High School English Teacher

Singapore American School Limited; Singapore; On-site; SGD 70,000 - 110,000; Full time

Job summary

Singapore American School Limited in Singapore seeks a High School Educator to teach English for grades 9–12 and to lead advisory and SEL initiatives. The role emphasizes inquiry-based, standards-aligned instruction and active collaboration within Professional Learning Communities.

Candidates should have a Bachelor’s degree (Master’s preferred) with teaching licensure or a related degree, strong English language skills, and comfort using educational technology.

Qualifications

• Bachelor’s Degree in a relevant field.
• Master’s Degree in a relevant field preferred.
• Teaching license or a degree in education.
• Experience and expertise teaching English required.
• At least two years of full-time teaching experience preferred.
• Standards-based curriculum experience preferred.
• Excellent verbal and written English language skills.
• Confident technology skills for teaching and administrative tasks.

Responsibilities

• Foster student belonging and advisory relationships.
• Teach English courses for grades 9–12 and support interdisciplinary learning.
• Co-teach in flexible environments and with Learning Support staff.
• Apply CCSS understanding and inquiry-based practices.
• Design and implement standards-based assessments and provide feedback.
• Engage in PLCs to plan curriculum and share feedback.
• Integrate technology to enhance daily instruction.
• Support after-hours activities, field experiences, and trips.

Skills

English teaching

Co-teaching

Differentiated instruction

Interdisciplinary teaching

Advising/SEL

Education

Bachelor’s Degree

Master’s Degree preferred

Teaching license or education degree

Tools

Educational technology tools

Job description

Position Responsibilities

High School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the High School.

• Contribute to our commitment to extraordinary care by acting as an advisor for a small group of students and by teaching our advisory social-emotional learning curriculum.

• Identify essential learning and use a planning framework with standards, learning targets, real‑world connections, and a culturally responsive curriculum.

• Design quality standards-based formative, summative and self assessments that provide students with frequent feedback and communicate students’ growth and achievement.

• Plan and implement engaging learning experiences that are inquiry‑based collaborative, culturally responsive, and differentiated.

• Respond to learners’ diverse needs using responsive, measurable, and research‑informed interventions and extensions.

• Utilize flexible, rigorous and adaptive Tier I instructional practices to allow students of all diverse language and learning styles to effectively access learning.

• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.

• Actively engage in professional learning and growth through regular observation and feedback cycles, walkthroughs, and reflection with Professional Learning Community Coaches and Principals, and participate in external opportunities.

• Design and implement inquiry‑based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.

• Demonstrate an understanding of interdisciplinary connections, teaching and/or learning.

• Creatively leverage flexible learning spaces and flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds

• Integrate technology in innovative ways in daily instruction to enhance learning.

• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).

• Strive for continuous self-improvement as a life‑long learner.

• Model the Core Values in your interactions with all members of the school community.

• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (i.e. travel on Interim Semester, sports coaching, field trips, sponsorship of clubs, attend events beyond the school day, community service projects, etc.)

• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role‑Specific Responsibilities

• Demonstrate willingness to teaching a variety of different English courses from grade 9 through 12 with foundational to advanced studies courses

• Demonstrate an understanding of interdisciplinary teaching and learning (for example, teaching in interdisciplinary courses such as Humanities 9 and American Studies which require familiarity with Social Studies curriculum)

• Be able to co‑teach in a flexible learning environment for any courses assigned, including interdisciplinary courses, and/or with a Learning Support educator

• Demonstrate understanding and experience with the Common Core State Standards (CCSS) and strong inquiry‑based practices

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field

• Master’s Degree in relevant field preferred

• Teaching license or a degree in education

• Experience and expertise teaching English required

• At least two years of full time teaching experience preferred

• Standards‑based curriculum experience preferred

• Excellent verbal and written English language skills

• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after school activities or sports are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extra curricular activity. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.

• Mandatory attendance of weekly faculty meetings beyond the school day, new hire orientation and educator professional learning days.

• Chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including Back-to-School Night, conferences, and more).

• SAS faculty members are expected to commit to chaperoning learning experiences including those requiring overseas and/or overnight excursions, including but not limited to High School Interim Semester and curricular trips.