Secondary Japanese Teacher (Starting in August 2026)

Title : Secondary Japanese

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

Bachelor's degree in Education or in a relevant field

(e.g. Japanese Language, Japanese Studies, Applied

Linguistics).

Teaching

qualification / certification recognised for secondary

level.

Proficiency in Japanese, with the

ability to teach language skills (reading, writing, listening,

speaking) effectively.

Excellent

organizational skills

Positive communication

skills

Capacity to work collaboratively as the

member of a

team

Desirable

Attributes

Experience teaching Japanese in a secondary school

setting.

Familiarity with MYP and DP

Curriculum

Experience integrating technology

into language teaching.

Ability to contribute

to co-curricular programmes related to language or

culture.

COMPETENCIES :

Culturally competent and able to work with culturally

diverse staff and students in a bilingual and multilingual

setting.

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.

producer who is results oriented and has a strong sense of

accountability for student success.

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.