Individuality, Eccentricity, and Humors.

Finland Intercultural School welcomes applications from qualified, experienced teachers looking for a vibrant, challenging and rewarding teaching experience.

Teaching candidates are evaluated on four key areas: high quality teaching practice, contribution to learning area and curriculum development, relationships with students, staff and parents and contribution to the whole school.

Submit your application at hrd@thisisfinland.org and we will keep your application active in our database for a future relevant opening.

The Finnish Identity
    • Swift Executioner of Tasks
    • “Can Do” Attitude
    • Cheerful Disposition
    • Reliable
    • Goal-Oriented
    • Communicative
    • Collaborative

Teaching Positions

Homeroom Teacher (Preschool - KG2)

-IELTS score of 7.5 (Candidates will be given an IELTS test upon application)

-Has taught utilising inquiry-based, play-based, interest-based method before.

-Fully understands and has the capability to successfully articulate to other people about the renowned Finnish education concept. (These can be read on our website)

-Are highly aware of their own beliefs about teaching and learning, recognise areas where there is a mismatch between their beliefs and best practice, and have a good understanding of the theoretical rationale for their pedagogical decisions.

-Are constantly aware of available professional development options and activities, regularly reassess their own strengths and weaknesses, and make detailed plans for how best to achieve their goals.

-May engage in more formal research and seek ways to disseminate the findings.

-Facilitate collaboration and teamwork, demonstrate consistently good professional conduct, and have a sophisticated understanding of institutional issues.

-Effectively take on many different roles and responsibilities, and are involved in formally supporting the development of other teachers through workshops, observations and/or career guidance.

-Demonstrate some collaboration and teamwork, are aware of teacher responsibilities outside the classroom and take on additional roles, and have started to develop an understanding of institutional issues.

-Have a sophisticated understanding of key issues and concepts in teacher learning and professional development, and are highly committed to self-improvement.

-Consistently reflect critically on their teaching, regularly taking action as a result, and actively seek feedback.

-Are aware of the importance of classroom observation and receiving feedback, actively seek observation and feedback on their own teaching, and respond positively to feedback.

-Reflect simply on a lesson even without guidance, and have some awareness of their own beliefs about teaching and learning, and of their strengths/ weaknesses as a teacher.

Homeroom Teacher (Primary)

-IELTS score of 7.5 (Candidates will be given an IELTS test upon application)

-Has taught utilising inquiry-based, play-based, interest-based method before.

-Fully understands and has the capability to successfully articulate to other people about the renowned Finnish education concept. (These can be read on our website)

-Are highly aware of their own beliefs about teaching and learning, recognise areas where there is a mismatch between their beliefs and best practice, and have a good understanding of the theoretical rationale for their pedagogical decisions.

-Are constantly aware of available professional development options and activities, regularly reassess their own strengths and weaknesses, and make detailed plans for how best to achieve their goals.

-May engage in more formal research and seek ways to disseminate the findings.

-Facilitate collaboration and teamwork, demonstrate consistently good professional conduct, and have a sophisticated understanding of institutional issues.

-Effectively take on many different roles and responsibilities, and are involved in formally supporting the development of other teachers through workshops, observations and/or career guidance.

-Demonstrate some collaboration and teamwork, are aware of teacher responsibilities outside the classroom and take on additional roles, and have started to develop an understanding of institutional issues.

-Have a sophisticated understanding of key issues and concepts in teacher learning and professional development, and are highly committed to self-improvement.

-Consistently reflect critically on their teaching, regularly taking action as a result, and actively seek feedback.

-Are aware of the importance of classroom observation and receiving feedback, actively seek observation and feedback on their own teaching, and respond positively to feedback.

-Reflect simply on a lesson even without guidance, and have some awareness of their own beliefs about teaching and learning, and of their strengths/ weaknesses as a teacher.

Mandarin Teacher

-HSK 5 (Candidates will be given an HSK test upon application)

-Has taught utilising inquiry-based, play-based, interest-based method before.

-Fully understands and has the capability to successfully articulate to other people about the renowned Finnish education concept. (These can be read on our website)

-Are highly aware of their own beliefs about teaching and learning, recognise areas where there is a mismatch between their beliefs and best practice, and have a good understanding of the theoretical rationale for their pedagogical decisions.

-Are constantly aware of available professional development options and activities, regularly reassess their own strengths and weaknesses, and make detailed plans for how best to achieve their goals.

-May engage in more formal research and seek ways to disseminate the findings.

-Facilitate collaboration and teamwork, demonstrate consistently good professional conduct, and have a sophisticated understanding of institutional issues.

-Effectively take on many different roles and responsibilities, and are involved in formally supporting the development of other teachers through workshops, observations and/or career guidance.

-Demonstrate some collaboration and teamwork, are aware of teacher responsibilities outside the classroom and take on additional roles, and have started to develop an understanding of institutional issues.

-Have a sophisticated understanding of key issues and concepts in teacher learning and professional development, and are highly committed to self-improvement.

-Consistently reflect critically on their teaching, regularly taking action as a result, and actively seek feedback.

-Are aware of the importance of classroom observation and receiving feedback, actively seek observation and feedback on their own teaching, and respond positively to feedback.

-Reflect simply on a lesson even without guidance, and have some awareness of their own beliefs about teaching and learning, and of their strengths/ weaknesses as a teacher.

Non-Teaching Positions

Customer Relationship Personnel (Hospitality)

Customer Relationship Personnels act as the first point of contact for all new parent inquiries received via telephone / email / website, open days or walk-ins, to provide efficient data capture while providing an excellent customer service experience.

The success of this role is measured by the number and proportion of inquiries captured and that progress to an appointment with an Admissions Manager and/or to Application status.

Accountable for the level of customer service provided, the promptness and efficiency of the inquiry handling process, and the accuracy of lead qualification and quality of data capture.

The inquiry team is the first impression of the school and should facilitate a seamless transition throughout the admissions process, creating a positive experience for new families.

Business Development Manager

The BDM contributes to the development of the school’s marketing strategy to support the School’s enrolment growth agenda. In line with this marketing strategy, he/she will subsequently develop and project manage multi-channel tactical marketing campaigns, generating high quality admissions leads from multiple target segments.

The core responsibility to be a brand ambassador for FIS, who understands the school’s value proposition, and appreciates individual parent and student needs to effectively sell the school to prospective families and thru corporate, agents, embassy and club relationships. The Business Development Manager will also be responsible for establishing and strengthening relationships that FIS has, to drive incremental leads and opportunities for Stamford enrolments along with presenting a positive image of the school to the community and contacts. He or she will also be required to know the school’s procedures, names and roles of teachers and staff and be well versed in the school’s various programs.

BDM proactively serves as a “trusted advisor,” and function as a key point of contact for IT school stakeholders. They represent IT to the school by promoting IT vision, value, services, and capabilities. They also act as advocates on behalf of business stakeholders to ensure IT services meet their business priorities and needs.

Business Development Manager understands all business processes and provides technical guidance to ensure maximum return on investment (ROI) for IT business strategy requirements. A key BDM role is reducing business and IT barriers.

Individuals in this role must be able to communicate clearly, negotiate, listen, mitigate conflict, build alliances and achieve desired results using strong interpersonal and diplomacy skills. They work closely with others on intangible issues across organizational and business-entity boundaries. Their knowledge of technology risks and opportunities are shared to improve the efficiency and effectiveness of the school.

School Principal

Job Summary:
Serves as the educational leader of the assigned campus. Responsible for managing policies, regulations and procedures to ensure all students are supervised in a safe learning environment that meets the approved curricula and mission of the school. Guides the character of the school and serves as a model for staff; pivotal in building a high performing team of teachers and support staff. Dedicated to helping students achieve personal and academic success by using proven best practices for teaching and learning.

Duties and Responsibilities:
Aggregate student performance data to identify performance trends and develop plans for improving academic performance
Manage the campus budget to ensure fiscal responsibility in use of school funds
Disaggregate student performance data to identify strengths and weaknesses in the instructional program and the curriculum.
Disaggregate student performance data to identify gaps and deficiencies in student learning.
Able to interpret and utilize data to develop and implement an effective plan for improvement.
Ensure campus compliance with organizational, local, and state regulations and policies.
Monitor and review teacher lesson plans to ensure alignment with school and state learning standards.
Provide supervision and direction to campus based staff: Teachers and paraprofessionals.
Serve as the primary appraiser for teachers and campus based paraprofessionals.
Serve as the primary liaison between the school community and the superintendent.
Work collaboratively with parents to ensure effective home-school relationships.
Serve as the ARD administrative representative.
Utilize knowledge of student growth and development to establish effective relationships with students.
Develop growth plans for teachers in need of assistance.
Collaborate with organizational stakeholders to develop the campus based master schedule.
Establish an effective campus crisis management plan.
Establish strong interpersonal relationships with staff to ensure a positive school culture.
Effectively communicates important issues to campus staff, parents and the community.
Facilitate monthly campus based crew meetings focused on the school vision and mission.
Other duties as assigned by the Superintendent.
Work Experience:

A minimum of three years of exemplary teaching experience or comparable leadership experience is essentialÂ
Additional leadership experience on the campus or otherwise is essential. .Â
Special Knowledge/Skills:

Develops and implements plans to:Â

Increase student achievementÂ
Increase attendanceÂ
Increase graduation ratesÂ
Strengthen instructional opportunitiesÂ
Provide a safe learning environmentÂ
Provide student servicesÂ
Comply with federal, state, and local laws and Board policies and procedures and other school district initiativesÂ
Communicates, collaborates and builds strong relationships with key stakeholders including:Â
Teachers and staffÂ
Students and parentsÂ
Community and business partnersÂ
Other members of the school and district communityÂ
Selects and mentors a high quality school staffÂ
Develops and maintains quality data, a balanced budget and operational systems control closely tied to instructional priorities. Â

Assists with development of the annual budget for the school’s planned educational program.
Positively and objectively represents and interprets the school to the community; and participates in professional activities designed to enhance competency in all areas of responsibility.
Track record of improving student achievement.
Experience with diverse student populations.
Serves as an instructional leader for the school and moves the school toward continuous academic improvement.
Other duties as assigned.
Marginal Functions