PYP Homeroom Teacher

Amman Academy is a Partnership School (Satuan Pendidikan Kerjasama/SPK) that implements the International Baccalaureate (IB) Primary Years Programme (PYP) to provide high-quality education for the children of employees working in the mining industry. As a PYP Teacher, you will be responsible for delivering an inquiry-based curriculum that aligns with IB PYP standards while ensuring relevance to the Indonesian National Curriculum. Your role is to nurture student agency, critical thinking, and holistic development in a dynamic and multicultural learning environment. You will also play a key part in integrating technology, environmental awareness, and community-based learning to prepare students for a rapidly changing world.

Key Responsibilities

1. Design and deliver engaging, inquiry-driven learning experiences aligned with IB PYP principles and transdisciplinary themes.
2. Differentiate instruction to cater to diverse student needs, including expatriate and local children.
3. Foster a student-centered learning environment that supports curiosity, critical thinking, and real-world application.
4. Support students’ academic, social, and emotional well-being, considering the unique challenges of a mining community.
5. Collaborate with colleagues to ensure curriculum alignment between IB PYP and national standards.
6. Assess student progress using formative and summative assessment strategies, providing timely feedback to students and parents.
7. Integrate technology and digital learning tools to enhance the learning experience.
8. Establish strong communication and engagement with parents, recognizing the boarding or rotational working arrangements of many parents.
9. Contribute to the development of school policies, professional learning communities (PLCs), and teacher training programs.
10. Participate in extracurricular activities and community engagement initiatives to enrich students’ learning experiences.

Background Experiences

1. Minimum 3 years of teaching experience, preferably in an IB PYP, international, or bilingual school.
2. Strong ability to adapt teaching strategies to a multi-cultural and transient student population.
3. Experience working in remote or industrial communities is an advantage.
4. Experience integrating STEM, sustainability, and environmental awareness into the curriculum is a plus.
5. Previous engagement in teacher training, curriculum development, or educational leadership roles is beneficial.

Professional & Educational Qualifications

1. Bachelor’s Degree in Education, Primary Education, or a related field (Master’s Degree is preferred).
2. Teaching certification or relevant credentials (e.g., SPd., M.Pd., PGCE, B.Ed., IB PYP Certification, or equivalent).
3. IB PYP training and experience with IB curriculum planning are highly desirable.
4. Proficiency in English for English-medium instruction; bilingual skills in Bahasa Indonesia and English are a plus.

Expertise & Competencies

1. Curriculum Integration & Alignment – Understanding of both IB PYP standards and Indonesian national education requirements.
2. Cultural Sensitivity & Community Engagement – Awareness of the unique social and emotional needs of children in mining industry settings.
3. Resilience & Adaptability – Ability to work in a remote school environment and support students facing transitional family dynamics.
4. Collaboration & Leadership – Experience working with cross-functional teams, parents, and stakeholders to enhance student learning.
5. Use of Digital Learning Tools – Familiarity with LMS platforms, technology-enhanced learning, and data-driven assessment strategies.
6. Strong understanding of IB Approaches to Teaching and Learning (ATL).
7. Effective classroom management and student engagement strategies.

Work Environment & Expectations

1. Commitment to IB PYP values within the Pancasila framework, while recognizing the needs of children in a mining industrial community.
2. Willingness to engage in professional development, curriculum review, and training initiatives.
3. Ability to foster student engagement beyond the classroom through clubs, projects, and outdoor learning.
4. Flexibility in working with students whose parents may have rotational work schedules.
5. Contribution to a positive school culture that supports holistic student development.
6. Maintain open and effective communication with students, parents, and school leadership.