Guangzhou Grace Academy began in the fall of 1994 when Brian & Maria Hutt decided to establish a school that would provide the best education possible for their own children as well as for other children.  They found the Accelerated Christian Education learning system ideally suited for their purposes. With over 40 years of experience in Christian education, the worldwide Accelerated Christian Education  has a proven track record in providing excellent educational materials and curriculum.

Mission

Guangzhou Grace Academy was established to assist families in the exciting and awesome task of preparing children for life – both this life and the life to come.  Jesus Christ says, “I have come that you might have life and have it abundantly.”  With Christ’s ideal of selfless love as our guide, we seek to inspire each child to strive toward his/her unique and God-given calling.

Philosophy

Education is life!  It is the communication of life from the living to the living, moving from one generation to the next. So states Dr. Donald Howard, well-known American educator and founder of Accelerated Christian Education.

What is life?  Jesus said, “I have come that you might have life and have it abundantly.”  As Christians, we believe that by following Jesus Christ we can truly have what He called abundant life and impart the same to our children, the next generation.

The Bible is the book of life.  In Deuteronomy 6:5-7 Moses was inspired by God to write: Love the Lord your God with all your heart and with all your soul and with all your strength.  These commandments that I give you today are to be upon your hearts.  Impress them on your children.”

Parents have a God-given responsibility to train their children to live as Jesus lived, in obedience to God.  Other than our personal accountability to God and commitment to our spouse, we, as parents, have no greater responsibility on earth.

The school is an extension of the home.  It exists to work with parents and aid them in the awesome responsibility of providing the best environment possible for their children.  Our school staff works closely with parents to train the whole child.

 Contact

Address: Riverside Garden, Panyu, Guangzhou, 511431, China
Tel: (020)8450-0180 Fax: (020)8450-0190

广州恩慧学校

 广州番禺大石丽江花园丽江小学公寓楼5楼

邮编：511431

电话：020-84500180

Employment

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Benefits include salary, accommodation, and usually round trip airfare.

These are the usual requirements for staff at GGA:
1. Born again Christian with a sense of God’s calling to Christian education
2. Native speaker of English
3. University Degree

4. ACE School of Tomorrow Training Certificate (for ABCs this training can be taken in China)
5. At least 2 years of teaching experience

6. Pastoral recommendation letter

If you believe God is leading you to learn more about this opportunity, please download the APPLICATION FORM and return it to Mr. Brian Hutt at administrator @ggagga.net and principal @ ggagga.net

for more information go here

Our school’s mission is “to educate and empower students to be compassionate and inspired people, who act for the good of all and for the sustainable development of the world”. This has given rise to our school motto: “Empowering and inspiring through challenge and compassion”. We are a school that focuses on academic excellence and confidence building, while nurturing in our students a strong sense of social and environmental responsibility.

We celebrate the fact that each student is different, as a person and as a learner, and we aim to offer a personalized education specifically designed to stimulate the intellectual curiosity of each child.

BCIS is a not-for-profit, independent, co-educational day school offering an international curriculum for Nursery to Grade 12 students. The school occupies a first class, purpose-built facility in Beijing’s central business district (CBD). As an International Baccalaureate (IB) World School we are authorized to teach all three IB programmes (Primary Years, Middle Years and Diploma) and we are accredited by the Council of International Schools (CIS) and the Western Association of Schools and Colleges (WASC). We are also a member of the East Asia Regional Council of Schools (EARCOS), the Association of China and Mongolia International Schools (ACAMIS), and the International Schools Athletic Conference, Beijing-Tianjin (ISAC).

Mission

The BCIS mission is to educate and empower students to be compassionate and inspired people, who act for the good of all and for the sustainable development of the world.

Contact

• No.77 Baiziwan Nan Er Road, Chaoyang District, Beijing 100022, P.R.China
  北京市朝阳区百子湾南二路77号 100022
• Tel: +86 010 8771 7171
• Fax: +86 010 8771 7778
• Email: admissions@bcis.cn

Employment

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The British International School in Pudong is located in a central location, less than 30 minutes from downtown Shanghai and 20 minutes from Jinqiao. The school is equipped with excellent facilities including a swimming pool, theatre and specialist rooms, and has a team of caring, highly committed and qualified teachers. It is an accredited centre for the University of Cambridge International Examinations, Edexcel Examinations (UK), a member of the Council of British International Schools and a recognised IBO World School.

Mission

The British International School, Pudong is proud to educate children; proud to promote the highest standards in academic achievement; and, proud to place learning at the heart of all that we do.

It is no coincidence that ISB’s history parallels that of China’s changing interaction with other countries over the course of the past three decades. In fact, the history of our school goes back a little bit farther—to the time when Henry Kissinger, Richard Nixon, and Zhou Enlai first opened relations between China and the United States. In the early 1970s, a tiny foreign school was established in Beijing, under the auspices of the United States Liaison Office in Beijing, precursor to the US Embassy.

In 1980, with the growth of other diplomatic communities, the US Embassy merged its school with those of the British and Australian embassies. The Canadian and New Zealand embassies joined in, and the five nations together formally founded the International School of Beijing. Located on the grounds of the U.S. Embassy, the school provided education for the children of the five founding embassies; eventually, as space allowed, children from other embassies were permitted to enroll.
Bound by the strict requirements imposed on diplomatic schools, the founding embassies nevertheless worked to meet educational needs of the growing expatriate community in Beijing. As the business environment developed and the population of expatriates swelled, ISB grew to meet the educational needs of a broader range of foreign families.

In 1988, under new regulations, China’s Ministry of Foreign affairs officially registered ISB as a “school for diplomatic children.” The campus moved to the Lido complex of offices and housing units, and the school was permitted to accept applications from all expatriate residents of Beijing.

Mission

As a world leader in international education, it is the mission of ISB, in partnership with parents, to educate and inspire our students to reach their unique potential and contribute positively to society by providing a world class education that is enriched by our diversity and the Chinese culture in which we live.

Curriculum

At the International School of Beijing, teaching and learning is our passion. We strive to offer the best international Early Year – Grade 12 education in the world, and we do that with some of the best educators in the world! Students come to ISB ready, willing and eager to learn, and our highly experienced, caring and compassionate teachers inspire our students to reach their unique potential.

ISB has a standards-based curriculum. Standards are the backbone of curriculum in school districts throughout North America, Europe and Australasia. The research supporting a standards-based curriculum is extensive and standards are seen to respond to the need for a guaranteed and viable curriculum. ISB has adopted the best standards-based curricula, which allows students to maintain progress as families move around the world, or achieve at the highest level if students remain at ISB for extended periods of time. ISB also offers the International Baccalaureate (I.B.) in grades 11 and 12.

Contact

No. 10 An Hua Street
Shunyi District, Beijing 101318
The People’s Republic of China

顺义区安华街10号
邮编： 101318 北京 中国

Employment

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Officially opened by a small group of expatriate parents on October 14th 1992, with 5 students, NIS was a school for very young children only. It was the product of parents who were concerned that being in China should not present an obstacle to the family being together, nor to the children receiving a good education.

After several years in rented rooms in a local school, NIS moved with a handful of students to the Dingshan (now Shangri-La) hotel. With the help of local businesses, six rooms were renovated for use as a school. Between 1997 and 2004, NIS renovated more and more rented facilities at the Shangri-La. The school grew from 35 to 300 students in this time.

In 2004, NIS moved to its own purpose-built premises in Xianlin College and University Town, on the outskirts of Nanjing. Realising this dream was the culmination of a sustained team effort, lasting several years.

The closeness of the NIS community, so prevalent in the 1990s, is something we still value highly today. Our school is a friendly and open place, and we hope that your family too, like those before you, will feel welcome and at home in our school.

Mission

Accreditation/Curriculum

Internationally accredited schools, such as NIS, are engaged in a process of continuous improvement as a commitment to offering students the best possible education. This is common practice for high quality international schools as it provides a useful opportunity for the school to demonstrate its worth as witnessed by independent, qualified and experienced educators from other institutions worldwide. NIS has been fully accredited through the New England Association of Schools and Colleges (NEASC – USA), Council of International School (CIS- Europe) and the National Centre for Curriculum and Textbooks ( NCCT- China) accreditation process. NIS accepts that it is best practice to seek outside validation of the quality of the school programme. We have specific accreditation for our academic programme through the International Baccalaureate.

Contact

Tel: + 86 25 8589 9111
Fax: + 86 25 8589 9222
Email: Enquiries

Address:
Xue Heng Lu 8
Xian Lin College and University Town
Qi Xia District, Nanjing PRC 210046
中国南京市栖霞区仙林大学城学衡路8号
邮编:210046

Employment

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In late 2004/early 2005 the Zhejiang Wanli Education Group was approached by personnel from the Ningbo Municipal Government and the Zhejiang Education Bureau who were interested in establishing a genuine English language international school in Ningbo. It was felt such a school would play a key role in meeting the needs of foreigners who were increasingly moving to Ningbo and contributing to the city’s growth.

NBIS now has a student population of over 170 students and is the biggest international school in Ningbo. Indications are that the school will continue its rapid growth.

Mission

We strive to develop the whole child to best achieve his or her intellectual, social, emotional and physical potential. We aim that our students will become

• active, independent and reflective learners
• complex thinkers
• problem solvers and decision makers
• effective team workers
• self confident and assured
• responsible world citizens with a deep awareness of their community and culture, tolerance and understanding of those from different locations

Curriculum
The NBIS curriculum from Toddlers to Grade 9 is based on the South Australian Department of Education and Children’s Service (DECS), Australia. This curriculum is highly respected as one of the best in the world and it is now used in many Commonwealth countries. Known as SACSA, the South Australian Curriculum Standards and Accountability Framework describes the curriculum Key Ideas and Outcomes on which our students can expect their education to be built.

Contact

• Add: No.151 Lamei Road, NingBo, ZheJiang Province, China
  浙江省宁波市国家高新区腊梅路151号
• Phone: (+86) 574 87611005
• Fax: (+86) 574 87611136
• Email: nbis.info@gmail.com

Employment

NBIS offers experienced, dynamic, well-qualified and innovative teachers excellent working and living conditions including an attractive salary and other benefits in this rapidly developing, clean city south east of Shanghai.

Go here for more info

Remedial education teachers fall into two categories: ABE, adult basic education and ASE, adult secondary education. Adult basic education teachers instruct students that have a knowledge set that falls below an eighth grade level. Adult secondary education teachers focus on those skills necessary for obtaining a GED, general education diploma.

Self-enrichment teachers instruct students in one specific area. This could be finances, art, musical instruments, dancing, or cooking among others. Self-enrichment classes can be taught one on one or in groups. Self-enrichment teachers are experts in the specific subject matter being taught. These classes are usually short-term.

Adult Literacy and Self-Enrichment Teacher Job Responsibilities

Someone interested in teaching adults must have those skills necessary to speak and listen effectively. An educator should be able to think critically and creatively. They should comply with institutional rules and requirements. Additionally, they must show competency in those subject areas being taught, as well as, the ability to foster a creative learning environment. Any type of educator should prepare lesson plans in advance.

An educator of adults is expected to stay abreast of current teaching standards, techniques, and modern technologies which are used in the classroom. These are including but not limited to: computer software, ceiling-mounted or desk-top projectors, and general clerical equipment. Adults often have day-time work schedules, therefore, classes for adults are often taught in the evenings and on weekends. Thus, adult education teachers must be willing to work those hours required for the position.

Adult Literacy and Self-Enrichment Teacher Training and Education Requirements

Adult literacy and remedial education teachers are required to obtain, at minimum, a bachelors degree in education or a related field. Several employers expect applicants to have a masters degree. In addition to that some states require an additional teaching license or certificate. Many positions require teaching experience. However, there are numerous volunteer positions a teacher could hold in order to gain that experience.

Education requirements for self-enrichment teachers vary greatly depending on the subject matter being taught. For example, a piano teacher may only need to demonstrate the necessary skill set that comes from years of taking piano lessons, whereas, a teacher of finances may be required to have a degree in economics.

Adult Literacy and Self-Enrichment Teacher Salary and Wages

An adult educator’s salary varies greatly. Many of these types of teachers either work part-time or are self-employed. A teacher hired by a company or school, to work full time, can receive a higher pay. The average hourly rate for an adult literacy or remedial education teacher that works part-time is about $22.00. The average salary for a full time adult literacy or remedial education teacher is between $45,000 and $46,000 annually.*

*According to the BLS, http://www.bls.gov/oco/

A self-enrichment education teacher makes less on average than an adult literacy teacher. The average hourly rate for a self-enrichment teacher that works part-time is about $17.00. A full-time self-enrichment teacher can expect a salary of about $36,000 annually.*

*According to the BLS, http://www.bls.gov/oco/

Adult Literacy and Self-Enrichment Teacher Certifications

An adult literacy or remedial education teacher is expected to meet certain criteria when employed by the state they work. For example, many states require an adult educator to obtain a teaching license, while others accept a certificate or training classes. The criteria for these licenses vary. Some states require extensive paperwork and a competency exam. Other states require formal classes in addition to a bachelors or masters degree.

Self-enrichment teachers, in many cases, are not required to be certified. Certification requirements depend on which area of expertise they are instructing, as well as, employment status. Someone who is self-employed may not need the same qualifications required by a teaching institution. However, depending on the area being taught, a certification or otherwise extensive training may prove useful in creating a large student base.

Adult Literacy and Self-Enrichment Teacher Professional Organizations

Teaching licenses are often offered by the state department of education. However, some states require a teacher to obtain a license or certificate from other sources. Some of the organizations offering these are:

• Utah.gov offers license renewal on-line at https://secure.utah.gov/elr/welcome.html.
• Alabama offers teaching certificates at the teacher education and certification office. This program is offered by the state department of education for Alabama and must be completed in person.
• Alaska offers certification at the state department of education and early development office. Applications can be found on their website: http://www.eed.state.ak.us/TeacherCertification/default.cfm. However, the state of Alaska requires notarization and a competency exam among other things.
• Arizona offers training programs through various institutions: The BEST program is available at Arizona State University. The teacher induction program is at Northern Arizona University. Finally, the Arizona master teacher program is available at the Arizona K-12 Center.

Most ESL positions require the completion of a degree program.

English as a Second Language Teacher Job Responsibilities

ESL teachers must handle a class of students who may not speak the same language, which is an element that sets these teachers apart from foreign language teachers. As a result, it can be difficult for the teacher to offer instruction in a single language. ESL teachers must frequently explain things through the use of pictures, gestures and demonstrations. The goal of an ESL teacher is to have their students gain the same English proficiency as native speakers.

Teachers may use a wide range of different types of technology aids within their classrooms that can include videos, power point presentations, overhead projectors and other types of computer programs as well as audio clips. Educational software and the Internet may also be used, which makes it possible for students to be engaged in interactive learning. Computers are commonly used for teaching basic language skills. Most teachers utilize computers as well to perform administrative tasks such as communicating with other teachers and administration and recording grades. In some cases teachers may request that students submit class work through e-mail. Teachers must continually update their computer skills for use in the classroom.

Teachers use many different strategies to meet the needs of students and assist them in the learning process. They may work one-on-one with students or prepare lectures for an entire group of students. Teachers must also perform tasks both in the classroom as well as outside the classroom. During class time they may administer tests, assign homework, listen to presentations from students and manage behavior of students. Outside the classroom teachers may create lesson plans and tests as well as grade assignments completed by students or tests. Other tasks may include preparing report cards, answering questions from students and meeting with other staff members or parents. Teachers must continually monitor or evaluate the progress of students.

In addition, teachers also have obligations that must be fulfilled outside of the classroom which may include supervising study halls and homerooms, accompanying students while they are on field trips or monitoring class events and other extracurricular activities.

Most teachers work in excess of 40 hours per week, which can include duties that are performed outside of the classroom. Many teachers work a 10 month school year that includes a two month vacation in the summer. ESL teachers who teach adult students may work year around. Teachers may choose to pursue personal interests, travel, teach during summer sessions or accept other jobs during vacation time in the summer. In most states there are laws that prevent teachers who work in public schools from being terminated without due process and just cause.

The employment outlook for this field is expected to be particularly good due to increasing requirements among public schools for English as a Second Language instruction to be provided to students who do not speak English as their native or primary language. Employment opportunities will also stem from adult learners who wish to gain or improve their English speaking skills.*

*According to the BLS, http://www.bls.gov/oco/

English as a Second Language Teacher Training and Education Requirements

Individuals who are interested in becoming ESL teachers must have a teaching license that was issued through the state where they will work. This is not the same as the Certificate in English Language Teaching to Adults certification. The ESL teaching certificate is provided by the state Department of Education. Minimum requirements for this certificate tend to vary from one state to another. A bachelor’s degree is usually required, although in some states candidates may be required to have a master’s degree.

Certification may be mandatory for ESL teachers in some states who will be teaching adults. In other states teachers are required to have a master’s degree in Teachers of English to Speakers of Other Languages which is also known as the TESOL. Persons who have a degree in education but who have not attained the TESOL degree may need to supplement their existing degree with TESOL coursework. Those who have obtained a degree from outside of the United States may need to provide information to authorities for state licensure.

English as a Second Language Teacher Wages and Salary

The median wages for this occupation are $47,830 per year. Salary can vary according to employer, geographic location and level of education and experience.*

*According to the BLS, http://www.bls.gov/oco/

English as a Second Language Teacher Certifications

In all states as well as the District of Columbia, teachers must have obtained a license in order to teach. ESL teachers must usually have additional certifications in order to teach as a English as a Second Language Teacher.

English as a Second Language Professional Associations

Professional associations for ESL teachers include the American Federation of Teachers and the National Education Association.

Special Education Teacher Job Responsibilities

Another key responsibility of being a special education teacher is collaborating with other staff to help a child improve. This can include regular education, art, music and physical educational teachers, support staff, physical and occupational therapists and administration. This individual is also responsible for doing record keeping on a child’s progress, dealing with problem behaviors and serving as a source of information and support in the regular classroom. Some of them work as co-teachers in a regular classrom with a general education teacher. This means that working well with others, brainstorming and being organized are essential characteristics for this type of job. Dealing with parents, administration and other teachers requires a professional attitude and the ability to work under pressure.

Special Education Teacher Training and Education Requirements

These teachers attend a four year program majoring in special education and can choose to specialize in mild to moderate or severe disabilities. They may also choose whether to teach at the elementary, middle or high school level. Classes required for this degree are outlined by the Department of Elementary and Secondary Education and with individual state guidelines. These include such classes as educational psychology, practical teaching methods, disabilities and legal issues in special education. The individual’s last year is set aside for student teaching, where they work under the supervision of a college professor and a classroom teacher. During this time, they get hands-on experience teaching before graduation. Before graduating, they also must pass the PRAXIS test and the required state testing measures to certify them ready to enter the classroom. Teachers must pursue their masters within a set amount of time, depending on each state and get continuing education units each year to maintain their certification.

Special Education Teacher Salaries and Wages

According to the Bureau of Labor Statistics, this area is one of the fastest growing in education. As more children with disabilities enter the public education system. Jobs in special education are shown to possibly increase by 17% by the year 2018. Those entering the field start on average with a salary of around $33,770 or less and those experienced earned at or above $78,980 in some cases. the average salary is approximately $50,810. Some teachers who chose to earned additional pay working as coaches, teaching during the summer and other tasks throughout the school year.*

*According to the BLS, http://www.bls.gov/oco/

Many schools offer incentives for people to enter school and teach in special education, including assistance in paying tuition, housing incentives and bonuses, depending on the area and the school district. This is especially for high need areas in education such as behavior or emotional disorders and autism. Salary can also depend on years of experience and education level.

Special Education Teacher Certifications

Achieving teacher licensure requires meeting federal and state guidelines. Some receive a general special education license, readying them to teach at any level from kindergarten through twelfth grade. Others can specialize in a particular area, such as autism or behavior disorders. This requires additional classes in this area and other specialized training. Some areas are in great need in many schools, and some students can attend an accelerated program that allows them to get licensed in a shorter amount of time. These are normally individuals who already hold a bachelor’s degree, and are pursuing a masters in special education along with licensure. Testing at the state level varies with each state’s legal guidelines, but ensures that the individual is qualified to work in that area. CEU’s, or continuing education units, have to be sent in to each state’s department of education to ensure that proper training is met annually to keep a license current.

Special Education Teacher Professional Associations

There are a number of professional organizations that special education teachers can join. The National Education Association serves the function as a union and support organization for teachers. They help to negotiate salaries and benefits for teachers, along with providing liability coverage for its members. NASET, or National Association of Special Education Teachers, offer members access to materials and information to aid them in the classroom, training resources and other support mechanisms to aid them in their work.

Job Responsibilities

Teacher assistants provide much needed support to classroom teachers and students. They are instrumental in providing instructional support. Assistants enrich the teaching of remedial lessons by providing individual support to students on a consistent basis. Teacher assistants assist students in successfully learning the daily lesson objectives. Providing one-on-one assistance from the assistant may be required to help a learner to become successful in classroom tasks. In providing quality instructional support, the assistant is useful to reinforce targeted lesson skills to small or large groups of students. Assistants may assist the teacher by helping students to perform research tasks. Students may receive help to compile research information for class projects.

Teacher assistants help the classroom teachers with various duties of classroom management. They may provide supervision of students during class time and meal times in the cafeteria. Assistants can be responsible for overseeing students who are on the school yard during recess or physical education. Managing students during restroom breaks, school assemblies and field trips are additional responsibilities. Assistants should be independent to complete responsibilities with minimal supervision.

Teacher assistants provide clerical support to the classroom teacher. Assistants may be responsible for recording student’s grades, taking daily attendance, recording daily lunch counts or book inventories. Distributing worksheets and books are other ways the assistant helps the teacher. The classroom teacher may require the assistant to check and grade assignments, collect various materials for the upcoming lesson or perform homework checks. Assistants could be responsible for maintaining, distributing, collecting and organizing classroom supplies. Essential tasks such as typing, photocopying class materials and filing papers are important assisting duties.

Teacher assistants work closely to assist with all types of student learners. Special education students greatly benefit from the use of teacher assistants in a classroom environment. Some special education students may have an Individual Education Plan (IEP) that requires extra time and special accommodations to be performed to learn. IEPs are legal documents to ensure the education program meets a student’s unique needs. Teacher assistants receive training and can work with IEP students who may have physical, emotional and mental disabilities. IEPs may require the teacher assistant to use observe and analyze data to compile daily, weekly and monthly performance records. These records of student accomplishments are based on selected educational objectives. Attending to the physical needs of disabled students, teaching daily life skills and offering remedial educational strategies are wonderful examples of quality work by caring teacher assistants.

Training and Education

Requirements to work as a teacher assistant can vary from state to state or locality. Depending on location, some localities require the minimum of a high school diploma to become a teacher assistant. Federal guidelines require some teacher assistants to have a certificate in Early Childhood Development or an Associate’s Degree in Early Childhood Education. Some jobs may require the competition of some college coursework for employment eligibility. School districts hire teacher assistants to work in Title 1 schools. Title 1 schools have large populations of students who live in low income households. Other employment opportunities could require teacher assistants to successfully pass State or local assessments to meet credential standards.

For employment, teacher assistant positions may require a background check and a negative TB (tuberculosis) test. Teacher assistants can receive on the job training. Computer literacy skills are helpful to completing job duties. Possessing a valid driver’s license is helpful. Previous experience working with children is plus in this career field.

Job Outlook

There is a consistent and high demand for educational support personnel. The future outlook is good for teacher assistants. Teacher assistants are employed in many learning environments. Assistants are needed in day care centers, primary and secondary private/public schools. Colleges and universities have many opportunities for teacher assistants.*

*According to the BLS, http://www.bls.gov/oco/

Salary and Wages

Teacher assistants who work part time are usually hourly employees. Hourly wage is dependent on location demographics.
Full time teacher assistants may work 40 hour weeks. Full time workers usually have benefits and health care coverage. Based on information, May 2009, the mean annual salary is $24,280.*

*According to the BLS, http://www.bls.gov/oco/

Professional Associations

• National Association for the Education of Young Children – http://www.naeyc.org/
• National Education Association – http://www.nea.org/
• National Resource Center for Paraprofessionals – http://www.nrcpara.org/
• American Federation of Teachers, Paraprofessional and School Related Personnel Division – http://www.aft.org/yourwork/psrp/about.cfm