Learning Leader - Service

Hong Kong International School; Hong Kong; On-site; HKD 400,000 - 560,000; Full time

Job summary

Hong Kong International School invites applications for a Service Learning Coordinator. This role advances a schoolwide service-learning framework anchored in curriculum, Christian ethos, partnership with the community, and experiential learning across divisions.

Reporting to the Director of Teaching and Learning, you will design, implement, document, and continuously improve service-learning experiences. You will collaborate with leaders, coaches, faculty, and students to integrate service

Qualifications

• Bachelor's degree in a relevant subject area is required.
• Experience in service-learning or NGO/volunteer programming is preferred.
• Qualified Teacher Certification is required; international context teaching is advantageous.

Responsibilities

• Lead development and review of HKIS's schoolwide service-learning framework.
• Collaborate with divisional leaders to integrate service learning into curriculum and programs.
• Align service learning with curricular outcomes, field trips, and community partnerships.
• Document service-learning units, processes, and partner information with clear pathways.
• Support student-led service clubs and advisors; ensure alignment with HKIS philosophy.
• Coordinate communication and professional learning around service-learning practices.
• Contribute to annual planning, budgeting, and schoolwide improvement efforts.
• Maintain confidentiality and uphold safeguarding and ethical partnership standards.

Skills

Intercultural intelligence

Interpersonal skills

Bilingual English Cantonese/Mandarin

Technology literacy

Education

Bachelor's degree

Master's degree preferred

Qualified Teacher Certification

Job description

In support of the HKIS Mission, Vision, and Student Learning Results, the Service Learning Coordinator advances a coherent, schoolwide approach to service learning that is grounded in curriculum, Christian ethos, community partnership, and authentic experiential learning. Reporting to the Director of Teaching and Learning, the Coordinator works as part of the Schoolwide Teaching & Learning Office to help faculty and leaders design, implement, document, and continuously improve service-learning experiences across divisions, including connections to CAMP, PEAK, Interim, field trips, student clubs, environmental sustainability, and community partnerships. The role builds systems, relationships, communication pathways, and professional learning that help service become a meaningful expression of inquiry, compassion, global understanding, and action rather than a standalone activity.

KEY AREAS OF RESPONSIBILITY

• Lead the continued development, implementation, and review of HKIS’s schoolwide service-learning framework in alignment with the HKIS Mission, Vision, Student Learning Results, strategic priorities, and Teaching & Learning Office direction.
• Collaborate with divisional leaders, curriculum leaders, instructional coaches, faculty, and student leaders to integrate service learning, sustainability, and global citizenship into curriculum, co-curricular programs, and signature learning experiences.
• Collaborate with the Learning Leader – Schoolwide & Spirituality to articulate how service learning at HKIS is grounded in the Christian faith and respecting the spiritual lives of all, to connect service to spirituality, grace, and compassion
• Support the alignment of CAMP, PEAK, Interim, field trips, community engagement, and other experiential learning opportunities with clearly articulated learning outcomes, curriculum connections, risk‑aware planning, and student reflection.
• Partner with teachers and teams to identify, design, and document service‑learning units and experiences across divisions, including interdisciplinary opportunities connected to Religious Education, Humanities, Science, Social Studies, the Arts, environmental sustainability, and other learning areas.
• Build and maintain systems for documenting service‑learning work, including shared resources, planning templates, partner information, approval processes, calendars, communication pathways, and examples of practice.
• Cultivate, foster, and maintain reciprocal, mission‑aligned community partnerships that allow students to engage with authentic needs, learn from community expertise, and contribute meaningfully over time.
• Provide guidance and support for student‑led service clubs, service initiatives, and advisors, helping ensure clarity around purpose, approval, communication, supervision, and connection to HKIS’s service‑learning philosophy.
• Serve as a key schoolwide point of coordination for faculty, students, parents, and community members seeking to initiate or understand service‑learning opportunities, processes, and partnerships.
• Use feedback, student learning evidence, participation data, partner input, and faculty reflection to inform continuous improvement of service‑learning and experiential learning practices.

Professional Learning, Communication, and Systems Development

• Design and facilitate professional learning that helps faculty understand service learning as a practice connected to curriculum, inquiry, belonging, UDL, MTSS, sustainability, Christian faith in action, and authentic community engagement.
• Work alongside teachers and teams as a thought partner, coach, and collaborator in planning, implementing, and reflecting on service‑learning experiences.
• Coordinate with the Teaching & Learning Team, divisional principals, activities and athletics leaders, communications colleagues, and operational staff to clarify processes, timelines, roles, approval pathways, and communication channels.
• Develop clear faculty‑, student‑, parent‑, and community‑facing communication that helps people understand what service learning is at HKIS, where to find information, and how to participate appropriately.
• Support annual planning and budgeting conversations for service‑learning partnerships, professional learning, community engagement, field trips, and experiential learning initiatives.
• Contribute to WASC, strategic action planning, and schoolwide self‑study processes by documenting evidence of service learning, experiential learning, student agency, community partnership, and signature learning experiences.
• Consistently demonstrate respect for confidentiality, safeguarding expectations, cultural humility, partnership ethics, and the dignity of students, colleagues, families, and community partners.

Other

• Undertake other duties and functions as required that will impact and strengthen the contributions of the department and overall operations of the school.

Minimum requirements and qualifications

Education

• Bachelors degree in relevant subject area, Masters Degree preferred
• Qualified Teacher Certification

Experience

• Teaching experience in an international context.
• Experience working in Service‑Learning programs, with NGOs, and/or volunteer programming.
• Experience incorporating service and/or sustainability into classrooms across all grade levels and curriculum.
• A track record of work experiences that demonstrate the ability to collaborate at remarkably high levels, and to develop and establish complex systems

Required skills

• Intercultural intelligence, empathy and self‑awareness.
• Excellent interpersonal, writing, and speaking skills, in both one‑on‑one and public settings.
• Bilingual in English and Cantonese/Mandarin (preferred)
• Adept at using technology.
• As a school grounded in the Christian faith, we hire Christian teachers and administrators as well as those of other faiths. HKIS seeks to hire candidates who are interested in the complex questions of faith and spirituality and who are keen to learn and interact with others of different faith traditions.

Competencies

• order to successfully fulfil your role as a teacher, you are expected to meet or exceed the HKIS teacher competency standards as illustrated in the Teacher Rubric.
• Life‑long learner: Passionate about professional and personal growth and continuously improving one’s teaching practices.
• Spiritually centered: Deep understanding of and belief in Christianity. Knowledge of other religions and spiritual journeys.
• Collaborative and relational: Enthusiastic about sharing professional practices and teamwork.
• Focused: Committed to the HKIS Mission, Vision, and Student Learning Results.
• Community builder: Willingness to participate in HKIS community events.
• Global minded: Understands, respects and appreciates diverse cultures, a sense of global stewardship and responsibility.

Child Protection Statement

• At HKIS, each child’s welfare is paramount. We act to ensure that our students enjoy the right to be protected from harm and exploitation and have their welfare safeguarded.

We invite you to learn more about our school and discover for yourself career opportunities in our remarkable HKIS community at https://www.hkis.edu.hk/