At ISB, We All Belong
ISB is dedicated to fostering a diverse, equitable, and inclusive environment where all individuals feel they belong, are seen, valued, and heard. We embrace diversity as a source of strength and are enriched through our differences. We are committed to equitable treatment for all, regardless of gender, race, ethnicity, religion, background, identity, orientation, or ability.
We seek employees who are committed to cultivating a sense of belonging, ensuring that everyone at ISB feels safe, respected, and treated fairly.
Our Mission
We are an inspiring international community in Beijing where thinkers and leaders find their place in the world and serve others. So that learning is at its best, we build strong relationships and set high expectations together. We are committed to challenging and joyful learning with the freedom to explore.
ISB is committed to providing outstanding programs that are both challenging and joyful. At ISB, we seek community members who will be passionate about our mission.
JOB GOAL / PURPOSE:
The Assistant Principal assists the Principal in the daily operations and long-term planning of the school. The Assistant Principal works with the Principal to ensure that:
- all programs and practices of faculty and staff support the school’s mission, vision and strategic plan, in accordance with the school code of professional conduct and ethics
- all students, on a daily basis, are provided with a safe, caring learning environment
- all students can access a high quality, developmentally appropriate, research-based educational program
The Assistant Principal will hold an Early Years to Grade 5 curriculum leadership role in specified subject areas. The Assistant Principal will be expected to maintain school-wide responsibilities as part of the Administrative Team.
DUTIES / RESPONSIBILITIES:
Assists the Principal in developing and supporting curriculum, instruction, and assessment by:
- Collaborating with staff, the Elementary School Principal, and Office of Learning to facilitate improvement in curriculum, instruction and assessment
- Collaborating with Early Years 2 to Grade 5 faculty and staff to ensure successful implementation of the curriculum and use of the instructional materials in specified curriculum areas
- Observing teachers and providing feedback on teaching and learning to improve student learning results
- Developing teachers' conceptual knowledge and skills in the specified curriculum areas
- Leading teachers in designing integrated curriculum units of inquiry
- Developing performance-based assessments and instruction that supports deep understanding of content, and achievement of standards and benchmarks using the Backward Design Model
- Collaborating with staff to enhance processes of assessment and monitoring of student information and data to improve instruction
Professional Learning
Works with the Principal to support staff in their continuous improvement by:
- Meeting with grade level and specialist area teams during appropriate planning times to help with 1) coordination and integration of instruction, 2) collaborative evaluation of student work and data to plan instruction, 3) ensuring a consistent program for all students at a grade level
- Working with the Principal and Office of Learning to plan, implement and evaluate divisional professional development
- Supervising and evaluating teachers as directed by the Principal
Communication
Promotes effective communication and collaboration amongst faculty, students and the community by:
- Communicating with and through grade levels, encouraging continuity regarding curriculum, instructional and assessment practices throughout the school
- Maintaining vision for ongoing improvement of teaching and learning in specified curriculum areas
- Collecting data from parents, students and staff as needed
- Assisting the Principal in communicating with parents regarding curriculum, instruction, divisional procedures, and special events
- Leading parent education sessions and supporting parent understanding of specified program areas
- Collaborate with Assistant Principals and Deans from other divisions on schoolwide events
Leadership
Assists the Principal in ensuring the smooth daily operations of the division by managing areas of operations including:
- Assisting the Principal with maintaining, evaluating and improving operating systems and processes
- Assisting the Principal with construction of Elementary School schedules
- Supervising students and supporting student discipline in collaboration with the ES Dean of Students, LES Assistant Principal, and ES Principal
- Supervising and evaluating teaching assistants and support staff, as assigned
- Performing additional duties as assigned by the Principal to ensure a caring and safe learning environment and the delivery of a high quality, developmentally appropriate, research-based educational program
- Supporting individual and schoolwide protection of children in accordance with the International School of Beijing's child safeguarding policies, particularly as they relate to the role of section leaders
Perform any other duties as assigned by the ES Principal or the Head of School
QUALIFICATIONS AND EXPERIENCE REQUIRED:
The Assistant Principal should be a mature and energetic educator with experience in the following areas:
Qualifications
- Master’s degree or higher in Educational Leadership, Academic Administration, or a related field
- Current, valid K-12 Principal or School Administrator Certification
- Valid elementary or early childhood teaching certification
- At least 3-5 years of experience as a Principal or Assistant Principal with instructional supervision responsibilities of teachers
- Proven success navigating an international school environment or multi-cultural educational setting
- At least 5 years of highly successful classroom teaching experience within early years or elementary grades
Experience
- Proven capacity to drive organizational culture and build consensus around a school's strategic vision and core values
- Documented track record of utilizing data analysis to measure and to improve student achievement
- Exceptional emotional intelligence with a history of building high-trust partnerships among parents, teachers, and students
- Strong evidence of intercultural competence, with hands-on experience designing inclusive practices and supporting the academic and social-emotional growth of diverse learners
- Commitment to building a positive, equitable school climate through Restorative Justice practices, proactive student support, and strong relational discipline
- Experience establishing, auditing, and advancing professional development to improve teacher practice
- Advanced proficiency in backwards design frameworks (UbD), data-driven curriculum mapping, and assessment best practices
- Exceptional public speaking skills and the ability to tailor presentations for diverse global audiences
- Advanced problem-solving capabilities with a focus on systems thinking and organizational design
- Exceptional interpersonal and facilitation skills, personal warmth, and a history of cultivating trust-based partnerships with parents, families, and community stakeholders
- Deep understanding of child development and developmentally appropriate practices across diverse learning environments
Preferred Qualifications:
- Comprehensive knowledge of research-based pedagogy—including the Science of Reading—and standards-based assessment, with a proven track record of driving institutional success and improving student-based outcomes
- Demonstrated experience leading data-driven MTSS frameworks to deliver targeted academic and behavioral interventions for all students
- Mastery of adult learning theory, applied through targeted coaching, facilitation of collaborative professional learning communities (PLCs), and mentoring staff toward instructional excellence
