Initial Teacher Education Program Trainee

LOCATION

Shanghai, Hangzhou, Nantong, Tianjin

LINE MANAGEMENT

In-school Mentor/Class teacher

OBJECTIVES

Cultivate and develop aspiring educators through a comprehensive framework of structured internal and external training programs, complemented by immersive practicum experiences. This initiative prepares candidates for full-time teaching roles within Wellington and Hiba schools while addressing critical staffing needs in hard-to-fill positions. By fostering a pipeline of highly skilled, mission-driven educators, WCEC reinforces its unique value proposition in talent development and strengthens its commitment to educational excellence.

KEY RESPONSIBILITIES

The structure and content of the professional component is developed by Wellington College Education China. The standards used to gauge performance of a trainee are aligned to professional Standards used by training teachers in the school environment. Evidence against all the standards will be recorded in a portfolio and reflective journal through set tasks that build up during the programme.

TRAINEE TEACHERS SHADOWING MENTORS

• Focused Shadowing: Observe mentor teachers to study: Lesson structure, questioning techniques, and behavior management. Compare approaches across multiple staff members to identify best practices.
• Guided Reflection: Use school-provided templates to actively reflect on various consideration including: classroom environment, classroom management, planning, student engagement. Discuss insights in weekly mentor meetings.
• Strategic Value for Your School: Culture Transfer: Ensures trainees internalize your school's methods before leading lessons. Staff Collaboration: Encourages mentors to reflect on and refine their own practice. Consistency: Reinforces shared pedagogical language across classrooms.

MENTORS OBSERVING TRAINEE TEACHERS – DRIVING GROWTH

• Structured Observations: Conduct weekly formal observations of Trainee Teachers, focusing on: Lesson planning, delivery, and student engagement. Specific skills (e.g., questioning, differentiation) as they progress. Use school-aligned rubrics to assess against established teaching standards.
• Actionable Feedback: Highlight strengths and 1–2 growth areas per observation. Frame feedback using your school's pedagogical language.
• Developmental Scaffolding: Early phase: Focus on classroom routines and foundational skills. Later phase: Target advanced strategies (e.g., adaptive teaching, data-driven adjustments).
• Strategic Value for Your School: Quality Assurance: Maintains high standards for teaching in your classrooms. Mentor Leadership: Empowers staff to coach and evaluate effectively. Continuous Improvement: Trainee Teachers become proficient in your school's methods faster.

PROGRESSIVE RESPONSIBILITY IN PLANNING & ASSESSMENT

• Semester 1 (Foundations): Planning: Co-plan with mentors, then lead small groups → lesson segments → 50% of timetable. Assessment: Reflect on pupil learning outcomes with mentor guidance.
• Semester 2 (Independence): Teaching: Gradually increase to 70% of timetable (10- week block). Assessment: Design and evaluate assessments tied to curriculum goals.
• Support Structures: Team Collaboration: Share ideas/resources with mentors and peers. Triad Support: Class mentor + Professional mentor + Director of -Academics provide: Co-teaching, observation feedback, and portfolio reviews. Weekly Mentor Meetings: Track progress via formal/informal observations and evidence portfolios.
• Why It Matters for Your School: Consistency: Ensures Trainee Teachers meet your instructional and assessment benchmarks. Risk Mitigation: Gradual responsibility minimizes disruptions to pupil learning. Mentor Engagement: Strengthens staff's coaching and leadership skills.

PROFESSIONAL DEVELOPMENT – STAGE 1: FOUNDATIONS OF TEACHING

• Induction and Initial Needs Analysis: Course introduction and program overview. Key expectations and support structures. Initial self-appraisal and needs analysis.
• Wellington and Purposes of Education: The role and organization of schools. Wellington mission, vision and values.
• Learning Theories and Teaching Practice: How students learn best: Cognitive science and developmental principles. From Theory to Practice: Evidence-based teaching methods; motivating and involving all learners; elements of effective planning and delivery.
• Professional Responsibilities: Teachers' Standards and ethical guidelines. Safeguarding and child protection. Classroom health and safety protocols.

PROFESSIONAL DEVELOPMENT – STAGE 2: ADVANCING TEACHING PRACTICE

• Language & Inclusion: Supporting EAL/bilingual learners: Strategies for language development across the curriculum. SEN Core Themes: Adapting instruction for diverse needs.
• Behavior & Learning Culture: Behaviors for Learning: Fostering engagement, self-regulation, and positive routines.
• Assessment Mastery: Part 1: Principles of effective assessment (purpose, types, and design). Part 2: Application—designing assessments aligned with learning goals. Pastoral provision / Well-being
• Individual support to students per required & guidance from the mentor

BASIC QUALIFICATION

• Bachelor's degree or above in relevant fields; From top global university is a plus.
• Fluent in English; IELTS test result at 6.5+ is a plus.
• Recent graduates with strong career interest in teaching and long-term commitment to the education sector.
• For local experienced teaching Professional candidates, national teaching qualification certificate is a must.

EXPERIENCE

• For fresh graduates, teaching experience is not required.
• For experienced teaching professionals, a minimum of 2-years of relevant experience is required.
• Preference will be given to candidates with subject-related experience from international or bilingual schools.

EXPERTISE

• Outstanding communication skills.
• Strong organizational skills and attention to detail.
• Strong interpersonal skills and a collaborative, open-minded approach.
• Calm under pressure, able to professionally communicate with all stakeholders.
• Excellent knowledge and understanding of the curriculum is a plus.
• Willingness to learn and grow professionally.
• Flexible understanding of how to manage time independently, showing initiative and a 'can do' attitude.
• Strong ICT skills (e.g. Microsoft Office applications including: Sharepoint and One Drive, etc.)

PREFERRED APTITUDES

• Ability to engage with & model the 5 core values of Wellington at all times (Courage, Integrity, Kindness, Respect & Responsibility).
• Strong passion for working with children
• Detailed-oriented, an ability to prioritise workload and disciplined in time management
• Warm, helpful personality
• Self-motivated and reflective of practice to identify areas of improvement that will meet or exceed expectations.