Professional Standards & Teacher Job Description

Every CIS teacher has an obligation to

  • maintain high standards of professional conduct,
  • help students in every aspect of their learning and development,
  • uphold the philosophy and the procedures of CIS.

Because teachers are called upon to develop each student’s particular talents in many ways, no one set of regulations can encompass all their duties and responsibilities. A successful teacher is responsive and responsible, sensitive and sensible, creative and committed. This statement of standards is intended to provide a guideline and to describe procedures that will permit every member of the CIS community to do his job in the most effective and efficient manner.

A teacher’s contribution to the community is a direct reflection of the creative energy and interest that he/she applies to the job. Routine, methodical, repetitive teaching produces students with the same mentality. It is incumbent upon every good teacher to review regularly both the content and the organisation of his/her material. Lively and exciting teaching involves the continual exchange of ideas among staff members and a willingness to conduct responsible experimentation in classroom procedures. Similarly, a positive and supportive attitude, coupled with a willingness to help solve problems rather than obsess about them, generates a constructive and friendly environment.

Staff members must uphold both the law and the regulations of the school. Administrative matters must be dealt with promptly and effectively. If anyone disagrees with any school policy or regulation, he must raise the matter with the appropriate members of the administration or the headmaster. Discussion of such questions among members of the staff is encouraged. Once a decision has been made, however, it must be upheld by everyone. If the students wish something changed, teachers, whether they are in agreement or not, should encourage the students to discuss the matter with those who have the power to make the change.


Teachers at the Chinese International School are professionals with a high level of commitment to teaching and the CIS Mission. They possess a sound knowledge of the nature of learning, student assessment and a variety of teaching techniques and continually strive to build upon this knowledge. They create a positive learning environment that is supportive, challenging and inspiring in order to facilitate the optimal personal, social and intellectual development of students. Teachers collaborate with others in the learning community to support and enhance the success of our students.

The following indicators outline how this looks in the day-to-day functioning of the school.

1. Student at the Centre

CIS teachers will:

  • create a classroom culture that reflects high quality learning and teaching,
  • effectively apply the most up-to-date, research-based strategies to address the needs of diverse learners,
  • employ a range of teaching methods to provide learning experiences that are relevant, experiential, diverse, engaging, challenging and inclusive,
  • encourage the development of independent inquiry and critical thinking,
  • develop student learning through positive encouragement and motivation,
  • empower students to take ownership of their learning and set goals collaboratively with students,
  • promote understanding of the value of lifelong learning.

2. Climate and Culture

CIS teachers will:

  • actively promote the dual language, dual cultural mission of the School,
  • model the skills and attitudes of a global citizen, including: cultural sensitivity, positive attitude and other-centredness,
  • understand and respond positively to the cultural differences in value systems and societal norms of all constituents of our CIS community,
  • encourage students to take culturally appropriate risks in their learning with the awareness that positive learning can occur no matter what the outcome,
  • communicate freely, effectively and sensitively with all constituents of the CIS community,
  • engage in continuing professional development as learners and reflect their learning in classroom teaching practice.

3. Curriculum and Instruction

CIS teachers will:

  • actively promote the School’s Learning and Teaching Policy and Language Policy,
  • foster a sense of belonging to the global community, problem solving skills, information literacy, healthy habits, effective communication and a capacity for aesthetic understanding,
  • use the school wide Principles of Assessment framework to regularly review the curriculum and instruction,
  • ensure that instruction, learning and processes are aligned with curriculum and reporting procedures,
  • where appropriate, collaborate with colleagues to develop rich cross curricular learning experiences,
  • skilfully and positively collaborate with colleagues to develop and plan for a broad balanced, relevant and differentiated curriculum,
  • think systematically, reflect on, and learn from practice,
  • help develop curriculum and instruction that prepares students for lifelong learning,
  • actively implement all school policies.

4. Assessment

CIS teachers will:

  • use a range of assessments tools linked to outcomes and, when appropriate, to different cultural learning styles and intelligence modalities,
  • provide regular feedback to students on performance and encourage students to use assessment to inform their learning and set goals,
  • use clear and transparent criteria to assess student performance relative to the anticipated course/unit outcomes,
  • use the results of both formative and summative assessments in the planning of lessons and related activities to improve teaching and learning,
  • use assessment data as an evaluative tool to review instructional practice and curriculum content requirements,
  • use a range of assessment practices as integral components of the curriculum and learning process,
  • include students in the development of assessment tools,
  • use assessment to inform communications with parents and students regarding progress towards anticipated outcomes,
  • make appropriate assessments and evaluations of individual students and classes as required for administration or parents within the deadlines set,
  • maintain up-to-date records of student assessments and or portfolios as required by the Heads of School.

5. The Professional Learning Community

CIS teachers will:

  • actively promote the school’s mission, philosophy, objectives and goals to the community at large as appropriate,
  • participate in group decision-making processes and support those decisions publicly and within the school community,
  • avoid public criticism of colleagues and school programs,
  • engage constructively in systems of professional appraisal and development,
  • maintain positive, professional and ethical relationships with all members of the school community,
  • support and apply all CIS policies.

6. Pastoral Care

CIS teachers will:

  • carry out fully and efficiently pastoral and guidance responsibilities as indicated in the pastoral and guidance policy and assigned by the Head of School,
  • foster a positive, co-operative and caring community that allows students to fulfil their potential,
  • encourage a sense of ownership and belonging to the CIS community,
  • actively support the school’s mission to cultivate responsible, ethical and compassionate individuals,
  • be responsible for a reasonable number of playground, lunch and other duties as may be required,
  • support and implement the student code of conduct, behaviour, uniform, bullying and community and service policies,
  • expect appropriate behaviour, courtesy and a positive work ethic from all students and undertake initial proactive sanctions to achieve this.

7. General Responsibilities

CIS teachers will:

  • undertake other responsibilities as instructed by the Headmaster, Head of School or other line manager. Such responsibilities include but are not limited to the following:
    • attend punctually and actively participate in required school events, including pre and post-school meetings, staff meetings, parents evenings, school trips, and co-curricular activities contribute to school spirit through attendance at such non-compulsory events such as concerts, drama performances, athletic contests, student exhibitions, alumni and parent events,
    • take responsibility for the care, upkeep and development of school materials and resources,
    • substitute for absent colleagues when necessary,
    • demonstrate initiative and responsibility within various team units.