.g., multilingual learners, students with learning needs, etc.).
• Plans accordingly for pacing, sequencing, content mastery, transitions, and application of knowledge.
• Plans using the UbD framework and works collaboratively with teammates, collaborating teachers and/or instructional leaders to enhance teaching and learning.

Instructional Delivery:

• Uses a variety of research-based, developmentally appropriate instructional strategies relevant to the content area to engage students in active learning, to promote key skills, especially those outlined within the schoolwide learning outcomes, and to meet individual learning needs.
• Uses appropriate instructional technology to enhance student learning.
• Consistently checks for understanding using multiple levels of questioning, provides regular feedback and adjusts instruction accordingly.

Assessment of/for Learning:

• Systematically gathers, analyzes, and uses formative and summative data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, and stakeholders.
• Uses assessment as a means to support students in developing a growth-mindset while involving students in setting learning goals and monitoring their own progress.

Learning Environment:

• Uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning and collaboration.
• Arranges the physical space and structures the classroom to maximize learning while providing a welcoming and safe environment.
• Promotes respectful interactions and an understanding of students’ diversity, including language, culture, race, gender, and special needs.

Professionalism:

• Maintains a commitment to professional ethics, collaborates and communicates appropriately, and takes responsibility for personal professional growth that enhances student learning.
• Identifies and evaluates personal strengths and weaknesses and sets goals for improvement of professional knowledge and skills.
• Engages in activities outside the classroom intended for school and student enhancement.
• Works collegially and collaboratively with administrators, other school personnel, and the community to promote students’ well-being and success.
• Builds positive and professional relationships with parents through frequent and appropriate communication concerning students’ progress.
• Uses precise language, correct vocabulary and grammar, and acceptable forms of oral and written communication.

To Apply

Interested applicants should submit a resume, cover letter, and contact information for three professional references through the online link below. Please note that direct applications via email or other channels will not be considered.

Applicants are encouraged to apply as early as possible, as Taipei American School reserves the right to close the selection process at any time.