Chinese Language and Literature Teacher Job Description:
This Chinese Language (Mandarin), Chinese Reading Programme and
Literature/Culture and Etiquette Teacher position requires the ability,
expertise and training to teach Chinese (Mandarin) Language, Chinese Reading
Programme and Literature and Culture and Etiquette learning across primary to
middle school. Additional experience or training in high school and related
areas of the Language acquisition and strong English Language skills will also
be considered a plus.
Knowledge and understanding:
§ Have a detailed knowledge and understanding of the subject of Chinese
(Mandarin) Language, Chinese Reading Programme and Literature/Culture and
Etiquette with experience in national or international curriculum (such as CNC,
IPC, IMYC, PYP/MYP/IBDP; IGCSE, British NC or similar)
§ Able to guide and support student subject-related questions and facilitate
inquiry-based learning in their specialist subject(s)
§ Knowledge and understanding for curriculum and assessment development in
Chinese (Mandarin) Language, Chinese Reading Programme and Chinese (Mandarin)
Language learning. Chinese teachers should, in accordance with the requirements
of the 2011 Chinese curriculum standards, attach importance to cultivating
students' extensive interest in reading, expand the range of reading, increase
the amount of reading and improve reading taste.
Planning and setting expectations:
§ Identify clear teaching objectives, content, lesson structures and sequences
appropriate to the subject matter and the students being taught
§ Set appropriate and demanding expectations for students’ learning and
motivation
§ Set clear targets for students' learning, building on prior attainment and
experiences
§ Identify and provide for students who have special educational needs (either
in additional foundation learning support or for extending challenging learning
opportunities)
§ Where applicable, implement and keep records on Individual Education Plans
(IEPs)
§ Liaise with the Chinese (Mandarin) and Language learning team of teachers to
determine the learning objectives of learning topics, themes and integrated
interdisciplinary tasks
§ Additional tasks will include assisting in development of online resources,
administration and Chinese (Mandarin) Language learning applications as well as
interdisciplinary course development.
§ Should focus on students' reading ability and the development of the core
Chinese accomplishment and ascend, combining with the characteristics of their
own school, resources, design in line with the features of students' age,
cognitive level, curriculum system.
Teaching and managing student learning:
§ Ensure effective teaching of whole classes, groups and individuals so that
teaching objectives are met, momentum and challenge are maintained, and best
use is made of teaching time
§ Use teaching methods especially aligned with inquiry-based learning that
keep students engaged, including stimulating students’ intellectual curiosity,
effective questioning and response, clear presentation and good use of resources
§ Set high expectations for student behaviour, establishing and maintaining a
good standard of discipline through well-focused and inspiring teaching and
through positive and productive relationships
§ Promote positive behaviour patterns, encourage self-esteem, and improve
independent working for students to assist their education and growth.
§ Encourage students read widely and absorb all aspects of knowledge. Reading
courses should be designed to best meet the needs of students of different
genders, ages, levels and personalities. Encourage students to study, read
deeply and carefully, and even explore independently from a professional
perspective.
Assessment and evaluation:
§ Assessment for and of learning in how well learning objectives have been
achieved and use this assessment for future learning development tasks and
teaching
§ Mark, record and monitor student class and homework providing constructive
oral and written feedback, setting appropriate targets for student progress
§ When applicable, understand the demands expected of students in relation to
the national curriculum, international standards and alignment.
Relations with parents and wider community:
§ Know how to prepare and present high quality informative and appropriate
reports to parents
§ Recognize that learning takes place outside the school context and provide
opportunities to develop student understanding by relating learning to
relevant, authentic, real and context related examples
§ Understand and act upon building effective relationships with school
agencies and partnerships beyond the school.
Managing own performance and development:
§ NAS Guangzhou teachers understand the need to take responsibility for their
own professional growth and development and to keep up to date with research
and developments in pedagogy and in the courses they teach
§ NAS Guangzhou teachers understand their professional responsibilities in
relation to school policies, guidelines and practices
§ NAS Guangzhou teachers set a good example to the students they teach in
their presentation and their personal conduct
§ NAS Guangzhou teachers evaluate their own teaching critically and use this
to improve their effectiveness.
Managing and developing staff and other adults:
§ NAS Guangzhou teachers establish effective working relationships with
professional colleagues, such as, co-teachers, specialist teachers and
associate staff to ensure a high quality and engaging professional learning
community.
Managing resources:
§ Select and make good use of books, equipment, IT and other learning
resources that enable teaching and learning objectives to be met.
§ Assist in maintaining an up to date learning resources and materials
inventory including classroom hardware and software
*NAS Guangzhou recognises the special contribution our teachers make to our
community and especially in regard to duties other than teaching. Please note
that all teachers at NAS Guangzhou participate in duties other than teaching.
These duties include roles and tasks as home room teacher, before and after
school bus and campus grounds, boarding house study support, play and general
facility areas during break times, team and faculty meetings, professional
development, school improvement workshops and projects, and support for school
community development events such as Open Days and Presentations. These duties
are all fairly accounted for in the day to day teaching load assignments.
Teacher preparation time is carefully protected to ensure responsible and
appropriate professional duty of care for all teachers and staff.
Personal Specifications – Skills, Knowledge and Experience
§ At least Bachelor’s Degree and Teaching qualification
§ Minimum of 5 years teaching experience
§ Excellent English Language Proficiency for Spoken, Written, Reading, and
Comprehension
§ International teaching experience
§ Experience in a bilingual language learning environment
§ ESL in the Mainstream certification or equivalent