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.

Here Jenny Stones, English Subject Leader talks about cross cultural collaboration, meeting parent needs, and the challenges and opportunities of developing a fusion of Western and Chinese pedagogies.

Moving to China during the height of COVID was a pretty bold move. What was your inspiration?

The bold move was moving to Russia after being a teacher for 13 years in the UK. When the opportunity arose to move to China, having spent two years in Russia I thought, why not!

Jenny, seen here enjoying the Northern Lights in the Murmansk region, worked as Deputy Head of School in Russia for two years before moving to China in 2021.

What have you learnt about collaborating across cultures through your time in Russia and now China?

I really enjoy meeting new people, and learning about the norms and values of others. Part of this has been learning that it is important to take into account cultural variation when it comes to education and national curriculums. I have had to adapt my perception of pedagogy and expectations of education to meet the needs of very different communities.

A big part of Jenny’s job is taking into consideration the needs of all stakeholders, including students, parents, teachers and school administrators.

By speaking to local people and other teachers cross-collaboratively I am always enriching my own knowledge. That’s what I felt in Russia, and that’s what I feel here.

What are some of the challenges of developing and implementing a fusion of Western and Chinese pedagogies?

The challenge for teachers trained in a Western context is that Chinese children learn differently. They prefer lessons as lectures, reading for information and completing textbooks. Teachers from the UK often use a range of strategies to cater for different learning styles, have very creative approaches and enjoy a lot more hands on practical teaching. Not all children in China enjoy that, or are used to it, or can adapt to that.

Small changes to the learning environment, including flexible seating and supportive working walls, lead to positive outcomes and pupil progress. An example of flexible seating is seen here in a class taught by Natasa Francis, head of Grade 1 -3 English at Hangzhou Dipont School of Arts and Sciences.

The challenge for a teacher can be that mind shift from working as creatively as they did before to working in a more structured style. The challenge is to come up with a new, innovative way of teaching, using a textbook, while integrating their own personality into that.

Parents in China can be particularly attentive about learning outcomes for their children. How does this factor in to your work?

You need to try to explain to parents that teaching is a reflective and reactive process. By having clear learning objectives and rigorous assessment procedures, you are teaching the whole child, not just a curriculum. Being clear and transparent about what is being taught, how it is assessed and what will be done to help children progress allows parents to trust the process. They need to know that their child is a part of that process and will get there eventually.

Visiting schools to discuss and strategize ways to support students using the new curriculum while earning the trust of their parents has been a significant part of the CCC’s team work over the past six months.

Here in China we’ve got children at different levels of English, and parents with high expectations. They want their child in the top set. However,  if they don’t have the language ability and you put them in the top set, they can’t actually access the content.

The solution is to create a rigorous, effective curriculum that can be understood by prospective parents. This is what can gain their trust. A written framework that explains what to expect is important in that process.

How do you see the effect of this curriculum project on student well-being?

I can’t speak for all parents, but most parents who send their children to private schools are wanting the best outcomes for their children and, in some cases, children are being pushed far too much. The government is trying to stop this pressure on children by putting policies in place to improve pupil well-being. That includes the closure of many after school cram centres, for example.

In some of our schools, we set pupils and in some there are mixed ability classes. Setting is a contentious issue. Depending on which side of the fence you sit, it can be successful or the opposite.

Observing classes, such as this example from Hangzhou Dipont School of Arts and Sciences, helps Jenny’s team to notice and integrate the ideas, skills and techniques of Dipont teachers into the curricula they are developing.

What can you do to best manage your classes if there are these differences in language ability?

In the UK, setting children is rare, because you end up with a class of children who are low ability or disruptive. With this in mind, you try and distribute children evenly. In China you often find that children have got very different language abilities in one class. In this case it’s not that you are separating pupils because of their cognitive ability. Instead, there’s a need to organize your lessons based on ability to access the curriculum. Academic language that is pitched too high can move some pupils forward while holding others back – a balance is needed.

Close attention to individual student needs, and embedding the capacity to adjust curriculum delivery to accommodate variance in English ability, has been a delicate but vital part of the curriculum development process.

You need to support students in their learning by making sure that they’ve got the language foundation they need. In a lot of ways this lies at the heart of our work. How can we improve the communicative ability of our children so that they make the most progress with the curriculum?

How do you go about encouraging teachers to use the new curriculum?

We spent a lot of time in schools prior to the writing of the schemes of work. This was when we were getting to understand everybody, so we could try to meet everyone’s needs. The launch was just before the start of this academic year. Now we are going into schools to do follow up observations and check on how the curriculum is being used.

Leanne Grundy, Director of Education for the Dipont Schools Programme, leads a teacher workshop at Wuxi Dipont School of Arts and Science.

We came away from our first visit really positive. When we first introduced this idea of working from a textbook, we were met with a lot of resistance. But the feedback that we’ve had is that there are creative opportunities in the enrichment that we have provided. We have also been told that the new schemes of work are exciting for the children. It gives the children a formula that they can trust and feel safe using.

As we work closely with schools, we encourage feedback and integrate the professional experience and suggestions of teachers. This way we keep improving on our work – making it fit for purpose. That’s what our team is all about: going in and finding out what’s needed.

What would you say to encourage other curriculum experts to join your team?

I really like it here. I enjoy working with my colleagues. They are always willing to help, and we support each other. I’m working with Chinese, English, Canadians, and people from all around the world. The scope of the collaboration is tremendous. It’s a great environment to work on a project as challenging and impactful as ours.

The post Developing cutting edge curriculum in China 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.

After graduating with a Masters Degree in International Business in 2019, Damon had dreams of becoming a high-flying businessman, living a James Bond life of travel, high stakes, and make or break conversations.

Then he became a businessman.

Here Damon talks about how he is learning again, after making the journey from university to the classroom, and how Dipont’s Teaching Fellows program gave him a new perspective on his career potential.\

1. What made you change your career direction from business to education?

After I graduated I went to a job fair and got a lot of offers from companies. I also got an invite from Dipont Huayao Collegiate School, Kunshan.

I wasn’t sure about being a teacher at that point. So I joined a Chinese top 500 company in Ningbo, as a businessman.

When I started in the company, I found that it can be a really dull life. I had thought that being a businessman would be very fun. I could travel the world, meet lots of interesting people, and earn a lot of money. It wasn’t like that.

You just do orders, and go to factories. Besides that, during the pandemic it was really hard to do international trips. So I decided to change my career plan.

2. How has your life changed from being a student to being a teacher?

As a student you always think about yourself. You have fun, and then you have a class, then go and have fun again. But a teacher has more responsibility.

You have to always think about your students. You have to think about how to make your lesson plan more attractive, and about if you should be stricter with your students, or less strict. Even during weekends and holidays I find myself thinking about how to improve my classes. The students take up your life!

3. What are some things that you have learnt from the Teaching Fellows (TF) program?

The TF program is really good to start off your career as a teacher. You don’t have to do much lesson planning, but you can learn from the teachers. You have the chance to observe their classes, and how they plan their lessons.

You also spend a lot of time with your students, so you learn a lot about how to manage their behavior, as well as your relationship with them. It is a bit the same with parents and colleagues. You learn a lot about working with others.

4. What subjects do you teach now that you are a full-time teacher?

For English Maths I teach grade 1 5. For Chinese students I teach grade 1 to 3. It’s not so difficult, as elementary level maths is quite basic, but some questions can be tricky.

When you are doing your lesson plan, actually, you are learning again, because you need to refresh your memory about the topics, and you have a different perspective. Previously, as a student, you just learnt the knowledge. As a teacher, you need to think about how you can help your kids gain the knowledge.

5. What has been your biggest achievement at this early stage in your teaching career?

I have improved a lot in how I deliver my lessons. I am more confident now. The first time I stood up to teach I was very nervous. Actually I had the textbook, but I didn’t know which activities I should do with my students. It was really scary.

Now I am very confident. Even though I have a broader range of classes this year, like Grade 1, or Grade 4, I’m not scared. I can think about the activities I need to use, and I know what reactions to expect. I am a more sophisticated teacher now.

6. What advice would you give to someone else starting out in their teaching career?

You need to have a very clear career plan. You need to have the confidence to ask questions, as you will find most other teachers are very happy to help. Most importantly, don’t wait for someone to push you. You need to push yourself.

The post Teaching Fellows Program: Learning Again appeared first on Dipont Education.

Dipont recruiters spend hours searching for potential candidates on LinkedIn, so they know what makes a good profile! Whether you are actively looking for a new position or are simply open to hearing about new opportunities, it is always beneficial to have your profile ready.

Here are our top tips for making sure your LinkedIn profile stands out to our recruiters:

Choose the right photo

Begin your profile by choosing a professional and friendly-looking photo. It’s what our recruiters searching for your profile will see first. To give the best initial impression, don’t use a passport picture as they can sometimes appear too serious. Our recruiters are more likely to click on profiles that show smiling candidates as they give off a positive attitude and a warm and friendly personality. Also, make sure that the photo is interview-appropriate.

General rule: If you wouldn’t wear it to an interview, don’t have it in your LinkedIn photo.

Include enough info

LinkedIn profiles are easy to complete. You can personalize the sections you want to use and decide what you want to highlight. In order for your profile to be useful to our recruiters, however, you must make sure your profile contains enough information so that we can understand your career path – don’t forget to include your educational background and recent relevant experience. Although not essential, having a short, impactful summary about yourself often helps attract our busy recruiters’ attention.

Get specific

Our recruiters are usually filling defined vacancies for our independent schools and international high school programs, with detailed candidate profile requirements. With this in mind, ensure your LinkedIn profile includes specifics about the curricula and subjects you have taught. This increases your chances of being found when Dipont recruitment consultants refine their searches for subject- and curriculum-specific roles.

Keep your profile updated

If you have recently changed jobs, update your profile. Our recruiters will see that you have just started a new position and will assume you’re not looking for another job right now. This will help save theirs and your time by avoiding unnecessary messages about your availability or interest in new positions.

Keeping your location current is also really important. Increasingly our recruiters are searching for candidates based in China already. If you’re not currently in the country but your profile says you are, you may be contacted about roles you’re ineligible for. On the other hand, if your profile incorrectly says you’re based outside of China you may miss out on being contacted about excellent job opportunities.

Connect with us

Dipont Education has a very active LinkedIn company page, where we post regular updates about positions available, as well as company news. Be sure to follow our page to stay up-to-date on the information we share. Interacting with our posts is also a great way to get noticed by our recruiters. Sharing, liking and commenting on our updates gives you the chance to showcase your knowledge and opinions, allowing our recruiters to get to know more about you beyond your profile.

The post How to make your LinkedIn profile stand out appeared first on Dipont Education.

Explore CRS, supported by Dipont Education, is offering teachers in Shanghai a free, interactive workshop on ‘Reflecting on good practice’.

The high-quality professional development workshop is suitable for all educators – expatriate and bilingual teachers, either primary or secondary specialists, and for those relatively new to the profession or experienced veterans.

Please note this is a face-to-face workshop, being held in Shanghai.

It will provide an opportunity to reflect on areas of effective teaching practice including lesson planning, creating starters, differentiation, use of homework, developing policies and preparing for parent conferences.

The session will take place:

Tuesday 30 June
5 – 7pm
Dipont Education head office, 33F, 1788 West Nanjing Road, Shanghai

It will be repeated on Wednesday 1 July (5 – 7pm) for those who cannot attend the first session.

The event will also be a great opportunity to meet other teachers in the area. Places will be offered on a first-come, first-served basis. Click link to register for the event.

Experienced facilitator

The workshop will be delivered by John Birchall from Dipont. John has worked as Director of Education for Dipont since 2009 and for the last year has focused on training and curriculum development. With multiple K–12 headships internationally and in leading Dipont’s international high school programs, as well as the development of its K–12 schools in China, he has a wealth of experience to draw upon.

The post Free, interactive workshop for teachers appeared first on Dipont Education.

Peter was joined by Caroline Lincoln, deputy director for academic quality management, who talked about the wide-ranging and ongoing support given to Dipont teachers by our Academic Quality Management teams.

There was also ample opportunity for the audience to ask any further questions.

The different sections of the online info session can be found at:

• 2′ 05″ onwards – Peter Derby-Crook MBE
• 11′ 43″ onwards – Caroline Lincoln
• 30′ 50″ onwards – Questions and answers (Q&A) session

The post WEBINAR: professional support for Dipont teachers appeared first on Dipont Education.

As well as having a multitude of teaching vacancies for international educators, we are also in need of both experienced and newly qualified Chinese bilingual teachers for our various independent schools. We are also looking for Chinese bilingual teaching assistants, lab technicians, college counselors and library assistants.

Due to expansion, Nanwai King’s College School Wuxi and RDFZ King’s College School Hangzhou – which are both in their second year of operation – have a range of vacancies for bilingual teachers of early years, elementary, middle school and subject specialists.

Shanghai Huaer Collegiate School Kunshan – our newest school, set to open in 2020 – is building its teaching staff team from scratch. The school requires bilingual staff for a range of positions.

What are we looking for?

Our schools aim to provide outstanding education to their students, and we are therefore looking for educators who share our ethos of excellence.

Our schools provide an internationalized learning experience while maintaining the requirements of the Chinese curriculum. Students are exposed to studies in both Chinese and English in order to enhance their language skills and build their international outlook. Potential teachers need to be passionate about the benefits of bilingual education.

We are looking for both excellent teaching graduates (with bachelor’s degrees and above, and excellent English proficiency) as well as fully qualified teachers with experience teaching provincial-level or above.

Information sessions across China

We will be holding information sessions about the career opportunities available with us for bilingual teachers. Our recruitment and HR staff will speak about the schools, professional development opportunities, salaries and benefits, and teacher training, as well as to answer any questions.

These sessions will be held at university campuses around China, including:

Nov. 12, 2019
Shanghai International Studies University (Songjiang)
2 – 4pm
Songjiang Campus Public Classroom 2

Nov. 15, 2019
Nanjing University
2 – 4pm
Gulou Campus, Nanyuan 21 House 203 Negotiation Room H

Nov. 15, 2019
Zhejiang University
1.30 – 4.30pm
Yuquan Campus, Lecture Hall 1, Yongqian Student Activity Center

Nov. 20, 2019
Xi’an Jiaotong Liverpool University
2 – 4pm
Business School Building G54

Nov. 22, 2019
East China Normal University
2 – 4pm
Zhongshan North Road Campus, College Student Center 102-2

Nov. 26, 2019
Suzhou University
2 – 4pm
Tianci Zhuang Campus, Lingyun Building 102 Multimedia Classroom

Nov. 28, 2019
Fudan University
2 – 4pm
Handan Campus, Ye Yaozhen Building 202

Nov. 29, 2019
Nanjing Normal University
2 – 4pm
Xianlin Campus

Dec. 04, 2019
Hangzhou Normal University
Cangqian New Campus

If you would like more information on the information sessions or the Chinese bilingual teaching positions available with us, please email careers@dipont.com.

The post Wide range of opportunities for Chinese bilingual teachers appeared first on Dipont Education.