Pre-K Homeroom (January 2027 Start)

PreKindergarten Homeroom

KAS elementary school is seeking a dynamic, caring, knowledgeable early childhood educator. A valid teaching license and 2 years of classroom experience is required. Confidence with technology, a willingness to participate in the school’s after school programs, and a commitment to excellence in a student-centered school are preferred. We are looking for someone who can start in January 2027.

Preferred qualifications also include experience in Reggio Emilia and/or Creative Curriculum, supporting inclusionary RTI practices, PLC collaborative work (Dufour), and Inquiry or PBL unit planning. Our class size limit for PreK is 20 children, and there is a full time Teaching Assistant in each classroom. 

We look for faculty members who bring a flexible “can do” approach to teaching and learning, a sense of humor, and a collaborative mindset. Our teachers are committed to continuous school improvement and actively contribute to our learning community through experiential learning opportunities beyond the classroom, including clubs and extracurricular activities. We also value a commitment to working in a diverse professional community and supporting the continued development of our DEIJ principles and practices.

Core Responsibilities:

Curriculum & Learning

• Plan, implement, and assess a developmentally appropriate, play-based, and inquiry-driven curriculum that builds a strong foundation for children's future learning and development.

• Intentionally develop foundational skills and dispositions across:

  • Oral language and communication - vocabulary, listening, speaking, conversation, and confidence in expressing ideas.

  • Early literacy and phonological awareness - a strong foundation for language, early reading, and writing.

  • Early mathematical thinking and numeracy - number sense, mathematical language, patterns, relationships, problem-solving, and reasoning.

  • Social-emotional development - self-awareness, self-regulation, confidence, empathy, and positive relationships.

  • Physical development and coordination - gross- and fine-motor skills, coordination, body awareness, and physical confidence.

  • Creative expression - imagination, creativity, communication, and self-expression through art, music, movement, and dramatic play.

  • Problem-solving and critical thinking - questioning, investigating, making connections, testing ideas, and developing solutions.

  • Independence and self-help skills - confidence, responsibility, decision-making, and age-appropriate independence.

• Balance child-initiated play with intentional, teacher-guided learning.

• Use children's interests, questions, and experiences to extend learning and encourage curiosity, independence, communication, problem-solving, and collaboration.

• Differentiate learning to meet individual developmental needs, strengths, interests, and abilities.

• Where applicable, incorporate IB PYP approaches, including inquiry, learner agency, conceptual understanding, and transdisciplinary learning.

Learning Environment, Well Being & Guidance

• Create a safe, inclusive, and stimulating classroom that promotes belonging, independence, curiosity, and positive relationships.

• Establish consistent routines and use positive, developmentally appropriate behavior guidance.

• Support children's social-emotional development, self-regulation, communication, and independence.

• Maintain high standards of supervision, health, safety, safeguarding, and student well-being.

Observation & Assessment

• Observe and document children's learning, development, interests, and individual needs.

• Use observations and assessment to inform planning, differentiation, and individual support.

• Maintain appropriate records and communicate children's progress with families and relevant colleagues.

• Collaborate with learning support staff and specialists when additional support is required.

Family & Team Collaboration

• Build positive, respectful, and professional partnerships with parents and caregivers.

• Communicate clearly and regularly about children's learning, development, and well-being.

• Work effectively with teaching assistants, specialist teachers, learning support staff, counselors, and colleagues.

• Participate in collaborative planning, professional development, and the wider school community.

About KAS:

Kaohsiung American School (KAS) is a private, not-for-profit day school established in 1989 for the children of expatriate families in Kaohsiung. The school is accredited by the Western Association of Schools and Colleges, and offers the IB’s MYP and DP programmes. We receive annual grants and sponsorship from the US Department of State. 

At KAS, we provide holistic and relevant academic and co-curricular programs that meet the needs of each student. We embrace collaboration, creativity and professionalism as we model a balanced learning environment. We have a strong commitment to professional development which aligns with schoolwide and personal learning goals.

Kaohsiung American School moved into its beautiful, purpose-built campus buildings in 2015/2016. We are recognized as the premier international school in southern Taiwan. We currently enroll 790 students from 40+ countries, although most of our students share Taiwanese heritage and Mandarin as a first language. All our students are multilingual learners. 

The Elementary School serves approximately 300 learners from PK4 through Grade 5 and includes approximately 30 full and part-time teachers, 20 teaching assistants, and a professional Student Support and EAL team.

KAS is Committed to Child Safeguarding

• KAS conducts rigorous background and reference checks on all candidates.

• Employees and volunteers at KAS receive training to recognize signs of abuse and neglect and are required to report suspected incidents of child abuse and neglect.

• Our child protection response team uses a team-based approach to respond to each reported incident in accordance with Taiwanese law and international best practices.

• KAS is committed to supporting and recognizing the identities of all students. We foster an environment free of discrimination and other forms of identity-based harm

• A valid teaching license 

• Clean police background check

• A minimum of 2 years of successful elementary classroom teaching experience in a US curriculum program.

• A demonstrated ability to lead high levels of student learning.

• Effective communication skills and an aptitude for building and maintaining positive relationships with students, colleagues and parents.

• Recent literacy, phonics and/or learning support experience and training.

• Has life experiences that demonstrate, among other things, a growth mindset, versatility, adaptability and resilience.

• Strong understanding and respect for a diversity of cultures and the needs of English language learners. ELL training is a plus. 

• A commitment to engaging in a diverse professional community that is growing in its DEIJ principles and practices.