OVERVIEW

The British Primary Section at Taipei European School is looking for a Chinese Language and Culture Support Teacher to cover a one-year Maternity leave from August 2025 to July 2026.

The ideal candidate should be a qualified teacher to work with Early Years (ages 4-5) and Primary Years (ages 6-11) students and who can readily adjust and adapt to either role as needed.

Primary Purpose:

The Chinese Language & Culture Support Teacher will collaborate with the CLC team and share in the development of the curriculum using Chinese Language and Culture, courses of study, teaching materials and teaching programmes.

The CLC Support Teacher should be a fluent Chinese speaker with an excellent level of English. The role demands the ability to work in an English medium environment, developing both native and non-native speakers' abilities in Chinese. You will make a difference to the learning of our children. You will be welcomed into our friendly and dynamic teams and to our diverse and enthusiastic school community. 

You will need to be:

• An excellent communicator
• Passionate about children’s learning 
• Flexible and adaptable 
• A team player
• Creative and willing to work on initiative

Application Procedures and Timeline

Interested candidates are encouraged to submit their application form online where you will also be asked to upload your CV, Covering Letter and Reference in which you share your experience and enthusiasm for the role. Shortlisted candidates will be contacted for interviews and further assessment.

As an employer committed to safeguarding the welfare of children, it is necessary that when completing your application form there are no gaps shown in your career history. Any breaks of service must be accounted for. Preferably, the application should be submitted via the online recruitment page.

The closing day of the application: 04.00 p.m CST, 21 February 2025

Specific Duties and Responsibilities: 

A teacher at Taipei European School must:

Set high expectations which inspire, motivate and challenge students

• establish a safe and stimulating environment for students, rooted in mutual respect 
• set goals that stretch and challenge students of all backgrounds, abilities and dispositions 
• demonstrate consistently the positive attitudes, values and behaviour which are expected of students.

 Promote good progress and outcomes by students

• be accountable for students’ attainment, progress and outcomes 
• be aware of students’ capabilities and their prior knowledge, and plan teaching to build on these 
• guide students to reflect on the progress they have made and their emerging needs 
• demonstrate knowledge and understanding of how students learn and how this impacts on teaching
•   encourage students to take a responsible and conscientious attitude to their own work and study.

Demonstrate good subject and curriculum knowledge 

•  have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain students’ interest in the subject, and address misunderstandings 
• demonstrate a critical understanding of developments in the subject and curriculum areas 
• demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject 

Plan and teach well structured lessons 

•  impart knowledge and develop understanding through effective use of lesson time 
•  promote a love of learning and children’s intellectual curiosity 
•  reflect systematically on the effectiveness of lessons and approaches to teaching 
•  contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Adapt teaching to respond to the strengths and needs of all students 

•  know when and how to differentiate appropriately, using approaches which enable students to be taught effectively 
•  demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support students at different stages of development 
•  have a clear understanding of the needs of all students including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

 Make accurate and productive use of assessment 

•  know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements 
•  make use of formative and summative assessment to secure students’ progress 
•  use relevant data to monitor progress, set targets, and plan subsequent lessons 
•  give students regular feedback, and encourage students to respond to the feedback.

 Manage behaviour effectively to ensure a good and safe learning environment 

• have clear rules and routines for behaviour in lessons, and take responsibility for promoting good and courteous behaviour both in lessons and around the school, in accordance with the school’s behaviour policy 
• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly 
• manage classes effectively, using approaches which are appropriate to students’ needs in order to involve and motivate them 
• maintain good relationships with students, exercise appropriate authority, and act decisively when necessary.

Fulfil wider professional responsibilities 

•  make a positive contribution to the wider life and ethos of the school 
•  develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support 
•  deploy support staff effectively 
•  take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues 
•  communicate effectively with parents and a wide range of stakeholders with regard to the curriculum we offer, students’ achievements and well-being.  

PERSONAL AND PROFESSIONAL CONDUCT: 

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct at our top international school. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside Taipei European School, by:

• treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position 
•  having regard for the need to safeguard students’ well-being, in accordance with statutory provisions 
•  showing tolerance of and respect for the rights of others 
•  not undermining fundamental European values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs 
•  ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead them to break the law.

QUALIFICATIONS

• Candidates must possess at least a Bachelor's Degree in Early Years/Primary Education /Chinese Studies /Chinese Language or other related degrees. 
• Fluent Chinese speaker with an excellent level of English. 
• Experience and knowledge of early years/primary Western pedagogy and child development. 
• Having two years of teaching experience in a formal school setting is preferred.

The Taipei European School is an equal-opportunity employer and welcomes applications from all qualified candidates. We look forward to welcoming an experienced and dedicated Assistant Head to our team who can contribute to our commitment to educational excellence and student well-being.