Upper School Math Teacher August 2026 (Santo Domingo)

Search by Keyword Search by Location Options Loading... School All Region All City All Select How Often (in Days) To Receive An Alert: Select how often (in days) to receive an alert: Apply now » Upper School Math Teacher August 2026 Job Posting Date: 14 May 2026 Location Santo Domingo, DO Job ID: 5953 School: Saint George School Company: Nord Anglia Education Saint George School is a British International school that offers an innovative education through a challenging international curriculum, making learning relevant and meaningful for students by adopting a comprehensive study program based on research and centered on the student as a learner. Throughout its 62 years of existence, Saint George School has become a reference of academic excellence both nationally and internationally, being the only school in the country to offer the prestigious International Baccalaureate program and the first one to receive dual accreditation from the Council of International Schools (CIS), Cambridge International General Certificate of Secondary Education (IGCSE) and the New England Association of School and Colleges (NEASC), with a highly qualified multicultural faculty and staff. Today make up a school community of 43 different nationalities, making Saint George an institution of international stature forming young leaders capable of meeting academic and professional challenges in today's global society. UPPER SCHOOL TEACHER SGS Teacher Profile At Saint George School (SGS), we believe in fostering a culture where teaching is not just a linear journey but an ongoing cycle of professional growth, collaboration, and innovation. Teachers at SGS are committed to high expectations, equity, cultural competence, and developmental appropriateness, while also embracing student-centered, inquiry-driven learning. We recognize that becoming an exceptional teacher requires ongoing reflection, adaptation, and engagement with best practices. SGS teachers actively collaborate with content specialists, instructional coaches, and colleagues to ensure meaningful learning experiences and curricular coherence. Our commitment is to nurture a professional learning community where each teacher is supported in their continuous journey toward excellence. The Empower Us Framework Part Of Nord Anglia Education (NAE) Is Embedded In Our Teaching Philosophy. This Framework Ensures That Students Develop The Competencies Necessary For Success In a Rapidly Changing World, Focusing On:
- Agency & Leadership – Encouraging students to take ownership of their learning and future.
- Global Citizenship & Social Impact – Developing a sense of responsibility and action toward global challenges.
- Well-being & Resilience – Supporting students in developing emotional intelligence, adaptability, and growth mindset.
- Creativity & Innovation – Empowering students to think critically, solve problems, and innovate across disciplines.
- Collaboration & Communication – Strengthening students’ ability to work effectively with others and articulate their ideas confidently. By integrating Empower Us with SGS’s Teaching for Excellence Program, Upper School teachers ensure that students graduate as confident , critical thinkers and lifelong learners who can navigate the complexities of the modern world . Commitment to Excellence at Upper School At SGS Upper School, students engage in rigorous academic programs including IGCSE and IB. Our teachers prepare students for academic success, general competencies, and post-secondary pathways through student-centered learning, inquiry-based instruction, and interdisciplinary connections. Upper School teachers serve as mentors and facilitators, ensuring that students develop the skills, mindsets, and resilience needed for higher education and beyond. Position Summary SGS Teachers are responsible for delivering rigorous, engaging, and inquiry-based instruction that fosters student agency, critical thinking, and real-world connections. They create inclusive and dynamic learning environments, assess student progress using standards-based evaluation, and contribute to a collaborative professional learning culture. This Role Integrates:
- Student-Centered & Inquiry-Driven Learning – Facilitating meaningful and contextualized learning experiences that develop skills, knowledge, and habits of mind.
- High-Impact Teaching Practices – Implementing research-based strategies aligned with the SGS Teaching for Excellence Program and NAE Standards.
- Data-Informed Instruction – Using student assessment data to drive instructional decisions and interventions.
- Professional Growth & Collaboration – Engaging in ongoing professional learning, coaching cycles, and peer observations.
- Global Perspectives & Cultural Responsiveness – Cultivating a learning environment that celebrates diversity and prepares students for a globalized world. Key Responsibilities
- Instructional Excellence & Student Learning
- Design and implement engaging, student-centered lessons aligned with SGS curriculum standards (Cambridge, IB, NAE, etc.).
- Use inquiry-based and active learning strategies to foster critical thinking, creativity, and problem-solving.
- Differentiate instruction to meet the needs of diverse learners, including ELLs and students with accommodations.
- Incorporate technology-enhanced learning experiences that support innovation and digital fluency.
- Foster a positive and inclusive classroom culture that promotes student voice, choice, and engagement.
- Rigorous & Inquiry-Driven Instruction
- Implement IGCSE and IB curricula, ensuring lessons are challenging, engaging, and inquiry based.
- Develop interdisciplinary units that integrate global perspectives, ethics, and real-world applications.
- Foster academic discourse, critical thinking, and independent learning.
- Assessment & Standards-Based Evaluation
- Design and implement assessments aligned with clearly defined learning goals and academic standards.
- Use standards-based evaluation to provide students with clear feedback on their skill development and mastery of concepts.
- Ensure that while grades are reported in a traditional format, instruction, assignments, and assessments are structured around academic standards to support deep learning.
- Guide students in self-assessment, reflection, and goal setting to encourage ownership of their learning process.
- Use data-driven insights from formative and summative assessments to adjust instruction and provide targeted interventions.
- Professional Growth & Collaboration
- Collaborate with IB, IGCSE, content specialists, instructional coaches and leaders to refine best practices in secondary education.
- Attend and contribute to professional development sessions, workshops, and action research initiatives.
- Model a growth mindset by setting and pursuing professional learning goals aligned with SGS’s mission.
- Participate in vertical alignment meetings, PLCs, and professional development programs.
- Mentor students through academic advising, university counseling, and extended essay/thesis guidance.
- School Culture & Community Engagement
- Uphold SGS’s values of integrity, responsibility, resilience, respect, and empathy in all interactions.
- Actively contribute to the school community, co-curricular programs, and student enrichment activities.
- Foster positive relationships with students, parents, and colleagues, maintaining open and professional communication.
- Commit to a culture of collaboration, inclusion, and continuous improvement. Core Competencies & SGS Teaching for Excellence Alignment SGS teachers are evaluated based on the Teaching for Excellence Program Rubric, which includes 7 essentials: Essential Standard Key Indicators
- Teaching is Thinking Uses research-based practices, inquiry-driven instruction, and metacognitive strategies.
- Uphold Excellence Sets high expectations for all learners and models academic rigor.
- Love Learning Designs engaging, student-centered lessons that foster curiosity and ownership of learning.
- No Struggle, No Progress Provides structured challenges and growth-oriented feedback.
- It Starts and Ends with Student Work Uses student artifacts and authentic assessments to measure learning.
- Professionalism, Ethical Standards & Community Engagement Demonstrates professional integrity, collaboration, and commitment to lifelong learning.
- Reflective Practice, Goal Setting, & Professional Growth Continuously seeks to improve practice through feedback and self-reflection. Qualifications & Experience
- Bachelor’s or master’s degree in Secondary Education or a subject-specific field.
- Experience teaching IGCSE, IB, or international curricula (preferred).
- Strong expertise in inquiry-based learning, research skills, student-centered methodology and interdisciplinary instruction (preferred).
- Minimum 3-5 years of teaching experience in an international, bilingual, or accredited school setting.
- Familiarity with standards-based evaluation and assessment practices (preferred).
- Demonstrated commitment to cultural responsiveness, inclusion, and student well-being.
- Proficiency in English; Spanish is an advantage. Reporting Structure
- Reports to: Upper School Principal
- Collaborates with: Curriculum Coordinator, Instructional Coaches, Content Specialists, Well-being Team
- Why This Role is Essential SGS Upper School Teachers prepare students for success in higher education and global careers, ensuring they graduate as confident, critical thinkers and lifelong …