JOB SUMMARY

The Director of Facilities is responsible for the management of the school's operational support function including maintenance and repair, transportation, facilities and food services.    

ESSENTIAL DUTIES AND RESPONSIBILITIES

1. Assists in the recruitment and is responsible for the assignment, development, and evaluation of the Food Service Director, Maintenance Manager, Facilities Manager, and Transportation Supervisor to ensure that communications with subordinates and across departments are effective to facilitate a collaborative working relationship.
2. Oversees staff training programs to ensure all employees are prepared and supported to achieve department success. 
3. Prepares annual and long-range operating budgets in consultation with the Chief Operating Officer and Controller.
4. Keeps up to date on changes or requirements of laws and regulations in the USA and ROC on campus maintenance and facilities safety and assists the Chief Operating Officer in the development and management of the school’s operational safety requirements to ensure the school is in compliance.
5. Assists in the planning and implementation of security and risk management which protects the welfare of students and staff, protects the assets of the school and limits the liability of the staff, administration and board.
6. Plans and manages facilities operations, maintenance and repairs to ensure effective maintenance of school equipment and plant facilities in order to maintain a high level of safety on campus at all times for all of the school community members including its employees, students, parents, and visiting members.  
7. Establishes and manages orderly schedules for facilities in support of the school's academic and activities programs and facilities rentals.
8. Manages the school transportation program with emphasis on safety, service, , efficient routing and scheduling.
9. Manages a school food services with emphasis on food quality, both human and food safety, hygiene and nutrition.
10. Collaborates with colleagues, uses support staff appropriately and exhibits good team spirit. Meets with students, parents and employees in support of the school’s operations as required.
11. Maintains and establishes compliance standards as required in areas of facilities, maintenance and repair, transportation and food services.
12. Participates in the Administrative meetings as required and collaborates with the administrative team.
13. Provide oversight and input regarding current transportation, maintenance and facilities, and food service programs, processes and procedures and recommend opportunities for future improvements to the Chief Operating Officer.
14. Performs other related duties as assigned by the Chief Operating Officer.

KNOWLEDGE, ABILITIES, SKILLS AND QUALIFICATION REQUIREMENTS

• Minimum Bachelor’s Degree with preference in Business Administration, or Mechanical Engineering or similar field of study
• Five years of relevant experience in facilities and or maintenance management or support services. Experience in international or independent school setting preferred
• Ability to work with teams and stakeholders
• Proven effective management and communication skill
• Proven effective problem-solving skill
• Knowledge of electricity, plumbing, carpentry, welding, painting, maintenance materials
• Knowledge of fire and safety regulation
• Excellent communication and interpersonal skill and experience in support function services

TERMS OF EMPLOYMENT

The successful candidate will be offered an initial 2-year contract with annual renewal opportunity upon successful completion.

Qualified candidates are asked to send all application materials in a single PDF file directly to Human Resources Office at hr@tas.edu.tw. 

• A cover letter expressing interest in this particular position
• A current, comprehensive résumé (no longer than four pages)
• A list of three professional references with name, relationship, phone number, and email address of each (references will not be contacted without the candidate’s permission)

JOB SUMMARY

Reporting to the Head of School as a member of the Senior Leadership Team, and working closely with the Board of Directors, the Chief Advancement and External Relations Officer will be responsible for all fundraising, alumni relations, school-wide marketing, communications, and events. They will provide leadership and guidance in cultivation, solicitation, stewardship, and the strengthening of parent and guardian relations, both as part of the fundraising program and in order to reinforce ties with TAS's community and the mission of the School. The Chief Advancement and External Relations Officer will manage a team presently comprised of 12 people, that includes: a marketing and communications team of six, a development team of four, and an alumni team of two.  

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Ensuring that all advancement and external affairs functions – including annual giving, alumni relations, PTA coordination, major donor cultivation and solicitation, records maintenance, gift processing, stewardship, marketing and communications – are performed optimally in support of the School. 
• Overseeing the planning and execution of the 75th celebration.
• Working with admissions and central administration to implement new strategies and a clear plan to strengthen and foster a positive parent and guardian experience as well as school pride, partnership, and mission alignment. 
• Partnering with the Head of School, the Board of Directors and volunteers in the identification of prospective donors for major gifts and providing necessary support in cultivation and solicitation strategies.
• Maintaining a high-performing department both by mentoring and guiding current team members and recruiting new individuals when needed.
• Maintaining and enhancing the data-driven processes and systems in place for all development functions to ensure that information management and procedures are efficient and effective and follow advancement policies and processes.
• Serving as a visible, active, and collegial presence in the life of the School, who advocates, internally and externally, for the organization's mission.  

REQUISITE CANDIDATE QUALITIES, QUALIFICATIONS AND EXPERIENCES

Skills, Knowledge and Leadership 

• A strategic thinker with the ability to convert concept into action. 
• A leader who is hard-working and will "go beyond the job description," including extending effort and time when necessary.
• A manager who empowers individuals, thereby creating in them a sense of ownership and dedication to the School’s mission.
• A personable individual who builds trust and support among colleagues and other stakeholders.
• Desire to work with a variety of stakeholders from different backgrounds.
• Broad and deep knowledge of fund-raising principles, strategies, and practices.
• An excellent communicator who draws upon deeply held values to present a persuasive case that is in alignment with the School’s needs and donors’ desired outcome.
• Able to move comfortably within a wide variety of social settings to develop meaningful relationships with stakeholders.
• An understanding of marketing and communications and how they integrate within the independent school environment, serving the School and its mission. 

Experience

• A proven record of experience in leadership and management roles in a successful advancement office, ideally in an independent school or an academic environment. 
• Demonstrated experience in and enthusiasm for working with donors at all gift levels.
• A background working with sophisticated CRM technology, analyzing data, and reporting progress on goals.  
• Successful event management ranging from small receptions to community-wide celebrations and building openings.
• A history of recruiting, training, motivating, and working with volunteers in leadership roles.

Personal Traits 

• An accessible and approachable “people person” who enjoys working with others. 
• A warm and engaging leader who genuinely cares for others, and is able to exercise discipline and accountability in a professional manner.
• A team player who promotes an open and trusting environment.
• An ethical individual who demonstrates a commitment to justice, diversity, equity, and inclusion through self-development, modeling inclusive behaviors, and proactively managing bias.
• A creative thinker who is flexible, thoughtful, and unflappable. 
• A preceptive person who can read both people and situations well. 
• A leader who believes in students, the power of education, philanthropy, and the mission of the School.

Qualifications

• Bachelor’s degree (Master’s Degree preferred)
• Ten years of relevant experience and at least five years of managing/leading a team of Advancement professionals; or equivalent combination of education and experience.
• Must be willing to work extended hours, nights, weekends and travel as required.

TO APPLY:

Interested and qualified applicants should contact HR Director, Ms. Carol Chen (chenca@tas.edu.tw), directly and will ultimately be expected to submit the following materials:

• A cover letter expressing interest in this particular position
• A current, comprehensive résumé (no longer than four pages)
• A list of five professional references with name, relationship, phone number, and email address
• A statement of educational and leadership philosophy

You can also apply online at: TAS Online Application 

Internal candidates, please discuss with your supervisor or divisional administrator before applying. Interested internal candidates should apply by April 7 2023.

TERMS OF EMPLOYMENT

The successful candidate will be offered an initial 2-year contract with annual renewal opportunity upon successful completion.

Upper School Principal
(Please review the JD here)  

The principal is the leader of his or her division.  The principal is responsible for the planning and implementation of the division curriculum, the professional development of the division staff, the day-to-day operations of the division, and the welfare of the students and staff in his or her division.  The principal communicates with his or her students, staff, and parents. The principal plays an important collaborative role in the school-wide decision-making process, as a member of both the Senior Leadership Team and the Educational Leadership Team.

TO APPLY:

We have engaged RG175 to assist us with this search. Interested and qualified candidates are encouraged to speak with the consultant in confidence. All applicants will ultimately be expected to submit the following materials to Mr. Adam Peichert (adam.peichert@rg175.com).

• A cover letter expressing interest in this particular position
• A current, comprehensive résumé (no longer than four pages)
• A list of five professional references with name, relationship, phone number, and email address
• A statement of educational and leadership philosophy

You can also apply online at: https://rg175.com

Middle School Associate Principal
 (Please review the JD here)  

The Associate Principal is responsible for assisting the principal carry out his or her duties as the instructional leader of the division. The Associate Principal assumes the Principal’s responsibilities in his or her absence and takes the leadership role in the areas of student activities, communicating with schoolwide services, student conduct and values, emergency planning, and safety. Associate Principals sit on the school’s Educational Leadership Team as part of the larger schoolwide administrative team.

TO APPLY:

 We have engaged Carney Sandoe and Associates to assist us with this search. Interested and qualified candidates are encouraged to speak with one of the consultants in confidence. All applicants will ultimately be expected to submit the following materials to Rice Bryan (rbryan@carneysandoe.com) and Namita Bhattacharya (namita.bhattacharya@carneysandoe.com):

• A cover letter expressing interest in this particular position
• A current, comprehensive résumé (no longer than four pages)
• A list of five professional references with name, relationship, phone number, and email address
• A statement of educational and leadership philosophy

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

We seek a motivated, positive, and flexible individual who has proven experience supporting students with learning differences.  Qualified candidates will have strong communication skills and the ability to adopt a team approach in collaborating with academic support teachers, counselors, administrators, and families to support students.

Responsibilities

• Develop and implement Individual Learning Plans (ILPs) and Individualized Accommodations Plans (IAPs).
• Conduct ILP meetings with parents and relevant professionals.
• Monitor student progress by documenting and revising plans, as needed.
• Provide support for students in inclusion and pull-out settings in accordance with Individual Learning Plans (ILPs).
• ·Implement specific interventions for reading, writing, spelling, and math.
• Provide teacher support and implement strategies for students who have executive functioning deficits.
• Identify appropriate accommodations for students and support the implementation of recommended accommodations in the classroom.
• Meet with classroom teachers to differentiate instruction and assessments for students with special needs.
• Collaborate with teachers and parents to support the development of students with identified needs.
• Provide written reports (including semester report cards), letters, and emails regarding students’ programs, educational functioning, program participation and/or needs or concerns to parents and teachers.
• Demonstrate familiarity and ability to support students with both low- and high-tech assistive technology (e.g., slant board, dictation software, amplification system).
• Participate actively in consultations and Student Resource Team (SRT) meetings by making recommendations for further evaluations or classroom strategies.
• Conduct educational evaluations of students referred through the SRT, using standardized, normed instruments such as the WIAT, C-TOPP, Test of Written Language, FAR, FAM, and FAW.
• Interpret information from an evaluation, write educational evaluation reports, and explain results with the SRT and with parents.
• Use assessment information to guide intervention planning.
• Conduct progress monitoring assessments and gather observations to assist with developing learning plans and individualized progress.
• Collaborate with SSS team members (including counselors) to share best practices and maintain communication.
• Participate in parent-teacher conferences.
• Participate in transition meetings with divisional and cross-divisional support services members for students moving from one division to another.
• Schedule timely meetings, consultations, and follow-ups.
• Assist with professional development opportunities for regular education teachers, parents and SSS personnel, when appropriate.
• Act as an advocate for students.

 Qualifications

• Hold valid teaching credentials with a bachelor’s degree (required) or master’s degree (preferred) and certification in special education.
• Have at least two years of experience working with elementary school students, providing special education or academic support services.
• Have had training and experience with teaching a multisensory, explicit, reading intervention (e.g., Orton-Gillingham based, include other examples) and with a focused math intervention.
• Demonstrate competence in using and interpreting standardized/diagnostic tests.

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

JOB DESCRIPTION

TITLE:                     Lower School Classroom Music Teacher
SCALE:                   Professional scale
CONTRACT:          Faculty contract
SUPERVISOR:        Lower School Administration
HOME DIVISION:  Lower School

JOB SUMMARY

The Preschool through Grade 5 Lower School Classroom Music Teacher is responsible for teaching and developing the Taipei American School’s Lower School programs for classroom music and our performance-based music activity classes. This person inspires students’ creativity and engagement in music and the arts through an Orff-based process.

DUTIES AND RESPONSIBILITIES

• Work effectively and collaboratively as part of a Lower School Music team in the articulation, development, and instruction of the Lower School Music curriculum Preschool through Grade 5.
• Showcase student achievement in the performance-based Music Activity Program in Orff "Informances" and Music Activity Concerts.
• As needed, piano accompaniment for classroom or grade level presentations, choir performances, or 5^th Grade musical preparations and performances.
• Contribute as a collaborative member of the KA-12 Performing Arts team.
• Maintain a safe, positive, and engaging music classroom modeling the TAS values of Respect, Responsibility, Honesty, Kindness and Courage and a commitment to integrating Responsive Classroom practices and Essential Capacities in the delivery of the curriculum.
• As a life-long learner display an openness and willingness to adapt teaching practices to integrate 21C music and administrative technology tools into classroom practices.
• Experience working as an Elementary School Choral/Musical director and accompanist.

REQUIREMENTS

• Degree in Music/Music Education
• Training and experience in an Orff-based elementary general classroom music program and choir teaching and directing
• Familiarity with First Steps and Conversational Solfege will be an advantage
• Piano skills capable of accompanying choir or musical productions
• Experience in elementary music curriculum scope and sequence mapping and development
• Commitment to collaborative teaching as part of an elementary music team
• Experience in musical direction of elementary music productions

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

Lower School Counselor 
(Please review the JD here)

Job Description:

The Lower School (LS) Counselor is responsible for providing a comprehensive school counseling program that is pro-active in design, developmental in implementation and supports TAS students social and emotional development. The counselor also serves as a consultant to educators, families, and community partners. In addition to providing responsive services and individual student planning, all lower school counselors collaborate and work in tandem with homeroom teachers in flexible ways to deliver social emotional programing to all students.

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

If you are interested in applying for this position, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit your application with a cover letter to the Human Resources Office (hr@tas.edu.tw).

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

 Job Summary: 

The Middle School Counseling Team has three school counselors, each dedicated to one grade level and staying with the same class for grades 6-8. The counselors are part of the larger MS Student Support Services Team, which includes an Academic Support Teacher at each grade level, a Speech/Language Pathologist, and a Middle School Psychologist. The Middle School Counseling Team is responsible for providing a comprehensive school counseling program that is proactive, developmentally appropriate, and supports students’ social, emotional, and academic growth and wellbeing. Counselors also serve as consultants to educators, families, and community partners. In addition to providing responsive services and individual student counseling, counselors work proactively to foster community, leadership, and a positive school climate.

Core Duties and Responsibilities:

Individual Student Counseling and Planning

• Provide responsive and proactive individual counseling for personal, academic, and/or behavioral concerns.
• Assist students with the development of realistic personal, social and academic goals.
• Respond to crises or safeguarding concerns as they arise and participate in the Crisis Response Team as needed.
• Consult, collaborate, and liaise with parents, administrators, other educators, and outside professionals to ensure the social, emotional, and learning success of individual students.
• Assess student needs and make appropriate recommendations and referrals to school resource personnel and outside agencies as needed.
• Oversee and manage transition programs, including new student and parent orientations, supporting families leaving TAS, and collaborating with colleagues to support transitions from one division to the next. Note: As the Middle School Counseling Team is responsible for New Student Orientation activities each year which occur outside of the normal faculty calendar, counselors should plan to be on campus an extra week prior to faculty PD as well as 2 additional days at the end of the school year.

Collaboration

• Lead student-focused meetings with teachers and other stakeholders from a strengths-based perspective while also ensuring student needs are understood and met.
• Work closely with administrators and grade level leaders to plan social emotional learning curriculum delivery through homerooms.
• Collaborate with counseling team and administrators in developing and implementing parent education workshops and faculty professional development workshops.
• Work closely with administrators to ensure the academic and wellbeing needs of students are met.
• Work collaboratively with K12 counselors and other cross-divisional teams in order to ensure an articulated counseling program and a safe, healthy school environment.

System Support

• Participate in the Admissions Committee: review MS application files, interpret findings of outside assessments, and make recommendations for student placement.
• Collaborate with administration and department chairs to ensure proper student placement into courses.
• Support and promote student leadership opportunities.

Essential Skills, Qualities, and Qualifications:

• Master’s degree in School Counseling or related field with evidence of counseling certification
• Minimum 3 years of experience counseling adolescents, preferably in a middle school setting
• Adaptability: Excels in constantly changing environments and is able to adapt support systems to meet individual student needs.
• Commitment to Equity: Values and responds to the diversity and individual differences of students.
• Strong Communicator: Ability to communicate effectively and appropriately with all constituents in oral and written form, including through large group presentations.
• Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed work plans, and balancing of multiple priorities.

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

Supervisor: Middle School Principal (primary), Director of Instructional Technology (secondary)

Position Summary

The Learning, Technology and Design Coach is responsible for promoting and implementing Taipei American School’s vision for effective technology use, digital citizenship, and information literacy in the middle school. Their focus is on enriching and supporting teaching and learning while also enhancing and strengthening the technology skills of middle school staff and students. The Learning, Technology and Design Coach also works to troubleshoot and avoid issues that inevitably arise, given the breadth, complexity, and importance of our reliance on electronic systems and information. This person should be a strong collaborator, effective communicator, and skilled educator.

Qualifications

We seek a motivated and flexible individual who understands how adults and students learn and can work in a shared and cooperative environment. This position requires a bachelor’s degree in education. A master’s degree in education, educational technology, or a related field is strongly preferred. Experience integrating technological solutions is also required. Experience developing and delivering technical training to an audience with varying levels of technical understanding is essential.

Position/Duties

The list that follows is by no means complete. Requirements may change as technology and teaching and learning techniques continue to evolve.

Core Duties

• Promote and help implement the school's vision for effective technology use, digital citizenship, and information literacy.
• Participate actively as a member of the middle school and the K-12 EdTech team.
• Teach a Grade 6 skills course (.2 of the FTE) in conjunction with the English Department.
• Serve as a middle school homeroom teacher.
• Mentor an after-school club.

Instructional Support

• Collaborate with teachers to identify and implement technology-enhanced learning opportunities, developmentally-appropriate digital citizenship skills, and information literacy skills.
• Assist in the evaluation, management, and implementation of hardware, software and technology resources to support student learning across the middle school curriculum. This includes digital texts, discipline-based applications, and others.
• Provide training and support for new or unfamiliar educational software to middle school faculty and students.
• Work proactively, heading off problems, fixing problems, and providing options to teachers and students to facilitate technology-enhanced learning opportunities.

Peer Professional Development

• Coordinate, develop, and provide programs such as workshops, help sessions, learning communities, and training series to meet faculty needs and help realize the school's vision for learning.
• Assist in developing and maintaining an online technology resource repository for students and employees.
• Provide effective faculty training on the applications and use of our inventory of school software tools including the student information system (currently PowerSchool), Office 365, and G Suite for Education.

Personal Professional Growth

• Continue to grow as an educator and a leader. Stay informed on educational technology trends and developments.
• Serve as an ambassador for TAS by engaging in the larger professional community through meetings, conferences, presentations, publications, etc.
• Maintain an active and professional online presence in educational technology communities as a consumer and/or creator.

Student and Parent Support

• Manage distribution of student hardware as needed.
• Provide training resources and support for middle school students.
• Provide education to parents of middle school students about current programs and how to support middle school age students in a digital age.

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

This teacher will be expected to teach courses such as Public Speaking, AP Research, AP Seminar, Political Science, and Psychology. A successful candidate will also have significant speech and debate coaching experience in one or more of the following event areas: policy debate, interpretation events, platform events, and/or limited prep events. Candidates should have experience traveling with students to tournaments and familiarity with the speech and debate tournament season that begins in September and ends in June.

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

KA-12 Electronic Resources Librarian
(Please review the JD here)

Job Description:
Under the supervision of the Upper School Principal and in collaboration with the other divisional librarians and Information Technology this role is an Upper School Librarian (50%) and an Electronic Resources Librarian (50%). The K-12 Electronic Resources position focuses half-time on managing e-resources, training the TAS community to use e-resources, and providing technical assistance to all TAS libraries for subscriptions including websites, ILS, and databases. In the half-time Upper School Librarian role, this position works closely with the full-time Upper School Librarian managing the Upper School Information Commons (USIC) and collaborating with US teachers to support research projects including teaching research skills and assisting students with research and information needs. This role acts as a “first responder” to library product outages.

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions. 

If you would like to be considered for a position at TAS, please download and complete the TAS Professional Application Form (PDF Fillable File) and submit a letter of interest to the Human Resources Office. Your application will be reviewed carefully and placed in our applicant data file for consideration for suitable positions.