High School Quest Teacher (English/Social Studies)

SINGAPORE AMERICAN SCHOOL LIMITED; Singapore; On-site; SGD 40,000 - 70,000; Full time

Job summary

An international school in Singapore seeks a passionate educator for the Quest program. Responsibilities include fostering student belonging, designing inquiry-based experiences, and collaborating with colleagues. Ideal candidates have a Bachelor's degree, teaching license, and experience with interdisciplinary instruction. The role emphasizes adaptability and community engagement.

Qualifications

• At least two years of full time teaching experience preferred.
• Excellent verbal and written English language skills.
• Experience with standards-based approaches to assessment.

Responsibilities

• Foster a sense of student belonging through community-oriented engagement.
• Contribute to advisory curriculum and social-emotional learning.
• Plan engaging inquiry-based learning experiences.

Skills

Innovative teaching

Collaboration

Interdisciplinary instruction

Adaptability

Co-teaching

Education

Bachelor’s Degree in relevant field

Master’s Degree in relevant field preferred

Teaching license or degree in education

Tools

Technology integration

Job description

Quest Program Overview

The SAS Quest program is a full‑day, year‑long program for high school grade 11 and 12 students that inspires a community of learners through authentic personalized learning experiences and rigorous, yet meaningful academic work. It accomplishes this through an interdisciplinary approach, and experiential learning while leveraging a flexible schedule. The program has two primary purposes. The first is to support the learning of students by providing them with an innovative, high‑quality educational experience that is anchored by the program’s five pillars: (1) community of learners, (2) interdisciplinary approach, (3) experiential learning, (4) flexible schedule, and (5) personalized learning. The second is to support the learning of our school and our faculty by serving as a space within which educational practices and educational resources may be developed.

The program provides students with both high‑level core courses and the opportunity to pursue a personalized educational experience through independent work, small group collaboration, off‑campus learning experiences, placement in a multi‑week professional partnership within an organization, and a year‑long student‑driven study. Students in Quest cohorts take the majority of their courses together in interdisciplinary, thematic units in the purpose‑built Quest room. Students may choose to take their courses at a standard level or at an Advanced Topic (AT) level. Students also engage in individually‑designed, research‑based projects that allow them to hone the skills required to be lifelong learners. Student projects may involve interdisciplinary work and/or ventures with corporate or community organizations.

Quest teaching candidates should be innovative educators who truly love coaching students and are willing to adapt their practice, take risks, and share their learning with others. Prior knowledge of the principles and practices associated with competency‑based learning progressions, customized learning pathways, flexible learning environments, experiential learning, interdisciplinary learning, and/or the ways in which technology may support personalized learning is valued. Prior knowledge of the principles and practices associated with adult learning, team leadership, and coaching is also valued.

Quest Program Staffing

Quest is staffed with three full‑time teachers who together oversee the learning of approximately thirty students as well as contribute intentionally to the learning of the school and of colleagues. Teachers are responsible for instruction and coaching in multiple courses, community outreach, marketing of the program, and partnership development. Please note that the interdisciplinary nature of the program requires professionals with a demonstrated propensity for collaboration, relationship development, and adaptability.

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, 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 Coach 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.).
• Facilitate restorative conversations when supporting student behavior in the learning environment.
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication).

Role‑Specific Responsibilities

• Collaborate and work closely with two other Quest teachers on all aspects of the experiential learning program.
• Plan, support, lead and travel on learning experiences that occur outside the classroom space and involve out of country travel (for instance the Quest launch trip and end of program reflection trip).

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field.
• Master’s Degree in relevant field preferred.
• Teaching license or a degree in education.
• Dual certifications/experience in teaching English and Social Studies.
• At least two years of full time teaching experience preferred.
• Excellent verbal and written English language skills.
• Experience with interdisciplinary instruction preferred.
• Experience with standards‑based approaches to assessment.
• Background in experiential learning and/or planning and leading student trips, including overseas student trips preferred.
• Experience in, and enthusiasm for co‑teaching.
• Experience with program and event planning preferred.

Working Requirements

• Sponsoring and/or coaching after school arts, activities or sports are part of the responsibility of the professional educator. Therefore, faculty shall be available to direct, coach and/or sponsor an athletic team or other extra curricular activity or arts. 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", learning conferences, musicals, concerts, 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, IASAS Music and other curricular and co‑curricular trips.