Current Openings

PRE FIRST ASSISTANT (CAMPUS CUAJIMALPA)

A teacher assistant provides support and assistance to classroom teachers in educational settings. Teacher assistants enhance the learning experience for students by working closely with teachers to facilitate classroom activities and manage the overall classroom environment. 

Teacher assistants help students individually or in small groups with assignments, reinforcing lesson concepts, and providing additional explanations as needed. They may also assist in classroom management, helping maintain discipline and order among students. 

Requirements:

• Bachelor degree in English, Literature, Education/PGCE.
• 2 years of experience in Elementary education level.
• At least 1 year in Pre-first or first grade.
• 100% Bilingual (English-Spanish).
• Pedagogical/education/teaching studies and/or experience in teaching similar levels is a must.
• Familiar with Google Suite.
• Passionate about the development of kids.
• Excellent relationship with parents.
• Full time position.

Full-time job position (Monday-Friday 7:15 am to 2:30, one day weekly until 4:00 pm.

If interested please send updated resume to: recruitment@peterson.mx

Apply here

MIDDLE SCHOOL & UPPER SCHOOL INSTRUCTIONAL COACH - CUAJIMALPA CAMPUS

The Instructional Coach has a central role in the academic life of the School. It is expected that the appointee will demonstrate broad understanding of contemporary teaching and learning, and curriculum development to ensure the School’s Teaching/Learning/Wellbeing Framework is consistent with best practice. The Upper School Instructional Coach reports to the Dean of Curriculum. 

Responsibilities:

• Facilitate the intellectual and professional development of all teachers
• Designing and leading formal and informal professional learning opportunities 
• Fostering an expectation of participation and individual growth from collaboration within PLCs
• Empowering educators to utilize effective formative assessment strategies to gain evidence of mastery of learning outcomes to determine an accelerated course of study or an individual learner’s path of study
• Encouraging educators to design constructivist learning experiences, knowing these support higher order thinking and deeper understanding
• Providing experiences for educators to consider various virtual/digital learning environments
• Supporting teachers in constantly reinforcing the development of Life Skills in their classes. 
• Supporting educators in utilizing research based practices (ie: Graphic Organizers and Thinking Maps) that foment opportunities for learners to make meaning of their work
• Engaging in the Coaching Cycle (Preconference, Modeling/Co-Teaching/Observing, Post Conference)
• Co-teaching and modelling strategies and techniques that ensure rigorous core instruction for all learners
• Co-planning instructional units with teachers using backward design and effective instructional practices
• Observing teachers and providing feedback with a focus on students’ academic achievement
• Conducting teacher-driven conversations to promote reflection and to identify next steps
• Provide support in analyzing student assessment data.  
• Support, implement and assess various instructional programs and program effects on student achievement.  
• Participates in goal/plan setting
• Providing timely and specific feedback to facilitate the growth and improvement of adult learners in their instructional practices
• Liaise regularly with section Coordinators & Upper School Leaders to provide pedagogical support, identify opportunities and areas of improvement & growth

Requirements:

• Undergraduate Degree & Masters Degree in Education or related field
• Certified Teacher 
• Bilingual (English & Spanish)
• 5 or more years of teaching experience 
• Proven experience as a Coach, specifically related to teacher observations and giving constructive feedback
• Knowledge of IB, Cambridge, UNAM and SEP curricula. 

Knowledge, Skills & Abilities:

• Ability to multitask, manage large projects, and adhere to deadlines.  
• Ability to keep up-to-date with current events and technologies in the business and postsecondary sectors. 
• Self-motivated.  
• Ability to maintain curricular and industry knowledge.  
• Ability to facilitate meetings and professional development opportunities.  
• Excellent verbal and written communication skills.  
• Knowledge using a variety of assessment tools.  
• Knowledge of researched-based instructional strategies that engage all students.  
• Willingness and ability to assume a leadership position.
• May be required to teach one to two hours per week.

An Instructional Coach must:

• Demonstrate strong interpersonal skills and the ability to establish trusting relationships built on confidentiality and mutual respect with teachers and administrators
• Communicate and demonstrate research-based instructional practices that result in increased student performance and improved classroom environment  
• Communicate effectively with all members of the school and community in English & Spanish
• Model and encourage collaborative and reflective practice. 
• Embed professional learning that supports department, campus, and curriculum-based goals to support positive transformation. 
• Promote risk-taking in a non-threatening atmosphere that allows educators to explore opportunities related to the learning environment beyond their comfort zone. 
• Focus on results by using the analysis of qualitative and quantitative data to inform practice. 
• Promote the implementation of learning and reciprocal accountability. 
• Support the development of professional learning networks across the system (King, et. al, n.d.).
• Collaborates with Coordinators & Upper School Leaders to conduct needs assessments and plans to meet school improvement goals. 
• Provides assistance in researching instructional and/or curriculum issues and topics
• Manages time and scheduling flexibility that maximises teacher schedules and learning opportunities.
• Attends workshops/conferences and other professional development opportunities to build on innovative instructional strategies. 

Full-time job position (Monday-Friday 7:15 am to 2:30, one day weekly until 4:00 pm.

If interested please send updated resume to: recruitment@peterson.mx

Apply here

 

The LIBRARY COORDINATOR facilitates the coordination of services between librarians, students, and faculty to access information resources, support academic research, and utilize information technology. This role specifically supports the technical systems needs of the library, and collaborates with other members of the Library and Information Technology Services division on various functions, including access services, circulation services, collection development services, event support, and the promotion of library services.

Requirements:

• Bachelor's Degree in Library, Media, Technology, or similar studies
• Master’s Degree in Library or Information Sciences, Public Administration, Business Administration, or a closely related field  is a plus
• English Level - C1/ Spanish Level - C1
• Working understanding of information technology resources
• Advanced knowledge in Google Workspace and technological tools

Experience:

• 3 Years of progressive supervisory experience 
• Experience in operating and administering library services and programs is preferred
• At least 5 years working in an international School

 
Knowledge/Skills/Abilities:

• The Library Coordinator must have a strong balance of our technical, human, and conceptual core competencies.
• Creative, entrepreneurial, transformative leadership skills with the ability to define problems, collect data, establish facts, draw valid conclusions, and act upon them.
• Excellent customer service and interpersonal skills with the ability to effectively work with a variety of age groups and an ethnically and culturally diverse population; deal tactfully with controversial public relations problems and deal with conflict; and work effectively with other departments.
• Excellent written and oral presentation skills, with the ability to read, analyze, and interpret general business documents, professional journals, technical procedures, or governmental regulations; write reports, business correspondence, and procedure manuals; effectively present information and respond to questions from managers, clients, customers, and the public; interpret an extensive variety of data and deal with several abstract and concrete variables.
• Knowledge of basic accounting principles, financial management, and budgetary process.

Monthly Salary: $40,000 + Benefits 
Full-time job position (Monday-Friday 7:15 am to 2:30, one day weekly until 4:00 pm.
 

If interested please send updated resume to: recruitment@peterson.mx 

Apply here

 

ELEMENTARY SCHOOL PRINCIPAL - CUAJIMALPA CAMPUS

Direct, plan, administer, manage and evaluate, together with the Campus Director, the educational programs and budget of their section. All this under the guidelines of the Peterson School Educational Model.

Requirements:

• Bachelor's degree

• Master's degree in Education or related areas preferred.

• 5 years of experience in the educational field and similar position at an international school.

• Bilingual.

• Knowledge and skill in using Google.

• Use of Algebraix.

• Update regularly on technological developments that help raise the quality of the work.

• Experienced manading teams.

• Excellent relationship with parents, students and coworkers.

• Knowledge in SEP requirements.

• International curriculum experience and knowledge (IB,MYP,IPC,etc.).

Functions:

• Direct and supervise the educational program of the section, in close collaboration with the School Director, its Coordinators and the Technical Director, under the guidelines of the School's Educational Model.

• Establish, together with the Campus Director, the personnel recruitment needs for your section.

• Know in depth the programs corresponding to the work section (SEP, IPC, Eureka, Second Step, IGCSE), as well as the external evaluation tools (MAP, Cambridge)

• Develop, supervise, evaluate and improve the study plan together with the Chief Academic Officer (CAO), Curriculum Director, Campus Director, Technical Director and the Coordinators of their Section.

• Work closely with Coordinators, Teachers and Technical Director to establish initiatives in their section, share best practices and suggestions to develop goals and objectives for it.

• Direct, supervise, evaluate and provide feedback on the performance of the Coordinators and Teachers under their charge, supporting them and providing the necessary resources to achieve their objectives and goals.

• Prepare, together with the team of coordinators, the weekly teacher training agenda. (PLC)

• Review all academic reports sent by coordinators.

• Provide guidelines and supervise that all educational material developed in its section is consistent with the mission and policies established by the institution.

• Call and chair the necessary meetings with the staff for the best achievement of objectives: Weekly and/or biweekly: Staff Management Board, Coordinators board, 1:1 with School Director, 1:1 with technical management, Department of Psychopedagogy, Meetings by grade with teachers, Admissions meeting.

• Prepare and present to the School Director the necessary recommendations and information to ensure decision-making regarding possible changes in personnel, rules and regulations.

• Periodic review of the study plans with the Curriculum Coordinator of your section.

• Supervise and verify that the section's activities are carried out in accordance with the current school calendar.

• Prepare schedules for teachers, students, appointments with parents and teachers and exams together with the Coordinators of their section.

• Assist parents when required.

• Attend weekly meetings with the Director of the campus and other sections.

• Support Technical Management in planning the monthly Technical Councils.

• Work, with the School Director, in the dissemination and application of school policies, regulations and standards, ensuring their compliance and the achievement of the Mission, Vision and Values ??of the School.

• Manage the budget of the section and meet with the Administrative Director to control it.

• Annual review of guidelines, administrative regulations, etc. along with the other sections.

• Call a Disciplinary Council when the situation warrants it.

• Prepares the strategic goals of his section and shares them with the Campus Director as well as with the personnel under his charge.

Full-time job position (Monday-Friday 7:15 am to 2:30, one day weekly until 4:00 pm.

If interested please send updated resume to: recruitment@peterson.mx

Apply here

 

TECHNOLOGY INTEGRATION COACH - CROSS CAMPUS

The Technology Integration Coach is responsible for supporting the implementation of innovative instructional practices that promote student-centered and personalized learning strategies through technology integration.

The ultimate goal of a Technology Integration Coach is to empower educators with the knowledge and skills they need to harness technology effectively and create a more engaging and personalized learning environment for students.

Overall, the role of a Technology Integration Coach is crucial in helping educators embrace and effectively utilize technology to enhance their teaching methods and improve student learning outcomes. It involves a combination of educational expertise, technical proficiency, and coaching skills to support teachers in their journey toward successful technology integration.

The Technology Integration Coach will be supervised by the Technology and Innovation Coordinators and the ICT Manager.

REQUIREMENTS:

• Engineering systems, computing, robotics or any related engineering.

• Degree in education or educational innovation with a specialty in technology.

• Certified Teacher- minimum of 2 years teaching experience.

• Strong leadership and communication skills.

• Understanding of instructional strategies for the adult learner and demonstrated experience leading professional development.

• Lifelong learner- develop expertise and skills in new technologies.

• Self-motivated - Enthusiastic and patient.

• Ability to implement appropriate instructional technology to support the content curriculum.

• Ability to research, locate, and deploy web resources to support instruction.

• Ability to differentiate professional development for teachers based on skill levels.

• Ability to problem-solve.

• Ability to plan, develop, and deliver training and support materials related to the integration of software applications, hardware, and peripherals into classroom instruction based on sound, current educational research.

• Must have considerable knowledge of digital citizenship.

• Must have a strong understanding of Technology Integration models such as TIM (Arizona Technology Integration Matrix) or SAMR (Substitution, Augmentation, Modification, and Redefinition).

RESPONSIBILITIES:

• This role plays a crucial part in bridging the gap between technology and education by supporting teachers in using technology effectively to enhance teaching and learning experiences.
• The focus is on collaborative engagement, skill development, and creating an environment where technology is seamlessly integrated into the educational process.

Building Relationships:

• Establishing trusting, one-on-one relationships with staff members.

• Developing and maintaining a confidential and collegial rapport with staff.

Confidentiality:

• Respecting and upholding confidentiality in all assigned tasks.

Technology Advocacy:

• Creating awareness and fostering enthusiasm for technology resources.

• Staying up-to-date with current technology trends, teaching methodologies, and educational best practices.

Professional Development: 

• Providing training sessions and continuous learning opportunities for teachers and staff on how to effectively use technology in their teaching. This might involve workshops, seminars, webinars, and one-on-one consultations.

Non-Evaluative Coaching: 

• Offering coaching and support to teachers without a focus on formal evaluation. The goal is to help them improve their technology integration skills without the pressure of being judged.

Assessing Needs: 

• Identifying the specific needs of individual teachers and staff when it comes to integrating technology. This could involve discussions, surveys, and observation of their teaching practices.

Co-Planning: 

• Collaborating with teachers to plan lessons and curriculum that incorporate technology effectively. This might involve brainstorming ideas, discussing strategies, and aligning technology use with educational goals.

Modeling: 

• Demonstrating effective technology integration by showcasing how to use various tools, applications, and platforms to enhance teaching and learning.

Collaborating:

•  During actual teaching sessions to provide support and guidance on using technology in real time with teacher.

Assisting:

• Being available to help teachers troubleshoot technical issues or challenges they encounter while integrating technology into their lessons.

Observing: 

• Observing teachers while they are using technology in their classrooms and providing constructive feedback to help them improve their practices.

Providing Feedback: 

• Offering constructive and actionable feedback to teachers based on observations and interactions. This feedback helps teachers refine their technology integration skills.

Developing Model Lessons and Instructional Products: 

• Collaborating with teachers to develop exemplary lessons and instructional materials that showcase best practices in technology integration.

Setting up Technology Platforms: 

• Taking care of technical aspects, such as setting up technology platforms, uploading rosters and distribution lists, and ensuring that the necessary tools are readily available for teachers and students.

   

Full-time job position (Monday-Friday 7:15 am to 2:30, one day weekly until 4:00 pm.

If interested please send updated resume to: recruitment@peterson.mx

Apply here