Helps students to develop interpretive, interpersonal, and presentational skills in Chinese embedded through intercultural Chinese competency units, comprehensible input, and storytelling.
Initiates, facilitates, and moderates engaging, interactive, and purposeful classroom tasks, as well as local and global community partnerships.
Prepares course materials such as Integrated Performance Assessments, meaningful homework practice, and purposeful/authentic tasks that help students negotiate meaning in the target language.
Plans how to deliver course content, create materials, and employ varied measures of instruction in collaboration with other Chinese teachers to create, support, and maintain parity among parallel courses as well as vertical alignment.
Advises a small group of students, provides academic and emotional support, and communicates regularly with parents and guardians of advisees.
Adopts a learner’s mindset ready to prototype and workshop with team members when implementing innovative teaching practices.
Keeps abreast of developments in the field by participating in professional development, sharing findings with colleagues, and reading current literature, such as Implementing Integrated Performance Assessment (2013) by Adair-Hauck, Glisan, Troyan; The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design (2017) Clementi, Terrill; or While We’re on the Topic (2017) Bill van Patten.
Embraces and employs best practices as described by national second language experts when creating lessons, units, and curriculum. Some examples include NSFLEP’s World Readiness Standards, ACTFL’s Proficiency Guidelines, NCSSFL-ACTFL’s Can-Do Statements, and Partnership for 21st Century Skills 4 C’s.
Maintains student attendance records, grades, and regular written and verbal feedback on graded assignments.
Maintains contact with students and parents with regular communication and regularly scheduled evaluations.
Evaluates students’ class work and assignments.
Participates and attends parent/admissions events as required.
Other duties as assigned by the Language Department chair and division heads.
Bachelor’s degree or post-graduate work in Chinese or in teaching Chinese as a second language; master’s degree preferred.
Prior teaching experience preferred, preferably in an independent school environment.
Superior skills in teaching Chinese as a second language to children.
Excellent verbal and written communication and interpersonal skills in Chinese and English.
Demonstrated enthusiasm for teaching and learning.
Compassionate and knowledgeable in delivering content to students with diverse learning styles.
Demonstrated sensitivity, knowledge, and understanding of the diverse backgrounds of community members with a continuous focus on healthy relationship building.
Effective classroom management strategies.
Demonstrated deep understanding of cultural competency skills and enthusiasm for issues of diversity, inclusivity, and multiculturalism.
Organized, detail-oriented, dependable, and capable of taking initiative.
Comfortable using technology both in and out of the classroom.
Application Procedures Interested candidates, please email a cover letter, resume, statement of educational philosophy, and contact information for three references to email@example.com. One of the references must be from a current or previous supervisor.
About Springside Chestnut Hill Academy
Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education.
Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unparalleled intellectual foundation for lifelong learning and growth.
Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty. At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to... ensure that each student thrives.
SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond.
Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles. Beginning with the merging of gender cultures in Upper School, students are exposed to an ever-widening array of perspectives and opinions as part of their final preparation for becoming citizens of a global community.