Teacher jobs in United States

To champion individual potential and cultivate leaders, as the school of choice for the internationally-minded community of West Java.

Mission

Through engaging IB programmes, we empower inquiring, reflective, and caring lifelong learners to continue striving towards a better world.

Position

To support a relevant, challenging, and engaging curriculum for students in the area of Visual Arts and Design. At BIS, teachers are expected to provide an exemplary and internationally-minded education through collaborative planning and continual assessment. A BIS Teacher participates actively in the school appraisal system, taking ownership of their professional goals and modeling lifelong learning.

This position will be responsible for teaching early childhood and elementary students as per an adopted schedule, with the possibility of also teaching middle school students.

Skills and Requirements

Commitment to international-mindedness, celebrating cultural differences, and sharing a genuine appreciation for diversity

Facilitate a student-centered, inquiry-based learning environment

Connect authentically to the PYP and MYP curriculum with developmental art skills and understandings

Fluent English language skills (please reference IELTS / TOEFL score in cover letter)

Bachelor's degree in Art Education

Teacher certification and experience in supporting students with a range of abilities

Minimum of 3 years of teaching experience

Passion for lifelong learning, self-improvement, and reflective practice

Learning and Teaching Responsibilities

The following standards describe performance expectations of teachers working at Bandung Independent School. BIS is a recognized IB Continuum school. Therefore, many of the standards listed are consistent with the IB Programme Standards and Practices and the IB Learner Profile. The role of the Area Principal or the immediate supervisor is to aid the teacher in professional growth.

Group I – Inquiry

Teachers use inquiry, action, and reflection to develop natural curiosity in students.

Teachers use inquiry-based teaching strategies and learning engagements.

The teacher provides opportunities for students to actively engage in interactive and exploratory learning environments and/or play in accordance with programme documentation.

Teachers encourage student choice in appropriate places in the curriculum.

Teachers facilitate student exploration of their personal interests and ideas.

Group II – Development of Conceptual Understanding

Teachers focus on conceptual understanding to support students in developing their ideas.

Teachers demonstrate strategies focused on conceptual understanding.

Teachers plan and facilitate learning experiences through which students can develop their own conceptual understandings.

Teachers allow students to take opportunities to explore and develop their own conceptual understandings in appropriate places in the curriculum.

Group III – Local and Global Contexts

Teachers use local and global contexts to establish the relevance of the curriculum.

Teachers ensure that there are clear examples of connections to local and global contexts in the curriculum.

Teachers encourage students to transfer their conceptual understandings to unfamiliar contexts.

Group IV – Relationships and Collaboration

Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community.

Teachers collaborate to ensure a holistic and coherent learning experience for students in accordance with programme documentation.

Teachers collaborate with teachers and peers to plan, demonstrate, and assess their own learning.

The teacher provides opportunities for students to collaborate based on their strengths and abilities.

Group V - Differentiation

Teachers nurture individual potential while enabling every student to develop, pursue and achieve challenging personal learning goals.

Teachers consider learning diversities when planning students’ personal learning goals.

Teachers integrate prior knowledge into the curriculum to aid and extend learning for all students.

Teachers support language development with consideration for the language profiles of students.

Teachers use multiple technologies to aid and extend learning and teaching.

Group VI - Assessment

The teacher uses a variety of assessment methods that are connected to stated learning goals, outcomes, and criteria-based assessment.

The teacher demonstrates that assessment practices are formed around conceptual learning.

The teacher ensures that external reporting and/or predictions are completed in a timely manner, are as accurate as possible, and are designed for the contexts in which they are required.

The teacher provides students with opportunities to consolidate their learning through a variety of assessments.

Additional Areas of Responsibility

All BIS Teachers are expected to work under the supervision of the Area Principal and Head of School to:

● Follow all procedures detailed in the BIS Safeguarding and Child Protection Policy without exception.

● Lead or assist in extracurricular activities.

● Attend all faculty and departmental meetings, and in-service workshops provided by the school.

● Arrive on time to scheduled duties and actively roam and observe in assigned areas.

● Support school-wide events, and act as advocates for BIS in the greater community.

● Carry out instructions from the Head of School and/or Area Principal related to Teacher

responsibilities.

● Adhere to all school policies and handbooks to the best of their ability.

Our Commitment to Safeguarding and Child Protection

Aligned with the recommendations of the International Taskforce on Child Protection and the UN Convention on the Rights of the Child, we hold ourselves to a high standard of safeguarding and child protection practices. Details of policy and procedures can be found in the BIS Safeguarding and Child Protection Policy.

BIS conducts at least two professional reference checks before a position to work at BIS is offered, including phone or video conversations whenever possible. If hired, a national background check is required prior to working. BIS also asks for all available background checks from every country employees have resided in. Official copies of all valid teaching certificates, educational degrees, and related transcripts are also required.

Upon working at BIS, all must annually sign to uphold the BIS Code of Conduct and all policies and guidelines related to safeguarding, privacy, child protection, and data protection, as stipulated in their employment contracts. Our entire staff undergoes annual training in safeguarding and child protection practices.

Application Process

Interested applicants, please submit a CV including professional references, outlining your strengths, experience, and interest in BIS through email to our Personnel:personnel@bisedu.or.id . Applications should be submitted in English by email only. Interviews will be conducted either in person or on Zoom.

Employment is expected to begin 1 August 2025.

What's your expected monthly basic salary?

Which of the following types of qualifications do you have?

How many years' experience do you have as a Visual Arts Teacher?

How would you rate your English language skills?

Which of the following languages are you fluent in?

School and Community

The Bandung Independent School is a private, independent, non-profit, co-ed school located in Bandung, Indonesia. It (formerly named Bandung International School) was established in 1972 and now serves the needs of expatriate and local community in Bandung. The student population is approximately 200 and represents 21 nationalities. The language of instruction is English. The interactive, inquiry-based program is designed to offer high academic standards through innovative teaching and learning practices.

Accreditation

The school is fully accredited by the Council of International School (CIS) based in UK; the New England Associations of School and Colleges (NEASC) based in USA, and authorized by the International Baccalaureate Organization in Geneva, Switzerland.

School and Community

The Bandung Independent School is a private, independent, non-profit, co-ed school located in Bandung, Indonesia. It (formerly named Bandung International School) was established in 1972 and now serves the needs of expatriate and local community in Bandung. The student population is approximately 200 and represents 21 nationalities. The language of instruction is English. The interactive, inquiry-based program is designed to offer high academic standards through innovative teaching and learning practices.

Accreditation

The school is fully accredited by the Council of International School (CIS) based in UK; the New England Associations of School and Colleges (NEASC) based in USA, and authorized by the International Baccalaureate Organization in Geneva, Switzerland.