Educator staffing for the 26-27 school year is complete. Applications will be considered for the 27-28 school year.

What is THINK Global School

Built upon the philosophy of inquiry, project and place based learning, the Changemaker Curriculum is THINK Global School’s (TGS) groundbreaking new student-driven learning model launched in 2017. We believe that education should connect you to the world around you, providing context and insight into today’s most pressing issues with student voice and choice at the forefront.

The Changemaker Curriculum draws from the 21st Century’s most innovative and effective educational models, combining high academic standards with interdisciplinary, place-based learning. Through this model, a student's environment informs their studies and their studies give meaning to their environment. Sixty percent of student work involves educator-led projects that have been specifically crafted for each country, with the remaining 40% dedicated to projects driven by the student’s own goals and interests. All project work is tied to rigorous learning targets which guide the student’s projects, assessments, and overall development throughout their THINK Global School career.

Through the Changemaker Curriculum, educators act as advisors and mentors to students, providing guidance and oversight related to their major project decisions and work. TGS also delivers a new self-development and social intelligence program called Inside Out, which provides underlying support for student personal growth and a stable foundation for learning.

Applicants should be competent with distance and online strategies, demonstrate competence with virtual tools which aid online learning and be flexible in their teaching pedagogies to pivot to new and emerging technologies.

This is a rolling post that will remain open throughout the year. Our school year begins on July 1.

Position Overview

The TGS Educator position encompasses more than just managing learning with students; this holistic position is designed around the concept of being a mentor/advisor for students and educators. Applicants will be assigned an advisory group to manage, in addition to delivering team teaching educator-led modules and guiding and mentoring students' own personal and mastery projects.

As an educator, applicants will be expected to deliver Place Based Learning experiences which are designed alongside students and by staff and experiences will be woven into all aspects of the program.

At times educators will be asked to live with students in communal settings. At TGS learning opportunities can happen at any time and we consider informal learning situations as valid as formal classes. As an educator you will also assist students in designing customized individual learning plans that meet TGS’s graduation requirements.

TGS also requires applicants to be competent with distance and online strategies, applicants must demonstrate competence with virtual tools which aid online learning, and be flexible in their counseling practices to pivot to new and emerging technologies.

Primary Responsibilities

Advisory

Manage Student Driven Place Based Learning
Develop a sense of community and a safe space within a small advisory group of students
Establish and maintain individual learning plans for each advisee
Help advisees establish learning goals
Review progress toward goals with advisees regularly
Monitor advisees' schedules
Assure that assigned students meet the following graduation requirement component:
- Mastery of Learning Targets
- Completion of Service Learning Project
- Portfolio Presentation of Learning
- Completion and Presentation of Capstone Project
- Yearly participation in the Student Wellness Program

Learning Facilitator Role

Create a student-centered and compatible learning environment: stimulating, active, safe, respectful, place-based learning
Infuse global perspectives and culturally relevant and inclusive content into program
Collaboratively Implement interdisciplinary and thematic activities with other Educators
Use an array of community and other learning resources
Involve students as a resource in planning, peer assistance and feedback
Strive to incorporate the following into student learning opportunities:
- Student Voice & Choice
- Connected Learning
- Reflection
- Innovation
- Self-assessment
- Problem Solving
- Critical Thinking
Design and help students align all learning activities to TGS Learning Targets

Safety

Exercise good judgment when proposing activities to ensure the safety of students.
Share on-duty responsibilities
Follow Safe Protocols for daily operations within locations
Follow Local Emergency Action Plans for each country
Maintain relationships with Local Contacts who can aid the TGS community in an emergency
Communicate with supervisors any safety concerns or incidents in a timely fashion.

Networker Role

Collaborate with different departments of TGS to ensure the effective delivery of program elements
Collaborate with In-country Coordinator and PBL Community Partners and vendors
Seek ideas and local resources to augment the program and lessons
Regularly check a variety of sources for ideas: conferences, literature, colleagues, etc.
Informs staff about new ideas, approaches, activities

Assessment

Articulate clear statement of learning standards and outcomes
Assess and monitor student learning outcomes using approved TGS software
Assessment is differentiated to meet individual student learning styles and levels
Regular communication of assessment outcomes with parents
Develop student capacity to self-assess, reflect on their growth, and identify excellency areas based on TGS assessment models

Technology Role:

Actively participates in organized internal and/or external technology PD
Works to acquire and implement technology skills
Demonstrates a growth mindset with regards to technology in education, regularly sharing and discussing technology best practices with peers
Keep up to date and embrace current virtual and distance learning PD and technology.

Student Life

Implement TGS policies and procedure to ensure the health and safety of students
Supervise students when assigned
Co-create fun and interesting activities outside the classroom that leverage country location offerings
Share on-site duty supervision schedule with other educators at student residence which will include overnight duties
Report any concerns regarding student welfare to supervisors
Assess and support students’ health and healthy habits
Support, conduct and be an active participant in the Inside Out program.

Program Development Role

Strive for continuous school improvement, articulate, and advance school mission and beliefs
Understand and support change processes and utilize data objectively for decisions
Work effectively as a team and group member in planning, shared decision making, problem solving
Participate in inspection and review cycles
Collaborates with the TGS community to support student and family needs

weXplore Facilitator

Successfully design, lead and supervise a 5-10 day excursion with a group of 10-15 students
Follow procedures and protocol for the planning, conducting and ending of a trip
Ensuring the safety of the TGS staff and students

Administration

Maintain academic records through the use of approved software
Enter journal entries of students with the intent of taking a proactive approach to helping students live the core values of TGS
Student reporting
Maintain parent communication

Secondary Roles and Responsibilities

Collaborate and coordinate with other departments within the TGS Organization
Support Onsite In-Country Coordinator with logistics, i.e transportation, lodging, medical facilitation, technology needs, etc.
Participate in other duties as assigned

Physical Requirements

Frequently move equipment weighing up to 50 pounds for various classrooms and events needs.
Frequently works in outdoor weather conditions.
Typical physical fitness level: As a traveling boarding school . Staff employed are required to participate on extended expeditions outside the normal school day. Staff will be required to move on their own with little assistance, carry 20-65 pounds over varying terrain, enter and exit a boat with little assistance and be able to upright themselves in case of a boat tipping. Staff will be on and off trail at elevations of 7,000-14,000 feet.

Required Skills

Ability to develop and deliver effective educator driven workshops for students with special emphasis on PBL, Assessment, student driven projects and integration of technology.
Excellent leadership, organizational skills and attention to detail.
Flexible, adaptable and open to change.
Strong personal motivation, initiative, follow through and commitment.
Knowledge of TGS program and skill requirements.
Ability to work both independently and cooperatively as a team member and give and receive both positive and constructive feedback.
Able to prioritize and work on multiple projects simultaneously.
Very strong and effective communicator, both written and oral.
Familiarity with learning opportunities within assigned countries
Leadership and organizational skills to manage small and large groups.
Technology Skills: Competency with Google apps especially Calendaring, Spreadsheets, and Forms
Technology Skills: Ability to self-assess personal skill level and the motivation to learn new skills.
Ability and desire to live and work in a communal setting that is both a professional place of business and a home to students and staff.
Strong personal motivation, initiative, and commitment
Current WFR, TMFR or CPR certification recommended

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