Ideal Candidate Profile
Professional & Leadership Qualities
– Strong interpersonal skills with the ability to build positive and trusting relationships with students, teachers, parents, and school leadership.
– Demonstrated experience in English as an Additional Language (EAL) education, preferably within an IB Primary Years Programme (PYP) environment.
– Ability to lead and coordinate EAL provision across the PYP, ensuring that language support is aligned with the school’s curriculum, learning objectives, and inclusion practices.
– Strong understanding of language acquisition and the ability to guide teachers in supporting students with diverse English proficiency levels.
– A collaborative mindset, with the ability to work closely with classroom teachers, learning support staff, and school leadership.
– Ability to contribute to curriculum development, school-wide language initiatives, and the continuous improvement of EAL provision.
– A commitment to contributing to the school’s Strategic Plan and supporting whole-school improvement initiatives.
Student-Centered Qualities
– A genuine care for student well-being and the ability to understand and respond to the diverse linguistic, academic, and social-emotional needs of students.
– A passion for language development and helping students become confident, independent, and effective English communicators.
– An understanding of how students acquire an additional language and the different stages of language development.
– Ability to create inclusive, supportive, and engaging learning environments where students feel comfortable taking risks and developing their language skills.
– A commitment to helping multilingual learners access the curriculum and participate meaningfully in all areas of school life.
– Ability to recognize and value students’ home languages and cultural backgrounds as important resources for learning.
Values & Dispositions
– A strong sense of community engagement and a service-oriented mindset.
– High levels of integrity, empathy, professionalism, and a dedication to our core values of Community, Respect, and Understanding.
– A growth mindset demonstrated through ongoing professional learning and active participation in school-wide initiatives.
– A commitment to inclusion, multilingualism, intercultural understanding, and equitable learning opportunities for all students.
Expectations of Teachers & HODs at HJIS
HJIS teachers and coordinators are reflective, collaborative, and committed to high-quality teaching and learning across the IB continuum. High-quality learning is defined as an inclusive, ongoing, agentic process that challenges and enables learners to acquire the skills to take responsible action both during their time at HJIS and beyond. Learning ignites curiosity and ensures the transformation of concepts into understanding through inquiry, problem solving, experimentation, and real-world application.
Curriculum & Instruction (PYP EAL Coordination Focus)
PYP EAL Coordinators at HJIS:
- Lead and coordinate the development and implementation of EAL support across the PYP.
- Ensure that English language development is integrated into the PYP curriculum and supports students’ access to Units of Inquiry.
- Collaborate with classroom teachers to identify students who require additional English language support and develop appropriate learning strategies.
- Support the development and implementation of language acquisition plans based on students’ individual needs and English proficiency levels.
- Promote language-rich learning environments that encourage communication, inquiry, collaboration, and the development of academic language.
- Support teachers in differentiating instruction and scaffolding language across different subject areas.
- Monitor students’ English language development through ongoing assessment, observation, and documentation of progress.
- Use relevant language assessment data to identify learning needs, monitor progress, and inform instructional decisions.
- Promote the use of students’ home languages as a resource for learning and support the development of multilingual identities.
- Collaborate with the wider school community to ensure consistency in language development approaches and practices.
EAL Programme Development & Coordination
- Develop, review, and maintain the PYP EAL programme in alignment with IB philosophy and school-wide language policies.
- Establish consistent approaches to identifying, assessing, and supporting EAL students.
- Coordinate EAL intervention schedules and student support arrangements in collaboration with classroom teachers and school leadership.
- Support the development of appropriate language learning resources and assessment tools.
- Maintain accurate records of students’ English language proficiency, learning goals, and progress.
- Provide guidance and professional development to teachers on EAL strategies, language acquisition, and differentiation.
- Contribute to the development and review of the school’s Language Policy and related documentation.
- Communicate with parents regarding students’ English language development and provide guidance on ways to support language learning at home.
IB Teaching Principles and Practices
HJIS teachers and coordinators uphold pedagogy that is:
- Inquiry-based.
- Concept-focused.
- Situated in local and global contexts.
- Collaborative and team-oriented.
- Aligned with formative and summative assessment data.
- Inclusive and responsive to diverse linguistic backgrounds.
- Aligned with formative and summative assessment data.
- Supportive of multilingualism and the development of language across all areas of learning.
Differentiation Expectations
The PYP EAL Coordinator supports teachers in differentiating instruction by:
- Recognizing students’ individual language proficiency levels and learning needs.
- Building on students’ existing language knowledge, home languages, and cultural experiences.
- Scaffolding vocabulary, sentence structures, academic language, and communication skills.
- Providing appropriate visual, auditory, and practical learning resources to support comprehension.
- Supporting students in accessing grade-level curriculum content while developing English proficiency.
- Providing additional challenges and opportunities for students who are ready to develop more advanced academic language skills.
- Encouraging student confidence, participation, and independence in communication.
Possible Duties at HJIS (PYP EAL Coordinator)
The role involves a combination of direct student support, programme coordination, teacher collaboration, and administrative responsibilities.
Teaching & Student Support Responsibilities
- Providing direct EAL instruction to PYP students individually, in small groups, or through in-class support.
- Supporting students at different stages of English language acquisition.
- Developing individualized or small-group language learning goals based on student needs.
- Collaborating with classroom teachers to integrate language development into Units of Inquiry.
- Providing additional academic and language support for students who require it.
- Monitoring, documenting, and reporting on students’ English language development.
Coordination & Leadership Responsibilities
- Coordinating the PYP EAL programme and ensuring consistent implementation across grade levels.
- Developing and reviewing EAL support strategies, resources, and intervention plans.
- Coordinating student language assessments and maintaining accurate progress records.
- Supporting classroom teachers in differentiating instruction for multilingual learners.
- Facilitating collaboration between EAL teachers, classroom teachers, and the Learning Support Team.
- Leading or contributing to professional development sessions on language acquisition and EAL teaching strategies.
- Communicating with parents and providing updates regarding students’ language development when appropriate.
- Supporting the development and implementation of the school’s Language Policy.
- Reporting on programme developments, student progress, and EAL-related priorities to school leadership.
Additional Duties
- Participation in the Advisory system, where applicable.
- Providing supervision during non-class times.
- Assisting with school events, field trips, and Expedition Weeks.
- Supporting school-wide language and literacy initiatives.
- Offering substitution coverage when needed.
- Undertaking other reasonable duties as requested by school leadership.
Required and Preferred Qualifications
Teaching & Professional Experience
- Minimum 3 years of teaching experience, preferably in EAL, ESL, or English language education with primary-aged learners.
- Bachelor’s degree in Education, TESOL, Applied Linguistics, English Language Teaching, or a related field.
- Recognized teaching qualification or equivalent professional teaching credentials.
- Preferred: Experience teaching EAL within an IB PYP environment.
- Preferred: Experience coordinating or developing an EAL programme or language support initiatives.
- Preferred: Experience working with multilingual students from diverse cultural and linguistic backgrounds.
- Preferred: Experience with language assessment frameworks, such as the CEFR or WIDA.
- Strong understanding of second language acquisition, language development, and differentiated instruction.
- Ability to assess students’ English proficiency and develop appropriate language learning goals and support strategies.
Digital Literacy & Technology Skills
Applicants should be proficient with:
- Google Suite.
- Zoom.
- ManageBac.
- Interactive Smartboard technology.
- Apple products (MacBooks, iMacs).
- Digital language assessment and progress-monitoring tools.
- Digital resources and platforms for language acquisition, literacy development, and student learning.