About Role
The Dehong secondary school teacher is a subject specialist and an outstanding progressive educator. He/she creates a warm, flexible, language rich environment to promote high quality learning, student agency, and independence. The teacher understands how to support student wellbeing and the development of strong and positive character attributes essential to leading a successful and purposeful life. He/she develops positive and caring relationships with students, parents and all school staff and motivates students to love learning. He/she knows how to build discipline specific knowledge and skills and creates learning engagements, leading to deeper conceptual understanding. The teacher is ambitious for students and for their academic outcomes and exam success. He/she works in close collaboration with others across the grade level and school to develop the Dehong curriculum and to plan and deliver exciting, academically challenging, inquiry-based units, which are carefully designed to ensure the development of each student's language competencies. The teacher believes strongly in action research and uses best practice to inform his/her planning, classroom practice and assessment strategies. A clear understanding of Dehong's vision, mission and learning principles is essential.
Our School
Dehong Shanghai International Chinese School is the first Dehong school in China, located in Minhang District. It opened in September 2017 and now has over 1,000 students across its Elementary and Secondary Schools.
In 2023, the school expanded into its newly built Phase II campus, featuring first-class facilities. These include collaborative learning areas as well as dedicated spaces for the performing arts, sports, STEAM, and innovation. The expansion enables Dehong Shanghai to grow into a school for 1,500 students, with boarding capacity for more than 900 students on campus.
Learning and Teaching Standards
1. Know students and How they Learn
Dehong teachers have insightful and detailed knowledge of the developmental characteristics of the children they teach. They have expertise and the desire to meet the wide range of individual learning and wellbeing needs of children who come from Chinese cultural, linguistic and educational backgrounds.
2. Plan for and implement effective learning and teaching
Dehong teachers have current knowledge of the curriculum in the age range they teach. They set high expectations and challenging developmental and learning goals for their students and use a variety of effective learning and teaching strategies, outstanding resources and digital technology to support their students in achieving these goals. They encourage their students to be innovative, imaginative, creative and critical thinkers who are able to work well with others.
3. Assess, provide feedback and report on student learning and progress
Dehong teachers are knowledgeable and effective users of assessment to support learning. They use a range of data measures and assessment strategies to inform their evaluation of students' progress which enable them to plan for learning, to report accurately and effectively on student progress and to design appropriate intervention and support strategies
4.Develop supportive and safe learning environments
Dehong teachers are committed to safeguarding and to promoting the welfare of children and young people. They ensure secure, stimulating and well managed learning environments that promote a sense of safety, support and wellbeing.
5. Demonstrate International-mindedness and Global Citizenship
Dehong teachers have an appreciation of their own culture, as well as an openness to the perspectives, beliefs and educational philosophy of China. They respect other cultures, religions and languages. They recognise the importance of developing our students to be ethical Chinese and global citizens.
6. Engage Professionally in Learning and with the Community
Dehong teachers participate actively in professional learning and work collaboratively with colleagues to improve their practice. They hold themselves accountable to the highest professional standards in their interactions with colleagues, students and parents.
Additional Expectations
• Contribute to continuous innovation and to the development of the Dehong curriculum (English medium learning components)
• Lead and/or support a minimum of one (1) co-curricular activity
• Attend and participate constructively in staff meetings
• Participate (including preparing students/activities) in assemblies, celebrations and extra-curricular events
• Collaborate with colleagues across Dehong schools and Dulwich College International to share best practices around the network and participate in group-wide events as appropriate
• Support service learning and sustainability practices, events and programmes
• Other teaching and learning related tasks as determined by the Principal
Person Specifications
Required
Desired
Qualifications:
(Essential for China Work Permit)
- Bachelor's degree in relevant/specialist subject area
- Post Graduate Certificate in Education (PGCE) or equivalet
- Masters degree
- CLIL or EAL qualification or experience
- Qualified Teacher Status in Australia, Canada, New Zealand, South Africa, UK, USA
Skills/experience:
- Mother tongue or near-native fluency in English
- Minimum 2 years' experience in teaching inquiry-based learning (or PYP curriculum) within Secondary school
- Demonstrated success in working with students in the age range you are teaching
- For Specialist Teachers, demonstrated experience in your discipline
- A strong understanding of progressive pedagogy
- Effective planning and time management
- Creative and effective use of resources, including education technology
- Ability to maintain student focus and active engagement on learning
- Positive management of behaviour
- Strong, clear communication and listening skills
- Adaptable to varying contexts and an enthusiasm for working with Chinese colleagues and parents
- Experience in teaching EAL/ELL students
- Enthusiasm for curriculum study and development
- Demonstrated experience in using a variety of assessment and feedback techniques
- Demonstrated experience in raising achievement and setting aspirational targets
- Previous experience in an international school
- Some proficiency in oral Chinese Mandarin would be an advantage but is not a requirement
- Excellent subject knowledge, especially in literacy and Secondary school Science (for non-Specialist Teachers)
- Experience in Wellbeing and Positive Behavior is preferred
Ready to Make a Difference with Us
Dehong is a well-resourced school with highly motivated and academically successful students. Successful applicants will be enthusiastic about the ethos and values of Dehong Schools. An attractive and competitive remuneration package will be offered to the chosen candidate. To apply for this position, you will need to include:
• Applications should be submitted through our on-line application system by clicking the 'Apply button' on this page
• For further information please see our website at
Safeguarding Statement
Dehong is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We follow safe recruitment practices, which are aligned to the recommendations of the International Task Force on Child Protection. We hold ourselves to a high standard of effective recruiting practices with specific attention to child protection. All appointments are subject to an interview, identity checks, criminal record checks, successful references, possible social media checks, as well as due visa and work permit process as required by Chinese law.
Equity Diversity Inclusion Statement
EiM is committed to diversity within its team, organisational practices, policies and culture. It recognises that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions, and it encourages and leverages these differences to make its work more relevant and approachable. EiM will not discriminate or tolerate discriminatory behaviour on any grounds such as, but not limited to, race, gender, disability, nationality, national or ethnic origin, religion or belief, marital/partnership or family status, sexual orientation, age or socioeconomic background. EiM strives to be an inclusive workplace where everyone feels a sense of belonging, has a voice, can raise concerns, and feels comfortable and confident. It expects everyone who works with it to share this commitment and to act accordingly, as it aspires to best serve the EiM mission and its community.