Upper School History Teacher

Thank you for your interest in the Upper School History Teacher role at TAS.

Please note that we have reached a sufficient number of candidates and are no longer accepting applications for this position as of November 16, 2025.

Consideration of Future Applications

Should the application status change and the position reopen in the future, we will review all submitted applications, including those received after the November 16 cutoff date.

Our recruiting team will only contact qualified applicants to move forward in the selection process.

We appreciate your understanding and thank you for considering a career at TAS.

SCALE:  Professional Scale  
CONTRACT:  Professional Staff Contract 
SUPERVISOR:  Upper School Principal
DIRECT REPORT: Head of Department      
DIVISION: Upper School

JOB SUMMARY 

At Taipei American School Classroom Teachers play a pivotal role in shaping the educational experience by demonstrating an in-depth understanding of the curriculum, subject content, and the developmental needs of students.  Responsibilities include systematically planning instruction, utilizing a variety of research-based strategies, and assessing student progress through data-driven practices.  Additionally, Classroom Teachers will foster a positive and safe learning environment, promote professionalism, and engage in continuous growth to enhance TAS' mission, values, and schoolwide learning outcomes.  

REQUIRED EDUCATION / EXPERIENCE:

• Five or more years of History teaching experience
• Bachelor's Degree (master's or doctorate preferred)
• Fluent in English.
• Excellent written and oral communication skills.
• Sensitivity to the cultural differences between Western and Asian staff and a willingness to work for constructive change in a multi-cultural setting.

IDEAL TRAITS / CHARACTERISTICS:

• Passion, joy, and enthusiasm for teaching.
• Empathy and understanding of diverse family and student needs.
• Patience, kindness, and a student-centered teaching approach.
• A strong commitment to the TAS mission and a willingness to go above and beyond for students and the school community.
• Flexibility, adaptability, and creative problem-solving skills.
• Knowledgeable about Taiwanese, Chinese, and Asian History

DUTIES AND RESPONSIBILITIES:Professional Knowledge: 

• Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing meaningful, relevant, and engaging learning experiences.
• Addresses relevant curriculum standards and schoolwide learning outcomes while linking present content with past and future learning experiences, other subject areas, and real-world experiences and applications.
• Demonstrates an understanding of methodologies or practices to promote surface, deep and transfer learning.

Instructional Planning:

• Plans using TAS' mission, schoolwide learning outcomes, standards, and data, alongside engaging and appropriate strategies and resources to meet the needs of all students.
• Plans consistently using differentiated learning experiences (e.g. content, process, product, and learning environment) that support diverse populations of learners (e.g., multilingual learners, students with learning needs, etc.).
• Plans accordingly for pacing, sequencing, content mastery, transitions, and application of knowledge.
• Plans using the UbD framework and works collaboratively with teammates, collaborating teachers and/or instructional leaders to enhance teaching and learning.

Instructional Delivery:

• Uses a variety of research-based, developmentally appropriate instructional strategies relevant to the content area to engage students in active learning, to promote key skills especially those outlined within the schoolwide learning outcomes, and to meet individual learning needs. 
• Uses appropriate instructional technology to enhance student learning.
• Consistently checks for understanding using multiple levels of questioning, provides regular feedback, and adjusts instruction accordingly.

 Assessment of/for Learning:

• Systematically gathers, analyzes, and uses formative and summative data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, and stakeholders.
• Uses assessment as a means to support students in developing a growth-mindset while involving students in setting learning goals and monitoring their own progress.

 Learning Environment:

• Uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning and collaboration.
• Arranges the physical space and structures the classroom to maximize learning while providing a welcoming and safe environment.
• Promotes respectful interactions and an understanding of students' diversity, including language, culture, race, gender, and special needs.

Professionalism:

• Maintains a commitment to professional ethics, collaborates and communicates appropriately, and takes responsibility for personal professional growth that results in the enhancement of student learning.
• Identifies and evaluates personal strengths and weaknesses and sets goals for improvement of professional knowledge and skills.
• Engages in activities outside the classroom intended for school and student enhancement.
• Works in a collegial and collaborative manner with administrators, other school personnel, and the community to promote students' well-being and success.
• Builds positive and professional relationships with parents through frequent and appropriate communication concerning students' progress.
• Uses precise language, correct vocabulary and grammar, and acceptable forms of oral and written communication. 

Position Specific  

The focus of the Upper School history program is helping students continue to develop their appreciation for diverse perspectives, histories, and cultures. The program encourages students to ask and answer challenging questions about the past as a way of understanding current events. Our work is guided by the TAS values as well as the Learning for Justice standards as we help students become globally minded citizens who work towards creating a just, equitable, and sustainable world. Teachers should be able to:

• Develop and support a collaborative and inclusive learning environment.
• Support differentiated learning needs using a variety of assessment approaches.
• Promote the use of critical thinking and analytical writing along with oral communication skills.
• Provide instruction with a focus on the continued development of historical skills and concepts as opposed to focusing on content.
• Foster examination of complex social issues around diversity, equity, and justice.
• Guide students in independent research projects, including the completion of a research paper.

To Apply

Interested applicants should submit a resume, cover letter, and contact information for three professional references through the online link below. Please note that direct applications via email or other channels will not be considered.

Applicants are encouraged to apply as early as possible, as Taipei American School reserves the right to close the selection process at any time. 

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