Employment at HIS
As an international school, HIS seeks teachers who hold a valid teaching certificate, have experience teaching in international schools, and have experience teaching in their grade and subject area. HIS is a Reggio Emilia-inspired, International Primary Curriculum and International Middle Years Curriculum school. The Advanced Placement program is a defining part of the high school curriculum.
As a highly collaborative teaching environment, we look for teachers who bring a collaborative spirit to working with colleagues, a willingness to work with students from diverse backgrounds, an interest in participating in school activities and sports, and a readiness to be a part of helping HIS achieve its goals in areas of curriculum. As outdoor education is main feature of our school's program, we also seek teachers who are both interested in and have developed skills in this area.
We have many applicants each year and cannot respond personally to all of them; we will respond to candidates who most closely meet our potential needs and we will keep those candidates' resumes on file. The HIS salary and benefits package is competitive within Japan and Asia.
Hokkaido is an exceptionally beautiful place to live, and many of our teachers enjoy outdoor recreation including hiking, camping, fishing, and winter sports including skiing and snowboarding.
Current Open Positions at HIS
Hokkaido International School posts job openings for the following school year in the fall previous and would welcome your resumes and inquiries.
Open Positions for the 2019 ~ 2020 School Year:
HIS is fully hired for the upcoming school year.
For more information, contact Head of School, Barry Ratzliff at email@example.com
**Due to our Outdoor Education Program, HIS has a preference for hiring teachers with experience and a keen interest in supporting, leading and potentially teaching in our Outdoor Education Program.
How to Apply
If you are interested in employment for the 2019-2020 academic school year, please send as email attachments (pdf attachments or Word documents) a reference letter**, current resume with references to the Head of School, Barry Ratzliff, at firstname.lastname@example.org. Please label files with the applicant's last name.
**Note - HIS, is committed to the fair and equitable treatment of all incoming/departing employees and believes that their and the school’s interests are served best through the issue/receipt of letters of reference vs letters of recommendation.
HIS Curricular Commitments
As a professional learning community, HIS has incorporated the following aspects of education as defining components of who we are. Incoming teachers are expected to be professional upholders of these commitments through ongoing professional development in these areas and through instructional methodology and participation that incorporates and supports these agreements.
HIS is committed to:
- Being a data-informed school which seeks to improve student achievement through the use of in-house and external data collections.
- Providing greater learning opportunities through multiage classrooms.
- Supporting the individual needs of students through differentiated instruction.
- Providing well-rounded and highly professional units of study through collaborative planning.
- Maintaining a professional staff that is integrally involved in the ongoing process of curricular development.
- The implementation of the International Primary Curriculum (IPC) as the cornerstone of collaborative instruction.
- The alignment of the secondary program with AP and AP offerings.
- Offering students academic challenges through the existence of “Honors Level” work in each secondary class.
- Providing support to English language learners through the integration of ELL instructional techniques and collaborative planning with the ELL department and the creation of “Developing” work in each class.
- Teaching reading and writing through the Units of Study, Reading Pathways and Writing Pathways Workshop approach developed by Lucy Calkins.
- The integration and mainstreaming of ELL students into the classroom with collaborative support from ELL teachers.