Our high school program at Nanjing Foreign Languages School was launched in 2006, initially offering A-level programs before starting the IB Diploma in 2012. Our mission is to empower our students to become successful global citizens, able to maximize their potential in their lives and future careers.

About the school

Location
The campus is located close to the center of Nanjing. As you live and work here the vibrant culture and lifestyle of this emerging metropolis will be at your doorstep.

Curriculum
Our international curriculum center delivers both IB and A-level courses, which makes for a diverse and stimulating academic calendar.

Our students are among the best in Jiangsu Province, which is itself highly regarded at a national level. Working with students of this calibre will make you a better teacher.

Salary and benefits

• Competitive salary levels
• Accommodation allowance
• Annual return airfare and bonus
• Worldwide medical cover
• High disposable income

About you

• Able to engage and challenge high-performing students
• Recognized teaching qualification
• Experience teaching Chemistry at the high school level
• Familiarity with and IB curriculum (preferred)
• Well-developed subject knowledge

The post Teacher of IBDP Chemistry appeared first on Dipont Education.

The Mathematics Teacher’s role

The A-level program, established in 2008, is part of a high school with a national reputation for academic excellence. As a Mathematics teacher, you will join a workplace ideal for a teacher looking to enhance his or her career portfolio. Additionally, you will be part of a team of educators committed to providing a holistic education.

About the school

Ningbo Zhenhai High School has a long and interesting history with parts of the campus devoted to artifacts excavated on site. It has an excellent reputation and high academic standards.

Students

Students are confident, gregarious, and highly motivated. Examination results are outstanding and the majority of students achieve Grades A* to C at IGCSE, AS- and A2-level. The majority of students go to university in the United States and the United Kingdom, with a smaller number going to Canada, Hong Kong, and Australia.

The Cambridge program

The international center follows Cambridge International exams for its A-level program.

Overseas teachers in the center come from a variety of countries and work in partnership with Dipont Education college counselors and school class tutors to provide a variety of experiences for students.

Salary and benefits

• Competitive salary levels
• Accommodation allowance
• Annual return airfare + bonus
• Worldwide medical cover
• Favorable cost of living
• High disposable income
• Internal and external professional development
• Internal career paths

About you

The post Teacher of Mathematics appeared first on Dipont Education.

The Physics Teacher’s role

The A-level program, established in 2008, is part of a high school with a national reputation for academic excellence. As a Physics teacher, you will join a workplace ideal for a teacher looking to enhance his or her career portfolio. Additionally, you will be part of a team of educators committed to providing a holistic education.

About the school

Ningbo Zhenhai High School has a long and interesting history with parts of the campus devoted to artifacts excavated on site. It has an excellent reputation and high academic standards.

Students

Students are confident, gregarious, and highly motivated. Examination results are outstanding and the majority of students achieve Grades A* to C at IGCSE, AS- and A2-level. The majority of students go to university in the United States and the United Kingdom, with a smaller number going to Canada, Hong Kong, and Australia.

The Cambridge program

The international center follows Cambridge International exams for its A-level program.

Overseas teachers in the center come from a variety of countries and work in partnership with Dipont Education college counselors and school class tutors to provide a variety of experiences for students.

Salary and benefits

• Competitive salary levels
• Accommodation allowance
• Annual return airfare + bonus
• Worldwide medical cover
• Favorable cost of living
• High disposable income
• Internal and external professional development
• Internal career paths

About you

The post Physics Teacher (A-level) appeared first on Dipont Education.

Background

Chengdu Shishi High School was founded in 141 B.C. and has operated on the same site for more than 2,150 years. The school has an excellent reputation on a provincial and national level and is located in the downtown area.

Chengdu Shishi High School is a leading international school located in Chengdu, the capital of Sichuan Province in southwestern China. Chengdu is a vibrant and dynamic city with a rich cultural heritage. The city is famous for its spicy cuisine, giant pandas, and tea culture. It is also a hub for technology and innovation, with a thriving startup scene and a rapidly growing economy.

The Cambridge program

The international center follows Cambridge International exams for its A-level program.

The Teacher of Biology will join an international team, with teachers coming from a variety of countries, and work in partnership with college counselors and class tutors to provide a variety of experiences for students.

The center runs clubs and activities including debating, music, and English competitions. This ensures that every student is well prepared to attend university abroad.

While students’ education in the center is extensive and rich, academics form the core of their learning, and center teachers are subject specialists. Students are encouraged to gain a broad outlook and teaching staff facilitate their participation in international mathematics and physics competitions, as well as overseas events such as summer camps in the United States and the London International Youth Science Forum.

About Dipont Education

You would be joining a large, established network of educators. We focus on collaboration, high-quality educational practice, and ongoing professional development. Our programmes are based within many of China’s top schools delivering A-level, Advance Placement, and the IB Diploma. You will be working with students who care about their education and developing their skills. Additionally, they are applying to some of the best universities overseas.

We only focus on the upper secondary level. Our extensive team of educators thrive in this academically rewarding and challenging environment.

We offer a competitive salary with a benefits package that includes accommodation allowance, annual return airfare, annual bonus, and worldwide medical cover.

Requirements

You will need to have a minimum of two years of relevant teaching experience and a bachelor’s degree. Great if you have a formal teaching qualification, but we also sponsor a PGCEi programme so we can support you in getting one.

*We are committed to a thorough and complete check of the credentials of all those employed to work with children in our organization.

The post Teacher of Biology appeared first on Dipont Education.

John Sexton,

Center Principal at Suzhou Experimental High School, AP center.

How many teachers or staff do you manage in your center?

That’s kind of an interesting question, just teachers, not including myself, we have six staff. These are teachers from different parts of the world, teaching science, math and humanities, and then we collaborate with several other Chinese staff that lead part of our program.

Can you describe your involvement with teaching and learning within the center?

Wow, that’s, that’s a question. I would say I spend a lot of my time helping teachers prepare students for the various things they need to do for college success. Whether that’s helping our English teacher get the students prepared for TOEFL or IELTS examinations or making sure our AP teachers are on track for their AP exams every May. That’s a large part of it. We conduct regular meetings on teaching and learning, in the past few years, online learning has been a focus. Fortunately for me, that was kind of my background, so I’ve helped teachers use technology and adapt to that. As we move back to the classrooms, it’s more of a focus on teaching and getting students ready for the exams and success.

What is the number of exams that a typical student is taking this year?

Well, there are no typical students, but in our grade 11 half the students are taking four AP exams, for example. Most plan to take economics, calculus, physics at AP this year. So about half of our students do that. And I would say about 75% of our students take at least one exam in grade 11. I think in grade 12, we have one student who did not take an AP exam, so most of our students are taking at least one. And that’s what we like to see. I think in the future, it’ll be everybody because they’re launching AP precalculus.

Which universities do your students tend to go?

This year has been another shift for our students back toward American placements, besides a few that have gone to Australia. Students in China like to cluster around the East and West coast of the US, though we’ve got a little progress inland as far as Ohio. Most of our students are in the Northeast or the Northwest this year, so Washington, New Jersey and those kind of areas.

Can you describe the management structure that a CP operates within?

Yeah, I think this will be a question that’s maybe different in different contexts. We’re a small school, so at my school, the administration, me, the CLO, the CD, work quite closely together. And we’re kind of all-hands-on deck on many things. But I think in a larger school, it would have a different shape. We get lots of support from Dipont, I deal directly with Leo McArdle, the Deputy Director of Education, he’s really helpful. We get lots of practical support from the head office, especially now that the pandemic is over.

If you were to summarize your key objectives and the roll into a few points, what would they be?

I think there’s really two things I want to do. I want to ensure that our students get the best possible education and university offers. I’m really concerned with whether they are making progress through the year at our center. I want them to develop their English ability, study skills and I want them to grow as people. I want to see them all making great strides every year. So that’s really my focus.

The post Interview with Dipont Education Center Principal, John Sexton appeared first on Dipont Education.

Presented by Brendan Law, Executive Principal, this will be a great chance for you to learn about their approach to teaching and learning, while also having the chance to speak directly with key representatives from the school.

Speakers at the event include the following:

Stefan Sjodin,  Head of Secondary School

Stefan is a career educator with a wealth of experience in education leadership. In his presentation Stefan will introduce the many Continuing Professional Development (CPD) opportunities for teachers there are at DSAS/KCIS.

CPD is a vital component of any school. These initiatives at DSAS are designed according to teacher preferences and needs with the goal of realizing their mission: to be a learning community aspiring to excellence.

Amy Loveday-Hu, Head of Kindergarten

Amy will share her wealth of knowledge in early years when talking about laying solid foundations for lifelong learning.  She strongly believes that initial school experiences are a particularly sensitive and important period for every child. In this must-see presentation

Amy will share her ideas on how key social and emotional skills are developed during these vital years. As she says, “Our goal of ‘fostering confident young learners’ takes us on exciting collaborative journeys every day.  What we do makes a difference, throughout children’s school careers.”

Yin Xie, Pastoral Assistant Head for the Lower Secondary School & Sophia Morling, Pastoral Assistant Head for the Primary School

Sophia and Yin share a deep dedication to student well-being, and will co-host a presentation on Pastoral Care at DSAS/KCIS. As Sophia says, “As educators, it is our duty to ensure the physical, social and emotional welfare of our pupils”.

The ideal of a fair, kind and responsible community lies at heart of the DSAS culture. Sophia and Yin look forward to talking about the school’s innovative and responsive pastoral care initiatives.

Magdi Elsayad, Head of ICT, Director of Co-Curricular Activities

Magdi has combined his passion for technology with his role as Director of co-curricular activities by introducing tech-related programs such as 3D printing to an already abundant and diverse roster.

He looks forward to sharing his ideas on the value of co-curricular activities, including how the fields of student interest are developing as technology becomes ever-more embedded in our lives.

Coco Fan, Director of Teaching and Learning (G1 – 9)

Coco has taught a broad range of grades and ages in her over twenty years’ experience in education. She will share her thoughts on the current state of education development in China.

Her presentation will be about blending Chinese Bilingual Curriculum with best international pedagogical practices, a stimulating and timely topic in tune with the evolving teaching and learning landscape in China.

Mike Hindle, Head of King’s College International School

Mike is a vastly experienced educational leader. He firmly believes that learning should be engaging, challenging and rewarding, and that every student has the capacity to excel. Mike  will draw from his broad experience to talk about overcoming cultural and language boundaries in a happy international community.

As Mike says, “Happy children learn better, whatever their cultural heritage and background. By celebrating the diversity of our school community we can joyfully prepare all our students for their future lives.”

Wuxi Dipont School of Arts and Science educates students to be well-rounded, innovative and collaborative individuals. It’s goal is to help students to appreciate their own, and others, cultures and traditions.

The school was founded with the strong support of the Wuxi local government, and through a partnership between two world-leading schools – Nanjing Foreign Language School, China and King’s College School, Wimbledon, UK.

The post Wuxi Dipont online recruitment open day appeared first on Dipont Education.

Background

The Dipont high school program at Wuxi No. 1 School was established in 2008 and currently has over 400 students enrolled. Our goal is to develop in our students a balance between academic and extracurricular interests so that they are prepared for the demands of the 21st century.

Salary and benefits

About the School

Location
The school is located close to the center of Wuxi city, yet retains a natural ambience. Wuxi itself is a delightful city to live and work in, as it combines the amenities of a big city while maintaining a community vibe.

 Curriculum
In addition to our A-level program, students participate in a wide range of extra-curricular activities while also being encouraged to work with NGOs, research institutes, charities and businesses to extend their academic and personal interests and potential.

Teachers and Staff
Our faculty includes teachers from all over the world, and this provides the school with a truly international environment. Our philosophy is one of shared experience and collaboration so that all staff feel a part of team success.

Students at the Dipont High School Programme at Wuxi No. 1 High School are among the best in Jiangsu Province.

About you

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Here Nuala reflects on her time working with Dipont, including her experience of 21^st– century learning, harmonious bilingual education, and shaping the future of student well-being in China.

What has been the most memorable thing for you about working for Dipont?

Dipont has contributed a lot to my educational development and growth, so it is hard to choose what to mention. I joined the company in 2017, and I have never looked back. Dipont has a very ‘can do’ approach. The company acknowledges the value of trying new ideas and thoughts and learning from mistakes to move forwards.

My experience has included teacher training, curriculum writing, textbook writing, developing and delivering professional development, academic quality management, coaching and mentoring.

If I must choose one experience to highlight, it was developing and creating a teacher training course for bilingual teachers. I felt this particular aspect of my work was the most rewarding. I also developed strong friendships with the very first cohort of teacher trainees.

Which achievements are you most proud of from your time with Dipont?

Working with teachers in Dipont’s Independent schools, building strong relationships and working collaboratively with teams to view teaching and learning from different perspectives.

I truly enjoyed sharing early learning theories and approaches with new early years teachers. It was enlightening and encouraging to see teachers embrace theories of play, child development, SEN and observe them applying these theories through the early year’s national standards.

It is always encouraging when your audience takes the time to send an email of appreciation as well as photographs to show how they apply the theory in their learning environments. Those occasions make me proud and make the job worthwhile, but even more so when it is clear that the children benefit most from the experiences.

What challenges do you see in creating a harmonious bilingual working environment in schools?

Most parents want their children to engage in learning a new language. The challenge can be finding the balance between the use of the native language and the new language. The learner’s mother tongue and local culture have to be valued.

Language and communication are strongly linked with identity and emotional development. For this to happen, there must be mutual respect between all parties. Supporting the native language through communication and literacy development is essential for academic achievement. Sharing thoughts and school policy on the bilingual approach can help diminish challenges as they arise.

How has Dipont changed over the last five years?

There is more of an understanding and recognition of the importance of developing 21^st Century skills such as collaboration, cooperation, creativity, questioning, use of technology, active and project-based learning.

I’ve always felt that Dipont is a pioneer in the field of education in China, introducing these skills through its teacher training, support in schools and provision of high-quality professional development. We are now reaping the benefits if the training we started five years ago. That has been very satisfying.

What progress have you made regarding student well-being and pastoral care in the past five years?

Firstly, I believe that kindness, understanding and passion for your learners are essential. When working with people of all ages, we do not know what emotions, troubles, and burdens they bring to school daily. Therefore, I believe that PSHE (Personal Social Health Economics) education should weave into every aspect of our daily teaching.

We need to allow learners opportunities to share, discuss, collaborate and cooperate, but we also need to develop their sense of empathy and teach both teacher and learner to empathise. Teaching is no longer about purely academic achievement. It is about viewing all aspects of learning holistically. This approach helps children to experience joy in learning.

All our teachers are required to undertake safeguarding training. Our teachers are fantastic at coming up with innovative and caring ways to care for our learners’ wellbeing in safe, warm, caring, and holistic environments, both indoors and outdoors. Some examples include

• Development of sensory gardens
• Friend spot in the playground- a child, can go here if looking for a friend with whom to play.
• A reflection area- a quiet space to calm down, be quiet, be reflective.
• A safe environment for letting off steam

I know we’ve made a difference when I see a four-year-old child approaching another child and wiping away their tears.

What would you say to encourage a professional educator like yourself to leave their home country, journey to China, and work for Dipont?

You are better equipped to educate learners about various cultures when you have truly experienced a culture by living within it. By sharing cultural experiences, children learn about diversity and become culturally aware, have better social skills, increase confidence and are often more accepting of people who are different from themselves.

China is a beautiful place in which to work. Dipont offers various opportunities for those willing to embrace all that China and its learners have to offer. Come with an open mind and a willingness to make a difference, and you will be enriched by the experience.

The post Education in China: Five years at the frontline appeared first on Dipont Education.

The Dual Diploma Program (DDP) at Tianyi High School, Wuxi, in partnership with the prestigious Shattuck-St. Mary’s school in the US, combines project management, career counselling, software design tuition, leadership, collaboration, creativity and community engagement.

Here Mark talks about the DDP, and what he has gained in this part of his career journey.

1. How does the course relate to the idea of 21st century learning?

The traditional model for education is like a factory system, what you could think of as a cells and bells model. This is where you keep students in a cell for a certain period of time, until the bell rings, and then they move to a different cell. It is very teacher-centered, with the teacher being the primary source of the learning experience.

A goal of 21st century learning  is that students become the  drivers of their educational journey

Central to our approach is that students should be the primary drivers of their own educational experience. We facilitate this by giving them lots of opportunities to try new things, to experience new things, to take actions, and then reflect on those actions.

That way they can discover more about themselves: their strengths, weaknesses, and their own interests, and then use that to grow and inform their next actions.

2. What facilities do you have to support the course?

The design of our initial setup came from our partner school, Shattuck-St Mary’s.  They developed what they call a “WeCreate” space, which is an environment dedicated to self-directed exploration and learning. This space includes things like AV rooms, sewing machines, and even 3D printers.

Industry professionals visit the school to share their expertise

This year, we polled our students to see what other types of equipment or material they would like to have or use, so they have input on the facilities that are provided.

3. How do students choose the goals of their projects?

We give students a fair deal of independence, but there is also structure. In our WeCreate classes, there is a dedicated teacher who assigns specific tasks to get students familiar with the idea of project management.

A good example of this is the board game design project. At a practical level they learn about industry standard software, but they are also learning about managing their time, setting deadlines, resource allocation and sharing ideas with others. This part of the course serves as an introduction to the skills they will be applying later.

Students get hands-on experience using industry standard design software

Beyond this the projects become increasingly more open-ended. For example, we’ll tell students that we expect them to use the design software tools they have learnt about, but what they create is really up to them.

We definitely want them to develop their own creativity, so they can go crazy, but there is some structure.

4. How do you assess students during this course?

As the focus is on empowered, student-centered learning, we have our students set goals for themselves. We work with students to make weekly plans, and monthly plans, and on defining their final targets.

Every two weeks, they write a reflection on how their studies are going, what issues they have been having, what progress they are making, and what they can improve on.

5. What kind of progress have you noticed in your students?

It’s a very new experience for many of our students, so they are a bit shell shocked at first.

Although we do scaffold the process, it still takes them a while to adjust and to realize that they do have a voice and that they are expected to be the drivers of their own experience.

The WeCreate classroom allows students to explore their own interests and develop new skills

I’ve seen a lot of kids take that on beautifully. By the time we got to the independent projects in spring, I feel like many of the students really have their feet under themselves. They took on the responsibility really well.

6. What has been the most satisfying thing for you as a teacher?

For me, it was also a brand new experience. Like the students, I also just had to jump in.

I remember when we returned after the Spring Festival break, I had been worried that all the projects would be behind schedule. But then I found all the students had beautiful plans written up, and they had used the time really well.

Each semester students receive exclusive presentations from industry professionals

When I walk around the lab and see my students really into their projects, I think it really is the ideal of what you want to see in school: kids who are really engaged by their work, and excited about their learning.

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