• Curious (Inquiry & Conceptual Flow): Cultivate intellectual courage by guiding students through pattern investigations (MYP Criterion B) and mathematical conjectures, laying a rigorous foundation that bridges seamlessly into DP Mathematics: Analysis & Approaches (AA) or Applications & Interpretation (AI).
• Creative (Interdisciplinary Connections): Design dynamic learning experiences connecting mathematics with Science, Design, and the arts, encouraging learners to devise elegant, multi-faceted solutions to authentic problems.
• Caring (Safe-to-Fail & Inclusive Classrooms): Build a low-anxiety, supportive classroom dynamic where misconceptions are valued as essential learning milestones. Differentiate instruction effectively for diverselanguage profiles (EAL) and varied learning needs.
• Changemakers (Ethical Real-World Application): Empower students to use mathematical analysis, data literacy, and financial modelling to interrogate ethical questions and make meaningful contributions to local and global contexts (MYP Criterion D).

General Responsibilities

• Curriculum & Alignment: Collaborate closely with secondary mathematics colleagues on vertical curriculum sequencing (MYP to DP), interdisciplinary units (IDUs), and assessment standardisation.
• Pastoral Care & Advisory: Play an active, empathetic role in the student advisory program, supporting adolescent wellbeing through restorative practices.
• Assessment & Communication: Maintain transparent, timely records of formative and summative assessment, providing clear, actionable feedback to students and families.
• Community Leadership: Participate constructively in faculty meetings, supervisory break duties, and community events.
• Co-Curricular Contribution: Contribute actively to our co-curricular program (e.g., Math Competitions, STEM/Robotics clubs, Chess, or outdoor experiential learning).
• Professional Culture: Foster an inclusive, psychologically safe atmosphere for colleagues and students alike, maintaining the highest standards of professional ethics and student safeguarding.

Qualifications, Experience & Dispositions

• Current teaching certification appropriate to middle and secondary school mathematics.
• Demonstrated experience and strong pedagogical fluency in the IB Middle Years Programme (MYP)Mathematics framework.
• Demonstrated capability or strong potential to teach IB Diploma Programme (DP) Mathematics (Applications & Interpretation and/or Analysis & Approaches).
• International teaching experience within an inquiry-led or continuum setting.
• Recent, relevant professional learning, including official IB MYP or DP workshop training.

Preferred Skills and Dispositions

• Continuum Curriculum Design: Ability to design rich concept-based MYP units and coordinate vertical articulation to ensure students transition smoothly into DP coursework.
• Universal Access & Differentiation: Expertise in adapting instruction to support diverse learning styles, exceptionalities, and multilingual learners.
• Student-Centred Inquiry: Ability to facilitate student-driven inquiry, analytical dialogue, and higher-ordercritical thinking.
• Digital Fluency: Skilful use of dynamic geometry tools, graphing technologies, and collaborative platforms to make abstract concepts visual and interactive.
• Relational & Team-Oriented: High emotional intelligence, self-awareness, and a proven track record of thriving within collaborative faculty teams.
• Growth Disposition: An open, reflective approach to ongoing professional development and team peer coaching.

1. Pedagogical Leadership & Curriculum Architecture

• Lead the ongoing review, articulation, and development of the MYP curriculum
• As a key member of the Pedagogical Leadership Team, ensure that the ISD curriculum isvertically and horizontally aligned.
• Guide subject group teams in developing robust, concept-based unit plans that integrate Globa Contexts, Approaches to Teaching and Learning (ATL) skills, and authentic assessment.
• Facilitate meaningful Interdisciplinary Units (IDUs) across grade levels, supporting collaborative planning teams from conception to reflection.
• Promote ISD’s definition of High-Quality Learning (HQL) by mentoring and coaching teachers in inclusive, student-centered pedagogies and Universal Design for Learning (UDL).
• Cultivate a safe-to-fail, collaborative culture within collaborative planning meetings, encouraging pedagogical risk-taking and shared reflection.

2. Programme Administration & IB Compliance

• Maintain comprehensive curriculum documentation on the school’s learning platform (e.g.,ManageBac).
• Oversee and standardize internal assessment procedures, criteria-based grading, and student reporting across all MYP subjects.
• Lead the coordination, standardization, and celebration of the MYP Personal Project, including supervisor training and student mentorship.
• Champion and guide the integration of Service as Action, collaborating with grade-level leads to connect learning with purposeful community engagement.
• Manage the school’s preparation for IB evaluation visits and NEASC self-study cycles, ensuring alignment with current IB Programme Standards and Practices (PSP).
• Collaborate with the Middle/High School Principal to plan the MYP professional development schedule and oversee the programme’s annual resource budget.

3. Continuum Collaboration & Community Engagement

• Serve on the Pedagogical Leadership Team (PLT) alongside the PYP Coordinator, DP Coordinator, and Principals to ensure strategic alignment across all three programmes.
• Organize parent information workshops to communicate the philosophy, assessment criteria, and developmental journey of the MYP to a diverse, multilingual community.
• Lead onboarding, orientation, and mentorship for teachers joining the MYP faculty.

Key Responsibilities: Classroom Teaching (0.6 FTE)

• Deliver engaging, inquiry-based instruction within MYP Integrated Individuals & Societies and/or DP Business Management and/or DP History.
• Design differentiated learning experiences that support multilingual learners (EAL) and address individual student readiness.
• Implement authentic, formative, and summative assessments aligned with IB criteria, providing timely and constructive feedback to students and families.
• Serve as an Advisory/Homeroom teacher, supporting the pastoral care, social-emotional development, and executive functioning of middle/high school students.
• Collaborate with student support services (learning support, counseling, EAL) to remove barriers to learning.
• Contribute actively to the school’s co-curricular program and community events.

Qualifications, Experience & Dispositions
Qualifications & Experience

• Recognized teaching degree or qualification in Secondary Education (Humanities/SocialSciences, History, or Business/Economics).
• Minimum of 5 years of successful IB teaching experience, with demonstrable success teaching MYP Individuals & Societies, DP Business Management, and/or DP History.
• Prior experience as an MYP Coordinator or Assistant Coordinator is strongly preferred.
• Demonstrated engagement in IB-authorized training in both MYP Coordination and relevant subject disciplines.
• Experience as an IB Educator Network (IBEN) member (workshop leader, examiner, school visitteam member) is an asset.

Dispositions & Leadership Profile (Living the ISD 4Cs)

• Caring: Leads with emotional intelligence, prioritizes staff and student wellbeing, and builds high-trust relationships within a psychologically safe professional learning community.
• Curious: Demonstrates an active inquiry mindset, continuous learning regarding emerging trends in international education, and intentional exploration of technology/AI to enhance learning.
• Creative: Translates curriculum frameworks into engaging, real-world learning challenges; approaches scheduling and logistical problem-solving adaptively.
• Changemaker: Displays the courage to lead positive institutional evolution, empowering colleagues to take ownership of pedagogical excellence and sustainable school development.

• Curious (Inquiry & User Research): Guide students through deep, investigative research (Criterion A), challenging them to ask probing questions about user needs, ergonomic constraints, and material sustainability.
• Creative (Iterative Prototyping & Systems Thinking): Inspire students to develop bold, divergent concepts (Criterion B) and transform them into functional physical and digital prototypes (Criterion C), building natural bridges to DP Design Technology.
• Caring (Human-Centred & Inclusive Design): Instil a mindset of human-centred empathy by designing for real users and diverse accessibility needs. Maintain an inclusive, psychologically safe studio environment where failure is treated as an informative prototype.
• Changemakers (Sustainable Solutions & Community Action): Empower students to tackle genuine ecological and community challenges (Criterion D), harnessing circular design, ethical manufacturing principles, and interdisciplinary partnerships.

Qualifications and Experience 

• Current teaching certification appropriate to middle and secondary school design/technology education.
• Demonstrated experience and strong pedagogical fluency in the IB Middle Years Programme (MYP) Design framework (digital and/or product design).
• Demonstrated capability and experience in teaching IB Diploma Programme (DP) Design Technology.
• Recent international teaching experience within an inquiry-driven or continuum context.
• Recent, relevant professional learning, including official IB MYP or DP workshop training.

Preferred Skills and Dispositions

• Continuum Curriculum Design: Ability to develop concept-based MYP units and ensure vertical articulation into DP Design Technology project work and Internal Assessments.
• Studio & Workshop Management: Facility in managing safe, well-organized fabrication and digital design spaces, embedding safe working practices and modern tools (e.g., CAD/CAM, rapid prototyping, 3D printing, laser cutting, and traditional tools).
• Universal Access & Differentiation: Expertise in adapting design tasks to support diverse learning styles, language learners (EAL), and neurodivergent profiles.
• Interdisciplinary Leadership: Proven ability to build authentic interdisciplinary links (IDUs) with Mathematics, Sciences, and the Arts.
• Professional Standards & Dispositions: Ability to operate within the guidelines of the ISD Professional Standards, demonstrating self-awareness, emotional intelligence, and collaborative team focus.

General Responsibilities 

• Curriculum & Alignment: Collaborate regularly with department and grade-level teams on planning, assessment standardisation, reporting, and interdisciplinary curriculum design.
• Pastoral Care & Advisory: Play an active, empathetic role in the student advisory program, supporting adolescent wellbeing through restorative practices.
• Health, Safety & Studio Care: Maintain up-to-date health and safety protocols across all design workshops, digital labs, and material storage areas.
• Assessment & Communication: Maintain transparent, timely records of formative and summative assessment, providing clear, actionable feedback to students and families.
• Community Leadership: Participate constructively in faculty meetings, supervisory break duties, and community events.
• Co-Curricular Contribution: Contribute actively to our co-curricular program (e.g., Maker clubs, Robotics, Sustainable Design, or community action projects).
• Professional Culture: Foster an inclusive, psychologically safe atmosphere for colleagues and students alike, maintaining the highest standards of professional ethics, confidentiality, and student safeguarding.