Bahasa Indonesia bagi Penutur Asing (BIPA) Teacher (MYP/DP Aligned)

26/27 School Year – Teaching Opportunities
Amman Academy is a Partnership School (Satuan Pendidikan Kerjasama/SPK) that implements the
International Baccalaureate (IB) Middle Years Programme (MYP) and Diploma Programme (DP) to
provide high-quality education for the children of employees working in the mining industry.
The BIPA Teacher (Bahasa Indonesia bagi Penutur Asing) is responsible for designing and delivering a
rigorous and engaging Indonesian language acquisition program for students whose first language is not
Indonesian. The role spans the Middle Years Programme (MYP) and Diploma Programme (DP), ensuring
strong vertical alignment and preparation for IB Language Acquisition assessments.
This position requires a minimum of five (5) years of teaching experience, with demonstrated expertise in
second language acquisition pedagogy and IB-aligned curriculum design. The successful candidate will
combine strong instructional practice with cultural intelligence, differentiation expertise, and a
commitment to measurable student growth.

Key Responsibilities

1. Design and deliver MYP and DP Indonesian Language Acquisition units aligned to IB frameworks.
2. Develop concept-driven, inquiry-based units integrating global contexts and authentic
   communication.
3. Prepare DP students for internal and external IB assessments.
4. Align objectives, assessments, and instruction using backward design principles.
5. Differentiate instruction for varied proficiency levels.

Language Acquisition Expertise

• Apply research-based second language acquisition strategies.
• Scaffold learning for multilingual learners.
• Develop balanced reading, writing, listening, and speaking proficiency.
• Use formative and summative data to drive instruction.
• Provide targeted intervention as needed.

Assessment & Data Use

• Design authentic assessments aligned with IB criteria.
• Provide timely, actionable feedback.
• Maintain accurate records of student progress.
• Analyze data to inform reteaching and enrichment.
• Collaborate with leadership to monitor program effectiveness.

Curriculum Development & Vertical Alignment

• Ensure articulation between MYP phases and DP levels.
   Collaborate with MYP/DP and Indonesian National curriculum teachers where appropriate.
   Contribute to curriculum refinement and documentation.
   Support accreditation and compliance requirements (IB/CIS/SPK).

Collaboration & Community Engagement

• Work collaboratively within the Language Department and Secondary team.
• Communicate clearly and professionally with diverse families.
• Contribute to school events and cultural programming.
• Model professionalism, cultural humility, and growth mindset.

Background Experiences

1. Minimum 5 years of IB MYP and/or DP teaching experience.
2. Experience supporting students from multilingual backgrounds in achieving high levels of
   academic English proficiency.
3. Proven record of collaboration with English, EAL, and Student Support teams to create inclusive,
   language-rich learning environments.
4. Experience mentoring colleagues and contributing to the development of IB pedagogy in schools
   transitioning from national curricula.
5. Experience working in international, bilingual, or SPK schools; experience in remote or industrial
   community contexts is an advantage.

Professional & Educational Qualifications

1. Bachelor’s degree in Bahasa Indonesia, Indonesian Literature, Linguistics, Education, or related
   field.
2. Formal IB training and experience with IB MYP or DP curriculum design and assessment.
3. Fluency in English for instruction and academic communication.
4. Experience with digital tools for language learning, formative assessment, and student
   collaboration (e.g., online discussion platforms, vocabulary tools, and writing support tools).

Expertise & Competencies

1. Language Acquisition Pedagogy – Ability to foster language development through inquiry,
   communication, and meaningful real-life contexts.
2. Scaffolding & Differentiation – Expertise in supporting learners at varying proficiency levels,
   including those transitioning from Indonesian or other home languages to English-medium
   learning.
3. Intercultural Understanding – Commitment to inclusion, representation, and respect for
   linguistic and cultural diversity in all aspects of teaching and learning.
4. Data-Informed Practice – Skilled at using assessment data and observation to monitor language growth and adjust instruction.
5. Collaboration & Mentorship – Strong collaboration skills within multilingual and multicultural teams; capable of modeling IB practices and mentoring new IB practitioners.
6. Reflective Practice – Habit of ongoing reflection, goal-setting, and professional learning aligned with IB and school priorities.

Work Environment & Expectations

1. Uphold the mission, vision, and values of Amman Academy and the IB, within the Pancasila
   framework and the context of a mining community.
2. Contribute actively to building a sustainable IB culture rooted in inquiry, reflection, and continuous improvement.
3. Engage in ongoing professional learning, IB evaluation processes, and school accreditation
   activities.
4. Support language acquisition beyond the classroom through clubs, debate teams, reading circles,
   writing workshops, or international language events.
5. Maintain strong, proactive communication with students, parents, and colleagues to promote
   academic progress and well-being.
6. Demonstrate adaptability and cultural sensitivity in supporting students and families from diverse
   linguistic and cultural backgrounds, including those with rotational work schedules.
7.  Contribute to a positive, inclusive, and globally minded school community that prepares students
   for success in Indonesian and international post-secondary pathways.