Elementary School Bahasa Indonesia Teacher

Jakarta Intercultural School; Jakarta Selatan; On-site; IDR 180,000,000 - 300,000,000; Full time

Job summary

Jakarta Intercultural School in Indonesia seeks an Elementary Bahasa Indonesia teacher to design and deliver language instruction that develops listening, speaking, reading and writing across proficiency levels while integrating Indonesian culture into daily learning.

The role involves collaborating with the Elementary Bahasa Indonesia team and homeroom teachers to align curriculum, assess progress, and support diverse learners in a safe and inclusive classroom environment that fosters curiosity

Qualifications

• Minimum five years of teaching experience in Elementary Education.
• Excellent spoken and written Bahasa Indonesia; sufficient English for professional communication.
• Knowledge of child development, language literacy and developmentally appropriate instruction.
• Experience designing differentiated learning for language learners and native Bahasa speakers.
• Ability to integrate Indonesian culture into instruction and assess progress with formative/summative data.

Responsibilities

• Design and deliver Bahasa Indonesia learning experiences that build listening, speaking, reading, and writing across proficiency levels.
• Apply explicit language instruction, inquiry-based learning, and authentic communication.
• Integrate culture and traditions into instruction to foster intercultural understanding.
• Collaborate with Elementary Bahasa Indonesia team on curriculum, practices, and assessments.
• Differentiate instruction and provide appropriate language-learning support for diverse learners.
• Collaborate with homeroom teachers and specialists to connect learning across subjects.
• Contribute to professional learning communities and reflect on practices.
• Lead extracurricular activities and promote child safeguarding and environmental stewardship.

Skills

Bahasa Indonesia expertise

Curriculum development

Professional communication

Education

Bachelor's degree in Education

Master's degree preferred

Valid teaching credential

Job description

Elementary School Bahasa Indonesia Teacher

QUALIFICATIONS, EXPERIENCES and ATTRIBUTES

Minimum Bachelor's degree in Education, Bahasa Indonesia Education, Indonesian Language and Literature, or a related field; Master's degree preferred.

Valid teaching credential in a related field.

Minimum five years of teaching experience in Elementary Education, preferably teaching Bahasa Indonesia to students across a range of language proficiency levels.

Excellent spoken and written Bahasa Indonesia, with sufficient English proficiency for professional communication and collaboration.

Strong understanding of child development, language acquisition, literacy development, and developmentally appropriate instructional practices.

Experience developing students' listening, speaking, reading, and writing skills through explicit instruction, inquiry, and authentic language experiences.

Ability to design differentiated learning experiences that address the needs of both additional-language learners and proficient or native Bahasa Indonesia speakers.

Knowledge of Indonesian language, culture, and traditions, with the ability to integrate cultural understanding into instruction.

Demonstrated ability to use formative and summative assessment evidence to inform instruction and monitor student progress.

Proficiency in integrating technology in developmentally appropriate ways to enhance teaching and learning.

Active participation in a Professional Learning Community, collaborating in curriculum development, instructional practices, and assessment.

Strong communication and interpersonal skills, including the ability to build positive relationships with students, families, and colleagues.

Openness to new ideas and diverse perspectives.

Experience in leading extracurricular activities is advantageous.

Strong commitment to child safeguarding, service learning, and environmental stewardship.

DUTIES AND RESPONSIBILITIES

Curriculum Delivery and Instructional Excellence

Design and deliver developmentally appropriate, standards-aligned Bahasa Indonesia learning experiences that develop students' listening, speaking, reading, and writing skills across varying levels of language proficiency.

Apply a range of effective instructional strategies, including explicit language instruction, inquiry-based learning, and authentic communication experiences.

Integrate Indonesian language, culture, and traditions into instruction to develop students' intercultural understanding and appreciation of Indonesia.

Develop students' communication skills, language proficiency, and literacy through meaningful learning experiences appropriate to their linguistic backgrounds and abilities.

Incorporate technology purposefully and developmentally appropriately to support language learning and student engagement.

Actively develop the JIS Learning Dispositions—Resilience, Resourcefulness, Relating, and Reflecting—within students through intentional teaching methods and curriculum integration.

Collaborate with the Elementary Bahasa Indonesia team to plan, develop, and review curriculum, instructional practices, and assessment approaches.

Work collaboratively with homeroom teachers and specialists to support curriculum connections and coordinated learning experiences.

Contribute to professional learning communities through collaborative planning, reflection, and the sharing of effective practices.

Assessment and Student Support

Design and implement formative and summative assessments to monitor students' Bahasa Indonesia language development and proficiency.

Use assessment evidence to inform instruction, provide meaningful feedback, and monitor student progress.

Differentiate instruction, learning materials, and assessment to address the needs of additional-language learners and proficient or native Bahasa Indonesia speakers.

Provide appropriate language-learning support and extension opportunities to develop students' proficiency, confidence, and independence.

Collaborate with the Student Support Team to implement appropriate interventions, accommodations, and Individual Learning Plans.

Foster a safe, inclusive, and supportive learning environment that promotes positive relationships, student well‑being, and a sense of belonging.

Community and Student Engagement

Foster a school culture of respect, identity, and pride among students, parents, and colleagues.

Build positive interpersonal relationships, actively engage in Child Safeguarding Practices, and promote positive interactions among our diverse student body.

Promote appreciation of Indonesian language and culture through participation in schoolwide cultural celebrations and community learning experiences.

Empower students to take responsibility for their learning and actions, encouraging self-directed learning and personal growth.

Lead extracurricular activities that enhance student collaboration, performance, and leadership.

Organize and actively participate in school trips, including multi-day and overnight excursions, to enrich students' educational experiences.

Collaboration and Communication

Collaborate with specialists, schoolwide teams, and the Student Support Team to enhance educational outcomes.

Communicate regularly with families regarding children's learning, progress, and development.

Communicate effectively with all members of the JIS community, ensuring clear and open communication channels.

Professional Development and Evaluation

Participate actively in professional development, accepting and acting on professional feedback.

Engage with the JIS Growth and Appraisal process to continuously refine teaching practices and align with educational standards.

Adaptability and Support

Adapt to both asynchronous and synchronous online teaching formats when necessary.

Identify and seek support from peers and administration when needed, and provide peer support to maintain a collaborative work environment.

Professional Dispositions and Responsibilities

Embrace and promote the JIS Learning Dispositions: Resilience, Resourcefulness, Relating, and Reflecting.

Perform other related duties and assume other responsibilities as assigned by the Elementary School Principal.

In its seventh decade, JIS is known the world over as an accomplished school, one that has weathered many storms and emerged as a positive, multicultural, and innovative learning environment.

The school's hunger for continuous improvement reflects the optimistic and entrepreneurial nature of its Indonesian host nation. While Indonesia's young democracy is striving to establish itself on the global stage, JIS is a mature school that is hoping to maintain its vitality by asking fundamental questions about its mission and vision.

With knowledge expanding exponentially and technological access to that knowledge morphing daily, schools are reassessing their essential structures and roles. Recent brain research has converted some hunches into certainties, while throwing some challenging questions to educators the world over. In short, we are learning about how students learn best. Some forms of learning are almost universally effective, and some need to be tailored to individuals' unique styles. We must therefore convert our schools, perhaps fundamentally, to allow for new and appropriate methodologies of learning.

In its seventh decade, JIS is known the world over as an accomplished school, one that has weathered many storms and emerged as a positive, multicultural, and innovative learning environment.

The school's hunger for continuous improvement reflects the optimistic and entrepreneurial nature of its Indonesian host nation. While Indonesia's young democracy is striving to establish itself on the global stage, JIS is a mature school that is hoping to maintain its vitality by asking fundamental questions about its mission and vision.

With knowledge expanding exponentially and technological access to that knowledge morphing daily, schools are reassessing their essential structures and roles. Recent brain research has converted some hunches into certainties, while throwing some challenging questions to educators the world over. In short, we are learning about how students learn best. Some forms of learning are almost universally effective, and some need to be tailored to individuals' unique styles. We must therefore convert our schools, perhaps fundamentally, to allow for new and appropriate methodologies of learning.