In this role, you will be responsible for overseeing the day-to-day operations of the high school, ensuring a safe and supportive learning environment for our students. You will work closely with teachers, staff, and parents to promote academic excellence and student success.

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.

About you

The post Secondary School Principal (A-level) appeared first on Dipont Education.

About you

• Able to engage and challenge high performing students.
• Recognized teaching qualification.
• Experience as an English Teacher (A-level) at high school level.
• Well-developed subject knowledge.

About Dipont

Dipont Education has been at the forefront of international education in China for over 30 years, managing high school programs within some of the most highly regarded schools in the country. We currently employ over 400 expatriate educators and have more than 6,000 students enrolled.

Professional development begins with thorough and supportive orientation for new staff. It continues with ongoing contact with experts in the field. Internal career path opportunities are open to capable and high performing staff. This includes the potential to move into curricula or program management roles.

The post English/ESL Teacher appeared first on Dipont Education.

In this interview, Harry talks about teacher training, the induction process, and what makes Hangzhou DSAS a great place to develop and grow your education career.

1. What are some features of the school that make it unique?

The International School is easily one of the warmest environments I’ve worked in. Our staff have plenty of time to plan and deliver their lessons, which means we have high quality learning happening right across the school.

We’ve got very small class sizes with, on average, about 10 students per class. As a result of this smaller community, we have a very close relationship with our parents. Teachers know them by name and communicate with them on a regular basis.

This intimacy, warmth and congeniality is a palpable feeling that you can feel in your interactions with people.

This is also reflected in the student work that is displayed on walls in staff offices, classrooms, and corridors. We have a genuinely pleasant environment in which to work here.

2. In terms of teacher training, what are some areas that you find teachers need the most help with?

An area that keeps coming up is EAL provision. As we are a bilingual school, the level of English is quite diverse. While we have a big chunk of native level speakers, we also have students whose English is less advanced.

A big part of the professional life of our teachers is getting better at helping those students with the language support they need. This is an area that we continue to place time and attention on.

Finally, we have a twilight session program. During the first couple of weeks, when you are hearing about systems and policies, it can be quite overwhelming. For this reason, we have optional sessions that new teachers can attend in the latter two thirds of the first semester.

Staff can come and sit in on a very informal 45-minute presentation about the systems and operations that we have in the school. This is designed to consolidate any new information or instructions that new teachers may have missed out on in those opening couple of weeks.

4. How do you transition from induction to professional development? 

During the first half of semester, the focus for new staff, from their leadership, should be to not burden them with too much scrutiny or punitive monitoring.

Of course, if there is a major red flag, you can’t just sweep it under the table. But our teaching cohort is very solid this year – we are lucky to have some superb teachers here both in the International section and also in the school as a whole.

The approach that I advocate is to give new teachers every opportunity to get their feet under the table, to feel comfortable and at home. More often than not, that will be the biggest conduit to helping them do well in the classroom.

It is not always easy to transition into a new position in a school. Parents often compare the incoming teacher to the previous teacher, and sometimes that can create unreasonable expectations.

We want new teachers to feel supported by their managers through challenges like this. That can be a powerful message for the rest of the staff, and really permeate the culture of the school.

Feeling trusted and supported can really help teachers to adapt to their new work environment in the best possible way.

5. Why should a teacher in China choose to move to Hangzhou to work at Hangzhou Dipont School of Arts and Science?

Hangzhou itself is widely regarded as one of the most beautiful cities in China. In addition to this, our campus is young enough to still feel state of the art.

Another advantage is our relative maturity. As we enter our fifth year, we’ve gone through those teething problems that a lot of the new startup schools often have. We have gotten to the stage where we have established practices, and established routines.

Photo by Max van den Oetelaar on Unsplash

The staff and school community here is very warm and congenial. Many of our expat staff have not been home for the best part of three years. As a leadership team, and as a school, to try to fill that void a little bit.

Hangzhou Dipont School of Arts and Science has a comprehensive welfare program. This includes flexible half days a couple of times a semester. We also have a social calendar that has two social functions for the whole staff to attend every month.

We are always trying to create the feeling of “a home away from home” as best we can.

Finally, continuing education is an important part of the school’s culture. I’m just about to finish an NPQH, which the school have supported me in. Other people in the school are doing Masters or PGCEs. In many cases that have been assisted financially in completing these courses.

We invite great teachers to join us, and we want them to grow with us. We want them to enjoy working at this wonderful school, and become the best they can be with us.

The post Professional Life at Kings 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

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

Brenell Ferguson, head of Science in the Dipont High School Programme at Wuxi Tianyi High School, won first prize in the best advisor category. Here she shares her experience of this event, as well as her original inspiration to become a science teacher.

Brenell Ferguson recerntly entered her third academic year as a key member of the Science department at the Dipont High School Programme at Wuxi Tianyi High School.

 1. What events are included in the Science Olympics?

The Science Olympics includes different activities that explore a range of science disciplines and approaches. For example, there are the engineering challenges, which were about launching projectiles, or dropping eggs from a great height. There was also an upcycling event, which explored the process of transforming by-products, waste materials, useless, or unwanted products into new materials or products perceived to be of greater quality, such as artistic value or environmental value. Another new category was the Science Jingle, which was a lot of fun too.

2^nd Place in the Science Jingle category went to Wuxi Tianyi, represented by Stephanie Zhou, Eazin Xingyue, Esther Tianyu and Henry Xu. Advisor: Brenell Ferguson

The event has grown over the three years. In the first year the focus was just on the poster competition, which challenges students to respond to a real world problem with an informative poster or artistic poster, like a public service announcement. Students need to think about how to express the issue in an efficient and engaging way, and also include potential solutions in this message.

2. How did students go about choosing their poster theme this year?

The science panel first prepared a list of 10 topics related to what’s important in science today. As a designated advisor for the competition I visited every homeroom in my school to introduce the competition and to give examples. At the end of each presentation we would have ten minutes to talk about ideas.

1st Place in the Poster Competition (Artistic Expression Category) went to Frank Fang Chengdu ShiShi; 2nd Place went to Carol Wang, Wuxi No.1 High School

Some students chose to explore AI in the medical field, while others chose to look at electronic currency, and what that could look like in the future. Another hot topic was the environment, looking at what’s happening globally. Vaccines were another topic that got a lot of interest this time around.

3. What was the upcycling competition about?

The idea was for students to take something that is old, and make it new. One of our buildings was getting renovated at the time, so we were able to do a walk around to look for materials that were going to be thrown away.

Nancy Pan (Wuxi Tianyi) took out 3rd Place in the Upcycling category for this cat princess dress made from discarded gauze found in a construction site.

I told my students, think outside the box. I don’t care if you want to make a pin with it. It’s your idea. Even if we don’t win, nobody can tell you that your design or your creative idea wasn’t good enough. So what if nobody else sees your vision? If you look at this piece of rock and you believe that you can make it into whatever, so be it. I will help you and we will figure out how to get you there.

4. What was the challenge in the egg drop category?

The egg drop was an engineering challenge. Students had to drop an egg from as high as they could without it breaking. They were given a limited amount of resources and some everyday materials, like some straws, some popsicle sticks, and some string.  to do this with.

1st place in the Engineering Challenge, Egg Drop category, went to Mycroft Hua from Wuxi Tianyi.

I bought a bunch of eggs to school, and I told my principal in advance that most of these eggs probably wouldn’t survive, and that he might see random eggs falling from the second floor. Students tried out a multitude of ways to make this work, and then we would talk about it. It was fun, but it was also very much a scientific process. Exploring an idea and then testing it. Often failing, but always learning, then cleaning up and trying again.

5. How do you think the Science Olympics benefited your students?

For my students, the biggest benefit is the spirit of inquiry. For any science student, anywhere in the world, the biggest struggle is always how inquisitive are you, and how you’re able to take what you believe, or what you know, or what you see, and actually apply it to something.

Equal 1st Place in the Poster Competition (Informative Category) awarded to Daisy Wu from Ningbo Zhenhai

Especially with my Grade 10s, this was the first time that had been in an international setting where they needed to be creative and think outside the box. I always tell my students: the point is to have fun. I simply give the topic. It’s up to the students where they want to take that topic. I tell them I could care less if you win, you will still be number one in my eyes.

6. What were some of the comments from your students about the Science Olympics?

Especially with the poster competition, students would come to me and say, I didn’t know that much about this topic. For example, on the topic of vaccines, it’s on the radar now because of Covid, but students became aware of the science and history behind them, and were genuinely amazed.

Equal 1st Place in the Poster Competition (Informative Category) awarded to Laurie Song from Nanjing FLS.

Many of the students experienced that Aha! moment as a result of their independent research about a topic. As a teacher, and as their advisor, that was really satisfying to be a part of, especially as it reminded me of my own experience when I was a student, just realizing the incredible potential in science.

7. What did you enjoy the most personally about the Science Olympics?

My first grade teacher, Mrs. Ferguson, has been a life-long inspiration for me. It’s largely thanks to her that my career now is in science education. She did what I think, unfortunately, many primary teachers do not do. She allowed her students to explore. I did not fall into science education. It was a path I was inspired to take by educational experiences I was fortunate to receive.

Amber Zhng, Davario Saunders, Justin Linfeng and Brenell Ferguson make up the Science team in the Dipont High School Programme at Wuxi Tianyi High School.

Seeing the love that these students get for the scientific process has been my biggest reward. I’m a female in STEM. There are not many of us. One of the first things I say when I step into my classroom is: anybody can do science, look at me. Anybody can do it. It’s about your ability to remain steadfast on your journey.

When you see the accomplishments of the students, and when their faces light up in the realization of that, it’s a proud moment for a teacher.  That is when you can say to your students: You have everything it takes to be anything that you want. Who knows? You might be the person to cure cancer one day. The possibilities are endless.

• Please note that the images selected to accompany this article are just a small representation of the tremendous work produces by participants in the 3^rd Annual Dipont Science Olympics.

The post Science Olympics Gold for Wuxi Tianyi appeared first on Dipont Education.

William Arnold has proudly taught Mathematics in the Dipont High School Programme at Hangzhou Foreign Languages School (HFLS)since 2012. Here he talks about his inspiration for getting in to a career in education, as well as his thoughts on what makes Chinese students a pleasure to teach.

William Arnold, seen here reviewing the game schedule with a fellow official during a touch rugby competition.

1. What has kept you at HFLS for all this time?

The main thing has been the quality of the students. I’m very much a nerdy mathematician, and my students have just been really good. I have taught in good private schools in England, and this experience has just surpassed that.

Hangzhou is widely regarded as being close to “heaven on earth” in China.

Aside from that, Hangzhou is a really nice city. It’s close to other cities, and I’ve been able to pursue hobbies that I already had in the UK. I’ve been able to enjoy my life here, and enjoy my teaching.

2. How would you compare students in the UK with students in China?

I think the maths levels are much higher in China. I’ve given a lot of thought as to why that is. One possibility is maybe the counting system. Right at the beginning, in China, when kids start learning language, they get used to numbers very quickly.

For example, instead of saying 35, they are saying three times 10, and five times one. I think the structure of the language might make them better at math.

William Arnold wishing his students a “Happy New Year” in 2021 with maths.

They also have specialist math teachers when they are much younger than students in England. That might also be a contributing factor.

3. What has been your experience of student behavior at HFLS?

I think I’ve raised my voice about once in my 10 years in China! Back in the UK I worked in independent schools where the behavior was pretty good, but I’ve also heard from a lot of teachers who say that teaching in comprehensive schools in the UK includes a lot of crowd control.

William Arnold coached the HFLS touch rugby team, the mighty Orcas, to first place in a Hangzhou Schools championship.

I think if you come to teach in China, the students respect you. They might test you out with your subject knowledge sometimes, but they rarely misbehave. If they don’t like you, they might just give you the cold shoulder.

4. What was your initial inspiration for moving into a career in education?

I started out in a very strict Catholic primary school where things like multiplication tables were drummed into you. Then I had quite an eccentric teacher in my first year of secondary school. I still use some of his silly puns, I’m sorry to say.

Refereeing rugby has been a passion of William’s for many years, seen here officiating in a game between Hangzhou locals and expats.

My A-level teacher was also very encouraging. I’m sure that these role models had a big influence on my choice of career.

5. Do you encourage your students to take part in maths competitions?

Yes. They differ from regular maths classes in that they give you a chance to work on slightly more imaginative questions. Often it’s the same math theory, but they are not standard examples. They give you a chance to show a little bit more initiative.

William encourages his students to extend their already strong math ability through after school maths clubs and by taking part in high level maths competitions.

The majority of our students have great scores, but, if they do something like entering a Euclid competition, it helps with my reference writing. I can not only say, oh, they got an A for a level, but I can also say they have got this score in Euclid. It will impress some universities. If you’ve got 70 something percent in Euclid, that says something very special about how good you are as a mathematician.

6. How have you grown professionally in your time at HFLS?

I have had the opportunity to be a head of department, which I wasn’t in the UK, but my main role is still as a teacher. I think my problem solving skills have gotten better because I’m working at a higher level. I’ve become a better mathematician during my time working at HFLS.

HFLS regularly hosts cross departmental events, such as Sports Days, to bring teaching and administrative staff together in a spirit of fun and community.

I’ve also had the opportunity to work with more people within the wider Dipont community. I have had such a wide network of other teachers to communicate with, and that has been really good. I have really missed the annual teacher conference this last couple of years, but those events will come around again. It will be great when they do.

7. What would you say to encourage a teacher to come and join the team at the A-level Center at HFLS?

I think if you don’t enjoy teaching maths, you won’t enjoy it anywhere. Regarding working at this school in particular, the admin is not too demanding, and you will get a chance to really develop yourself professionally.

Sport is a big part of William’s lifestyle at HFLS, seen here after enjoying a few games of racquetball with friends and colleagues.

The students are the highlight for me. A lot of them will be applying to Oxford, Cambridge, or the top American universities. Working with students like these will absolutely make you a better teacher.

8. You have had some success in referring teachers. How did that come about?

That was just a really nice string of coincidences. At the time we were looking for an economics teacher to join our team, and I just happened to bump into one in Starbucks! I invited this fellow in to do an interview, and then he did a demo class. That all worked out, so he got the job. Eventually, after he passed probation, I got a nice referral bonus for that.

William Arnold has been a mainstay of the HFLS Mathematics department for many years.

I’d recommend any teachers to do the same. Apart from any financial reward, which can differ from place to place, it’s a good feeling to know that you’ve helped someone else find a good school to work for. Your school gets a new teacher if they need one, and you get a colleague that you, hopefully, enjoy spending time with. It’s a win-win situation.

The post Teacher’s Day Special: Meet William Arnold appeared first on Dipont Education.

Over 50 workshops and sharing sessions were hosted over 4 days, attended by over 600 teachers representing Dipont partner schools from right across China, from Changchun to Shenzhen, and from Shanghai to Chengdu.

Photo by lucas law on Unsplash

Here are some of the highlights of what was a tremendous showcase of talent, expertise, collaboration and community.

Science Coffee Corner

Hosted by Mia Dela Cruz (Chemistry / Biology AQM), Althea White (Physics AQM) and Faye Cai (Chemistry AQM), the Science Coffee corner was a chance for new and returning science teachers from right across the Dipont High School Programmes to touch base before the new academic year commences.

Examples of past Science Poster Competitions proudly adorn the walls at Dipont Education HQ.

Highlights included an invitation for teachers to apply for positions on the Science Subject Panel. This cross discipline initiative enables teachers to take a lead in delivering workshops during conferences. It also provides an opportunity to give input and share experiences on curriculum changes. Finally, subject panel are able to create and participate in nation-wide projects such as the science poster competition and the hugely popular Science Olympics.

Ideas for Delivering a Successful Lesson

Mark Quayle (Humanities AQM) and one of the most experienced members of the HSP team, delivered a guided sharing session on the features of a successful lesson. The importance of signaling highly differentiated objectives at the start of a class, and of deploying activities that are clearly linked to these goals, was discussed, as were strategies to ensure and assess total participation among students.

Good classroom practice has many facets that come together in lasting and powerful learning expereinces for students.

These and more facets of lesson delivery were modeled with what was a large and engaged group of attendees from across several disciplines. The chat box thrummed with insights and discussion, including a memorable quote from a teacher known only as iPad (6), who remarked that “Students can sniff out busy work like a pack of snarling jackals”. There be dragons!

Effective Technology in the Mathematics Classroom

Two new members of the AQM team, Bogdan Muraru and Greg Marthews, introduced a slew of handy APPs and programs to assist teachers with delivering Maths lessons and preparing exams papers.

New AQM Greg Marthews explaining how he uses LaTex, the software system and not the rubber clothing material, to prepare exam papers.

A couple of good examples were an APP called Plickers and the docx2latex.com website. Plickers provides a mechanism for instantaneous evaluation of multiple choice questions. This enables teachers to scan responses to a multiple choice question.  After doing this, teachers can ascertain immediately if there is a need to clarify a learning point. docx2latex.com is a website for converting Word and Google.doc files to LaTeX format, a convenient platform for preparing math exam papers.

Cognitive Load Theory

Common sense met neuro-science in what was a fascinating and accessible introduction to this widely applicable model of learning. Greg peppered his presentation with quotes from leading theorists as well as providing practical examples to a rapt audience of over 60 attendees.

The journey from unconscious incompetence to unconscious competence describes the parallel journey of new information from working to long term memory.

Highlights included an explanation about the dangers of over-stuffed PPTs when introducing content PPTs. They can be a useful mechanism to deliver a lot of information to students. However, too much information at once can overload the working memory. This leads to anxiety, and inability to convert this information to long term memory.

Games in Teaching Economics

Mark Avery, Deputy Director of the AQM team, presented a series of games that can be used when teaching economics. These activities  encourage participation, develop communication and critical thinking skills, and create a context for practical discovery of abstract concepts.

How to make specific paper shapes with loads of paper but no technology, and vice versa, is the core challenge of the International;Trade game.

A fascinating example was the International Trade game. Groups of students are allocated “technology” (pencils, rulers, scissors) and “raw materials” (sheets of paper) in differing combinations and amounts. These represent wealthy, middle income, and poor countries. The task is to construct paper shapes with specific design parameters. The goal is to sell these to each other at a price that is decided by the teacher. Via this task, students learn about wealth inequality at a global scale. They also learn about collusion, cartels and coalition forming, all while making some money out of shapes.

Fundamentals of Conflict in the Workplace

One of the final workshops addressed the different forms of conflict that can occur in a workplace. These can be functional or dysfunctional, and their are a range of strategies that can be adopted to address them.

Mark Quayle, AQM, seen here peacefully hosting a conflict workshop.

Delivered by Mark Quayle a key takeaway was the need for flexibility. That is, when reading a situation, one should always adjust one’s approach accordingly. It is important to take a step back from any emotional responses when experiencing conflict. Also of note was the possibility of “positive conflict”. This occurs when an initial difference of ideas creates the opportunity for a fresh, constructive, outcome for a workplace challenge.

As Mark Quayle noted, the driving purpose of the HSP team is “to make people, not break people”. The genuine enthusiasm on display throughout the four days of the conference was a testament to this ideal. The community remains strong, energized and ready for a new academic year.

The post Dipont teacher conference review appeared first on Dipont Education.

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.

Location: Jiangyin, China
Start date: August 2024
Contract type: Full-time fixed term (two years contract with annual renewal thereafter).

Background

Founded in 2016, the goal of our A-level program is to educate students to develop a “Chinese spirit within a global perspective in order to have a truly international presence”.

The mathematics teacher’s role

The position involves teaching IGCSE and A-level mathematics to students aged 16 to 18 years old. The mathematics teacher will endeavour to enhance their abilities and critical thinking skills, while getting them ready to study university overseas.

Salary and Benefits

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

Jiangyin Canal Photo-by-Vadzim-Vinakur-via-Flickr

About the School

Location

The campus is located about 20 minutes taxi from downtown Jiangyin, a medium level city on the southern bank of the Yangtze river. The environment is pleasant, with a reading area overlooking a stream complementing the beauty of the natural surrounds.

Students
Our students are bright, motivated and deeply committed to learning. Working with these students will remind you while you chose to become a teacher in the first place.

Teacher and Staff
The diverse mix of cultural identities within our team make our campus a place of global learning and growth for staff and students alike.

About You

• Ability to engage and challenge high-performing students
• Recognized teaching qualification
• Experience teaching Mathematics at the high school level
• A track record of teaching excellence
• Well-developed subject knowledge

About Dipont Education

We have been at the forefront of international education in China for more than thirty years. We employ over 400 expat teachers and there are more than 6,000 students enrolled in our high school programs, located in some of the best schools in the country.

Professional development includes orientation for new staff as well as ongoing contact with experts in the field. Internal career path opportunities are open to capable and high-performing educators, with the potential to move into curricula or program management roles.

The post Mathematics teacher (A-level) appeared first on Dipont Education.