School: Shanghai Huaer Collegiate School (Kunshan, China)
Division: Student Life
Reports to: Dean of Student Life
MISSION & VISION
Empowering extraordinary scholars to succeed anywhere.
Shanghai Huaer Collegiate School is a community that embraces a special blend of Chinese and American language and culture.
Our Vision is to be a world-class learning community that integrates the best of international and Chinese education to maximize each scholar’s potential life.
Our mission is to build a future-oriented school, focused on empowering scholars to thrive in a rapidly changing economic and social environment. We will educate them to become competent for the work that is yet to be created, to apply the technology that is yet to be invented, and to solve the social problems that we cannot imagine today.
About the School
Serving children from ages 2 to 18, Huaer Collegiate will open with classes in the preschool, elementary and middle schools and grade 9 and 10 in upper school. At capacity, the whole campus can accommodate 2,800 students. By 2022, the school will grow into a full upper school through 12th grade, offering AP classes and advanced specialized electives in all subject areas.
Huaer Collegiate has been developed in partnership with the No. 2 High School of East China Normal University (Shanghai Huaer). East China Normal University is known as the premier teacher training university in China and its affiliated school has a long-established reputation for its progressive approach to the development of teaching and learning.
A blended Chinese and American curriculum will combine a drive for academic excellence with a whole child education program designed to nurture healthy, well-adjusted young people. Scholars will be encouraged to explore a broad range of interests outside of the classroom while developing the social skills and strength of character that will empower them to lead a life of purpose and possibilities as they go onto universities worldwide, embodying our Keys to Success:
Resilient Scholars: Dare to seek deep understanding
Adaptable Ambassadors: Dare to be authentic individuals
Enlightened Communicators: Dare to bridge understanding in Chinese and English
Ethical Visionaries: Dare to flourish beyond the classroom to improve our world
Facilities at the school are outstanding and include state-of-the-art classrooms, laboratories and sports complexes, boarding facilities, a 50m swimming pool and performing arts center with 800 seat theater.
Strong candidates will share our ethos – enjoying collaboration and learning, embracing cross-cultural adaptability, and sharing a resilient and ethical passion for developing an outstanding college preparatory school.
There are five basic components of a Director of Residence duties and responsibilities:
Student Life & Advisory: The Director of Residence supports the Student Life program in three critical ways: a) as the Director of Residence;b) as an Advisor to 2-6 scholars who are part of a class or dormitory the Head Dorm Parent supports; and c) as a Co-curricular Program Coordinator.
The Director of Residence resides in a dormitory that houses scholars in grades 4-12 and is on duty in the dormitory 4 nights per week to create a second home and family for scholars who reside on campus Sunday-Friday. The Director of Residence will be assisted by Assistant Director of Residence who also resides in the dormitory. The dormitory is divided into floors/halls, and each floor/hall is overseen by a live-in Resident Fellow and a rotating Dorm Affiliate from the teaching faculty. The Director of Residence is directly responsible for the smooth operation of the dormitory and the safety and productivity of the scholars. The Director of Residence establishes the rules, procedures, activities and culture of the dormitory and ensures that the Resident Fellows and Dorm Affiliates properly enforce and foster the standards for good communal living. In doing so, the Director of Residence encourages socialization on in the dormitory by offering casual get-togethers, hall meetings and other gatherings. The Director of Residence supports scholars as they learn to be independent, manage their time well, study effectively during evening study hall, and respect themselves, others, and the dormitory living environment. This close interaction between scholars and the Director of Residence outside the classroom enables a keen awareness of each scholar's academic and personal goals, strengths, and weaknesses.
By fostering these positive relationships with scholars, the Director of Residence also serves as a means of support when scholars need advice on personal or academic matters, and therefore, will serve as the formal Advisor to 2-6 of their scholars with an emphasis on both student and parent communication.
In addition to being a consistent presence in the dorm, the classroom, and study spaces, the Director of Residence will also have opportunities to serve in our Co-curricular Program by coaching or leading other co-curricular after-school programs such as athletics, arts, student activities, team sports, academic clubs or student leadership groups according to their interest and abilities and as approved by the Dean of Student Life and Director of Academics.
Course/Class Sections: Depending on the load of other co-curricular duties, the Director of Residence teaches up to 2 courses offered by the Academic and/or Student Life Departments. Huaer Collegiate emphasizes an applied, integrated STEAM approach, therefore, teachers are expected to engage in cross-disciplinary planning and incorporate project-based instruction in course lessons and syllabi. Teachers are supported by one or more Teaching Fellows. Accordingly, the Director of Residence is expected to mentor and coach Fellows on course design and delivery, giving them an increasing amount of responsibility for lesson planning and delivery, student assessment and evaluation, parent communication, and other course administration duties.
Conference: As the teacher of up to 2 courses, the Director of Residence enhances the classroom experience by offering individual and small group guidance to students, as well as feedback to colleagues. Teachers are expected to facilitate learning by directing conversation, posing challenging questions, suggesting effective study strategies, and providing feedback and directions to additional resources. Teachers will maintain accurate attendance and summary reports of student progress during conference sessions and will often work closely with Teaching Fellows and other colleagues to coordinate student preparation for specific assignments. The number of conference hours required per week is on average 2 hours per course taught (on average 6 hours per week).
Study Hall & Flexible Study: Teachers proctor campus study spaces used for Study Hall and Flexible Study. Students benefit when they learn with and from other students: questioning and listening improve communication ability and help clarify knowledge, while discussion increases critical thinking skills. The Director of Residence proctors and coordinates evening Study Hall, ensuring that attendance is vigilantly taken and observing students to ensure and cultivate proper independent study and provide permission passes to meet in conference with other teachers when appropriate. As a Flexible Study proctor, Teachers account for scholars, foster understanding of subject-specific discourse and inquiry, model out-of-class engagement, and help direct learning in individual and small group conferences. The number of Flexible Study proctor hours required per week will be determined by the Dean of Student Life but is usually at least 1 hour per week.
Professional Development: All faculty are expected to share and develop their passion, knowledge and experience and contribute to our holistic educational community. Therefore, faculty participate in professional development programs coordinated by the Director of Academics and the Dean of Student Life in addition to engaging in the personalized Professional Passion Pathways evaluation and growth plan. During these meetings, faculty benefit from learning with each other in facilitated seminars and from each other’s experiences through reflective practice discussions. Additionally, faculty work collegially with their colleagues, attending faculty meetings and trainings and taking an active interest in the activities of the various departments in which they serve by attending department and student support meetings for example, science department, or a grade level team.
Dipont Education is a leading Chinese educational services company with a particular focus on the delivery of international curricula to Chinese students. In partnership with a selection of highly regarded public high schools, we directly manage 22 centers delivering A Level, Advanced Placement and the IB Diploma Program and support 5 additional schools in the areas of professional development, staff evaluation and consultancy. In 2018 we opened our first two K-12 schools in Wuxi and Hangzhou and will open a third school in Kunshan in 2020. We also coordinate international exchange programs, deliver college counseling services and a range of enrichment programs at our partner schools and in Dipont’s ENREACH Learning Centers.