Job Description

SAINT GEORGE SCHOOL DOMINICAN REPUBLIC

Saint George School is a pioneering British international school in the Dominican Republic for Infant through to 12th grade students. Home to a community of more than 49 nationalities, Saint George delivers world-class academic programs and transformative learning experiences that nurture the successful global citizens of tomorrow.

WHO WE ARE AND WHAT WE DO

Saint George School is a diverse British international school that offers a truly holistic education.

Recognized as a center of excellence in the region, our pioneering approach prioritizes both academic achievement and personal development. Our goal is to identify each student’s unique talents and empower them to forge their own journey to success.

We do this by combining world-class international programs – including Cambridge IGCSEs and the International Baccalaureate Diploma – with the Dominican Republic’s National Plan of Studies. Your child will choose from a wide range of subjects and learn in English and Spanish, all within a thriving multicultural environment. They’ll also enjoy exceptional extra-curricular experiences, from international competitions and trips to our extensive afternoon activity program.

This well-rounded approach develops lifelong learners who are globally aware, possess strong values, and make a positive difference. Ready for our diverse and interconnected world, our students go on to study at the best universities in the US, Canada, UK, and Europe.

MISSION SGS provides a challenging and comprehensive multilingual education within a disciplined and respectful learning environment, empowering all learners to reach their maximum academic and personal potential.

VISION A multicultural school community which through an international education will form continuous learners committed to making significant contributions to society by exemplifying core human values, disciplined work ethic and the ability to adjust to change.

DEFINITION OF LEARNING Learning at SGS is a collaborative experience where student curiosity drives the inquiry process. Learners apply critical thinking to ask questions, conduct research, test ideas and create solution to real world issues. Taking measured risks, learning from mistakes, reflecting on experiences, and sharing the knowledge and skills gained take precedence to emphasize the learning process. Our school community values diversity and respects individual differences, instilling ethic, and values, to create a safe and respectful environment where everyone is a teacher, and everyone is a learner.

UPPER SCHOOL TEACHER JOB DESCRIPTION

SGS Teacher Profile

At Saint George School (SGS), we believe in fostering a culture where teaching is not just a linear journey but an ongoing cycle of professional growth, collaboration, and innovation.

Teachers at SGS are committed to high expectations, equity, cultural competence, and developmental appropriateness, while also embracing student-centered, inquiry-driven learning.

We recognize that becoming an exceptional teacher requires ongoing reflection, adaptation, and engagement with best practices. SGS teachers actively collaborate with content specialists, instructional coaches, and colleagues to ensure meaningful learning experiences and curricular coherence. Our commitment is to nurture a professional learning community where each teacher is supported in their continuous journey toward excellence.

Emporwer Us Framework

Part of Nord Anglia Education (NAE) is embedded in our teaching philosophy. This framework ensures that students develop the competencies necessary for success in a rapidly changing world, focusing on

•Agency & Leadership – Encouraging students to take ownership of their learning and future.

•Global Citizenship & Social Impact – Developing a sense of responsibility and action toward global challenges.

•Well-being & Resilience – Supporting students in developing emotional intelligence, adaptability, and growth mindset.

•Creativity & Innovation – Empowering students to think critically, solve problems, and innovate across disciplines.

•Collaboration & Communication – Strengthening students’ ability to work effectively with others and articulate their ideas confidently.

By integrating Empower Us with SGS’s Teaching for Excellence Program, Upper School teachers ensure that students graduate as confident, critical thinkers and lifelong learners who can navigate the complexities of the modern world.

Commitment to Excellence at Upper School

At SGS Upper School, students engage in rigorous academic programs including IGCSE and IB. Our teachers prepare students for academic success, global competencies, and post-secondary pathways through student-centered learning, inquiry-based instruction, and interdisciplinary connections.

Upper School teachers serve as mentors and facilitators, ensuring that students develop the skills, mindsets, and resilience needed for higher education and beyond.

Position Summary and Key Responsibilities

SGS Teachers are responsible for delivering rigorous, engaging, and inquiry-based instruction that fosters student agency, critical thinking, and real-world connections. They create inclusive and dynamic learning environments, assess student progress using standards-based evaluation, and contribute to a collaborative professional learning culture.

This role integrates:

• Student-Centered & Inquiry-Driven Learning – Facilitating meaningful and contextualized learning experiences that develop skills, knowledge, and habits of mind.
• High-Impact Teaching Practices – Implementing research-based strategies aligned with the SGS Teaching for Excellence Program and NAE Standards.
• Data-Informed Instruction – Using student assessment data to drive instructional decisions and interventions.
• Professional Growth & Collaboration – Engaging in ongoing professional learning, coaching cycles, and peer observations.
• Global Perspectives & Cultural Responsiveness – Cultivating a learning environment that celebrates diversity and prepares students for a globalized world.

Key Responsibilities

1. Instructional Excellence & Student Learning

• Design and implement engaging, student-centered lessons aligned with SGS curriculum standards (Cambridge, IB, NAE, etc.).
• Use inquiry-based and active learning strategies to foster critical thinking, creativity, and problem-solving.
• Differentiate instruction to meet the needs of diverse learners, including ELLs and students with accommodations.
• Incorporate technology-enhanced learning experiences that support innovation and digital fluency.
• Foster a positive and inclusive classroom culture that promotes student voice, choice, and engagement.

2.Rigorous & Inquiry-Driven Instruction

• Implement IGCSE and IB curricula, ensuring lessons are challenging, engaging, and inquiry based.
• Develop interdisciplinary units that integrate global perspectives, ethics, and real-world applications.
• Foster academic discourse, critical thinking, and independent learning.

3.Assessment & Standards-Based Evaluation

• Design and implement assessments aligned with clearly defined learning goals and academic standards.
• Use standards-based evaluation to provide students with clear feedback on their skill development and mastery of concepts.
• Ensure that while grades are reported in a traditional format, instruction, assignments, and assessments are structured around academic standards to support deep learning.
• Guide students in self-assessment, reflection, and goal setting to encourage ownership of their learning process.
• Use data-driven insights from formative and summative assessments to adjust instruction and provide targeted interventions.

4.Professional Growth & Collaboration

• Collaborate with IB, IGCSE, content specialists, instructional coaches and leaders to refine best practices in secondary education.
• Attend and contribute to professional development sessions, workshops, and action research initiatives.
• Model a growth mindset by setting and pursuing professional learning goals aligned with SGS’s mission.
• Participate in vertical alignment meetings, PLCs, and professional development programs.
• Mentor students through academic advising, university counseling, and extended essay/thesis guidance.

5.School Culture & Community Engagement

• Uphold SGS’s values of integrity, responsibility, resilience, respect, and empathy in all interactions.
• Actively contribute to the school community, co-curricular programs, and student enrichment activities.
• Foster positive relationships with students, parents, and colleagues, maintaining open and professional communication.
• Commit to a culture of collaboration, inclusion, and continuous improvement.

Core Competencies and SGS Teaching for Excellence Alignment

SGS teachers are evaluated based on the Teaching for Excellence Program Rubric, which includes 7 Essential Standard and their Key Indicators:

1.Teaching is Thinking: Uses research-based practices, inquiry-driven instruction, and metacognitive strategies.

2.Uphold Excellence: Sets high expectations for all learners and models academic rigor.

3.Love Learning: Designs engaging, student-centered lessons that foster curiosity and ownership of learning.

4.No Struggle, No Progress: Provides structured challenges and growth-oriented feedback.

5.It Starts and Ends with Student Work: Uses student artifacts and authentic assessments to measure learning.

6.Professionalism, Ethical Standards & Community Engagement: Demonstrates professional integrity, collaboration, and commitment to lifelong learning.

7.Reflective Practice, Goal Setting, & Professional Growth: Continuously seeks to improve practice through feedback and self-reflection.

Qualifications and Experience

• Bachelor’s or master’s degree in Secondary Education or a subject-specific field.
• Experience teaching IGCSE, IB, or international curricula (preferred).
• Strong expertise in inquiry-based learning, research skills, student-centered methodology and interdisciplinary instruction (preferred).
• Minimum 3-5 years of teaching experience in an international, bilingual, or accredited school setting.
• Familiarity with standards-based evaluation and assessment practices (preferred).
• Demonstrated commitment to cultural responsiveness, inclusion, and student well-being.
• Proficiency in English; Spanish is an advantage.

Reporting Structure

• Reports to: Upper School Principal
• Collaborates with: Curriculum Coordinator, Instructional Coaches, Content Specialists, Well-being Team

Why This Role is Essential

SGS Upper School Teachers prepare students for success in higher education and global careers, ensuring they graduate as confident, critical thinkers and lifelong learners.

SGS teachers are architects of the future, shaping the next generation of innovators, problem-solvers, and leaders who will contribute meaningfully to society and the world.