Spanish B Teacher (with Home Language Programme Coordination)

At the International School Ho Chi Minh City we realize that the demands on 21st Century education dictate new roles for teachers in order to prepare students to be effective in a rapidly changing world. The following job description outlines characteristics that ISHCMC believes teachers should exhibit and are important if they are to help students achieve as active learners.

The school now has an exciting opportunity for an experienced Spanish B Teacher (with Home Language Programme Coordination) to join our fantastic team.
ISHCMC seeks an experienced IB Spanish B teacher with a strong commitment to language acquisition and multilingualism. In addition to teaching Spanish B, the role supports coordination of our Home Language Programme, working with external tutors to ensure quality, IB alignment, clear communication, and student progress across the MYP. This is not a leadership role, but it requires strong organisation, collaboration, and understanding of IB language pathways. An excellent opportunity for a reflective, student-centred language teacher who values multilingualism as an asset.

The Qualities of an ISHCMC Teacher:
Professional Commitment
Demonstrates lifelong learning through their desire to seek professional development opportunities, participate in research and read about teaching and learning
Actively collaborates with colleagues
Models compassionate and caring behaviour
Shows an interest in student welfare
Is reflective about their own practice and encourages formative feedback from students and colleagues about their teaching with the aim of developing towards mastery of their profession
Contributes expertise to the development of educational programmes
Contributes to a united and effective professional team by exhibiting qualities of loyalty, tact, confidentiality, reliability, enthusiasm, efficiency and hard work
Is a good example to students in terms of IB Learner Profile, attitudes, dress, conduct, manners and punctuality

Planning and Organisation Creates a welcoming, positive and stimulating academic and social environment
Expects students to construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences
Encourages student-led inquiry within the context of the three International Baccalaureate programmes
Sees students as individual learners, encouraging each to achieve to their maximum potential
Ensures the structure and content of lessons is engaging, relevant and meaningful to students' lives
Facilitates instruction that encourages all students to use 21st century skills so they discover how to learn, inquire, innovate, collaborate and communicate their ideas
Embeds skills such as critical thinking, problem solving, information and communication technology (ICT) literacy in their lesson planning
Maintains good records of student learning that are used to inform teaching practice
Meets deadlines as required by the School

Teaching and Homeroom Environment
Ensures all students learn by varying teaching methodology
Creates a safe and positive learning experience for their students
Displays a thorough knowledge of their subject, curriculum and assessment practices
Thinks creatively and models meta-cognitive practice
Creates a classroom culture that encourages open discussion and the opportunity for debate and decision making
Works together with students to uncover solutions and not just cover the content

Student Assessment
Establishes clear expectations and goals for each student learning during the year
Collects and analyses data to inform their teaching and provide evidence of student learning
Uses different assessment strategies to ensure all students are able to demonstrate their learning
Uses assessments that are authentic and can be used to inform teaching practice
Informs students' learning by marking and handing back work with the of minimum delay, providing formative comments that help students improve
Maintains a record of assessment through Managebac that is shared with students and parents
Consults with and informs parents regarding their children's progress as required

Pastoral Care
Views themselves as a teacher of the whole child and consequently be involved in more holistic activities that involve creativity, action and/or service
Forms part of a caring community which provides the necessary pastoral care and support for all students
Encourages students to go beyond the minimum needed to get through by discovering what they are capable of achieving
Uses the Learner Profile to frame discussions with students
Encourages students to take full advantage of the school's extra-curricular programme
Consistently monitors student attendance at school and in class and reports significant patterns to the appropriate counselors or administrators
Uses school rules as tools for teaching students to become moral and ethical citizens
International Mindedness
Understands local as well as international contexts
Respects the rights of their students and is fair and honest in their dealings with them
Understands the international nature of the school population and values the perspectives of all people
Promotes respect for others' cultures

Communication
Uses language that helps students see their own possibility and potential, encouraging students to perform in ways that are consistent with that language
Creates a positive learning environment by the careful choice of language
Recognises the importance of communicating through different languages and mediums
Communicate with parents about positive aspects of their children's learning as they occur
Communicate openly with students and parents
Is diplomatic and discreet in all professional dealings with parents
Uses the School directed mediums for communication

Professional Development
Sees professional development as the opportunity to work towards mastery of their profession
Searches for strategies to improve the quality of the programme and the learning environment in their classroom
Sets meaningful goals and seeks appropriate professional development to achieve them
Contributes to and participates in performance review and appraisal
Takes part in professional development activities
Is connected through learning networks, sharing and collaborating ideas and resources
Maintains up-to-date knowledge of teaching pedagogy and subject content
Seeks to develop and improve their use of IT in the classroom
Collaborates with department members and other teachers within the school to develop professional practice
Involvement beyond the classroom
Contributes to the school's Extra-Curricular Activities Programme
Makes provision to be available to assist students and meet parents outside the instructional day
Attends meetings and school events when required and appropriate

This job description indicates the general nature and level of work expected. It is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities required by the incumbent. The incumbent may be asked to perform other duties as required.

How to Apply:
Complete this application before the closing date. The Closing Date for Applications is: 30 March 2026
Cognita Schools are committed to safeguarding and promoting the welfare of children and young people and expects all staff, volunteers and other third parties to share this commitment. Safer recruitment practice and pre-employment background checks will be undertaken before any appointment is confirmed.
We believe having a diverse workforce makes us better, smarter and happier and so welcome applicants from all backgrounds, genders, and races. We have an unwavering commitment to being fair and equitable in our recruitment process.
Early applications are encouraged, we reserve the right to interview and appoint prior to closing date for the right applicant.