Head of Educational Technology and Innovation

2 months ago

Shanghai, China Dulwich College Shanghai Puxi Full time

About Role

Develop and implement a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms. Manage the Whole College Educational Technology budget. Ensure that educational technology resources are fit for purpose and meet day-to-day learning needs. Assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students. Model, support, and promote digital citizenship, including monitoring the "Responsible Use Policy," procedures, and education College-wide. Assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.

Other Responsibilities

Our School

"I believe in the importance of our profession and the endless possibilities of a quality education." David Ingram, Founding Head of College.

Dulwich College Shanghai Puxi was founded in 2016. The College has quickly established itself as one of the standout international schools in the city. Known for our warm welcome and positive relationships, we live by our College values;

Aim high and work hard

Be kind and respectful

Make a difference

Our Teaching Profile (International School)

TEACH WORLDWISE

At Dulwich College International, students come first . And because teachers play an extraordinary role in nurturing our students to become confident, curious and knowledgeable global citizens, we look to recruit the very best practitioners in international education who are passionate about unlocking the potential of our students.

Our teachers nurture and inspire their students today to make a positive difference in the world – living fully, living responsibly, and living sustainably. We empower our Teachers to Live Worldwise .

Our Vision For Teachers

Worldwise Teachers:

• Put students first in all they do
• Display a positive attitude, adaptability and open-mindedness 
• Show professional initiative and perseverance
• Are truly collaborative and display highly developed communication skills
• Are committed to internationalism and equity
• Are committed to sustainability and global citizenship

Worldwise teachers believe in:

• The right of every student to be safe, supported and nurtured
• Evidence-based and innovative pedagogy
• Personalised and differentiated student learning
• Setting high expectations for every student
• Empowering students to reach their own goals
• High levels of student motivation and engagement

A Worldwise Teacher’s Learning Principles:

Learning is effective when it: 
• is relational
• has a clear purpose
• is adapted and applied
• is personalised

Leadership Capabilities

This leadership capability framework describes what ‘good’ leadership looks like in our schools. It articulates what capabilities we are looking for in order to deliver on College/School's key priorities.

Our Leadership Capabilities include:

Leads Teaching and Learning Leads with Vision and Inspiration Leads by building and sustaining high trust relationships Leads Inclusively Leads Strategic Thinking and Planning Leads the learning culture and professional learning community Leads the management of the school Leads Highly Effective Teams Leads Well-being

Post-holder Qualifications, Experience

THE SUCCESSFUL CANDIDATE Certified teacher with at least three years successful classroom experience. An understanding of key learning theories and their relation to technology supported learning. Deep understanding of ISTE standards(ISTE certification highly valued). Record of engagement with peers through conference participation, professional writing, personal learning networks and communities of practice. Demonstrated experience using technology supported learning initiatives in the classroom such as blended learning, inquiry-based learning, STEAM, and design thinking.

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