Scale:         Faculty
Supervisor: Lower School Administration / Lower School Mandarin Coordinator
Division:      Lower School

JOB SUMMARY

At Taipei American School, Lower School Mandarin teachers play a pivotal role in shaping students' language acquisition journey by demonstrating an in-depth understanding of Mandarin language pedagogy, curriculum design, and students' developmental needs. Responsibilities include systematically planning and delivering language instruction using a variety of research-based strategies, assessing student progress through data-driven practices, and fostering a safe, engaging, and inclusive learning environment.

Mandarin teachers are expected to demonstrate a strong commitment to social-emotional learning (SEL), asset-based language acquisition, and the developmental stages of elementary learners. In alignment with TAS’ mission and values, they contribute to excellence in education through continuous professional growth, active collaboration with colleagues, and meaningful involvement in the school community.

Required Education / Experience

• Three or more years of teaching experience.
• Experience teaching Mandarin in an international school setting preferred.
• Bachelor’s Degree (master’s or doctorate preferred) in education, language acquisition, or a related field preferred.
• Fluent in Mandarin Chinese and proficient in English.
• Excellent written and oral communication skills in both Mandarin and English.
• Sensitivity to cultural differences between Western and Asian contexts, and a willingness to foster constructive change in a multicultural setting.

Ideal Traits / Characteristics

• Passion, joy, and enthusiasm for teaching Mandarin to young learners.
• 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

Asset-Based Language Acquisition Approach

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

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.

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 to enhance student achievement and well-being.

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 Mandarin language pedagogy, the curriculum, 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, and real-world applications.
• Demonstrates an understanding of methodologies or practices to promote surface, deep, and transfer learning in language acquisition.

Instructional Planning

• Plans lessons aligned with TAS’ mission, schoolwide learning outcomes, standards, and data, alongside engaging and appropriate strategies and resources to meet the needs of all students.
• Differentiates learning experiences to support diverse populations of learners, including multilingual learners and students with learning needs.
• Collaborates with teammates, homeroom teachers, and instructional leaders using the UbD framework to enhance teaching and learning.

Instructional Delivery

• Uses a variety of research-based, developmentally appropriate instructional strategies to engage students in active language learning, promote key skills, and meet individual learning needs.
• Incorporates technology effectively to enhance student learning and engagement.
• Regularly checks for understanding, provides constructive feedback, and adjusts instruction based on student needs.

Assessment of/for Learning

• Gathers, analyzes, and uses formative and summative data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students and parents.
• Encourages students to develop a growth mindset by involving them in setting learning goals and monitoring their own progress.

Learning Environment

• Creates a respectful, positive, and safe classroom environment that is conducive to learning and collaboration.
• Arranges the physical space to maximize student engagement and language practice opportunities.
• Promotes respectful interactions and an understanding of students’ diversity, including language, culture, race, 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.
• 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 in both Mandarin and English.

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.