Curriculum Leader

The Schoolwide Curriculum Leader inspires and guides the design and continuous review of HKIS’s curriculum, ensuring it reflects our shared philosophy and advances our mission, vision, and strategic priorities. Serving as a key member of the Professional Learning Team (PLT), this role fosters systems and relationships that bring our commitments to life in the learning experiences of every student. This role leads curriculum development in English Language Arts, Social Studies, and Physical Education, integrating health, wellbeing, and social‑emotional learning (SEL) to create a holistic and coherent program from R1–Grade 12. Through collaborative leadership and innovative practice, the Curriculum Leader ensures our curriculum remains responsive to student needs and global trends while rooted in HKIS’s mission, vision, and values. KEY AREAS OF RESPONSIBILITY Collaborate with principals, instructional coaches, and divisional teams to develop, implement, and evaluate school improvement goals. Lead curriculum design and alignment, ensuring vertical articulation and coherence across divisions. Facilitate curriculum retreats and review processes as part of the Curriculum, Instruction, and Assessment Review Cycle. Create communication strategies to engage stakeholders and solicit feedback on curriculum and program development. Partner with the Professional Learning Team (PLT) to: Build leadership capacity among teacher leaders. Support principals and associate principals as instructional leaders. Collaborate with instructional coaches to advance divisional and school‑wide teaching and learning goals. Coordinate proactive communication with principals regarding professional development, curriculum, and school improvement plans for faculty and parents. Support WASC processes, including planning, facilitation, and monitoring of self‑study and ongoing improvement cycles. Contribute to WASC reporting, including annual, mid‑cycle, and self‑study reports. CURRICULUM DEVELOPMENT Partner with PLT, educational leaders, and teacher leaders to embed essential components (e.g., student learning outcomes, standards, benchmarks, and assessments) across curricular areas, with a focus on English Language Arts, Social Studies, Humanities, Physical Education, and integration with Health, Wellbeing and Social Emotional Learning. Align intended, enacted, and assessed curriculum to strengthen teaching and learning. Maintain accurate documentation of curriculum scope and sequence R–12, ensuring resources and instructional units are evaluated and refined. Support teacher teams and instructional coaches in vertically and horizontally aligning curriculum and developing units of study aligned with external standards frameworks and in achieving the school’s mission and vision. Monitor implementation progress across divisions and subject areas, identifying needs and strategies for continuous improvement. Champion curriculum as a living framework, guiding instructional practice and assessment to improve student learning outcomes. PROFESSIONAL DEVELOPMENT. AS PART OF THE PROFESSIONAL LEARNING TEAM (PLT) Partner with the Professional Learning Coordinator and Director of Curricular Program to ensure that professional learning advances the school’s mission, vision, and strategic priorities. Design and deliver impactful professional learning opportunities for faculty and stakeholders, supporting key curricular initiatives such as transfer goals, collaborative practices, and discipline‑specific shifts. Align professional development with standards‑based, backward design principles, ensuring coherence between curriculum and instructional practice. Lead divisional engagement, including new teacher orientation, and foster a culture of collaboration within the HKIS professional learning community. Collect and analyze data on professional development impact, including surveys and outcomes, to inform continuous improvement. Plan and lead in‑house and external workshops and events that strengthen curricular implementation and strategic development. RESEARCH & EVALUATION Partner with divisional leaders, instructional coaches, and PLT to design processes for collecting and analyzing school‑level data that inform strategic decisions and enhance student outcomes. Collaborate with the Data Services Manager and instructional coaches to drive system‑wide academic data analysis, ensuring actionable insights for continuous improvement. Champion evidence‑informed practice, using research and evaluation to anticipate future learning trends and shape responsive strategies. Commit to ongoing professional growth through research, development, and engagement with global best practices via workshops and conferences. OTHER Provide other leadership and support, as needed, for the effective operation of the whole school. Undertake other duties and functions as required that will impact and strengthen the contributions of the department and overall operations of the school. MINIMUM REQUIREMENTS AND QUALIFICATIONS Education: Master’s Degree in curriculum, instruction, and assessment or related field (acquired or in progress) Experience: Minimum of five years’ classroom teaching experience, ideally spanning both primary and secondary contexts in the subject areas of English Language Arts, Social Studies, Humanities, and/or Physical Education, Health, Wellbeing, and Social Emotional Learning. Proven experience in designing and facilitating professional learning programmes for educators. Strong ability to lead collaborative teams, establishing protocols and norms that foster a culture of collaboration. Demonstrated commitment to nurturing a community of belonging where people feel valued, respected and empowered, recognising that belonging is essential for growth, wellbeing, and success. Experience with ensuring differences and backgrounds are honoured while nurturing shared connections, integrating these principles into teaching, curriculum, assessment, and faculty development. Expertise in implementing the Understanding by Design framework for curriculum development. Experience in an international school setting preferred. REQUIRED SKILLS Expertise in curricular frameworks: Deep understanding of academic standards and ability to interpret and apply them effectively. Practical knowledge of key frameworks, including Common Core ELA, C3 Social Studies, SHAPE America, and Advanced Placement. Expertise in Inquiry‑Based and Experiential Learning, with strong application of Universal Design for Learning (UDL) and Multi‑Tiered Systems of Support (MTSS). Experience in integrating service learning and operationalising the school’s mission through curriculum design. Awareness of current trends and challenges in designing R–12 international school programmes that prepare students for a complex, interconnected world. Skill in leading collaborative curriculum development: Proven ability to lead groups of educators in developing curriculum rooted in the school’s mission and responsive to emerging trends. Expertise in integrated, constructivist, and inquiry‑based approaches, ensuring learning experiences foster curiosity and deep understanding. Knowledge of current research and innovations, including generative AI, strategies for belonging in transient communities, and integration of Social Emotional Learning (R–12). Skilled in facilitating adult learning, designing impactful workshops for small and large groups using Adaptive Schools principles to build trust, respect, and collaborative norms. Commitment to creating a culture of professional growth, where collaboration drives continuous improvement and alignment with strategic priorities. Interpersonal Qualities: Dynamic and knowledgeable educational leader, energising teams through shared purpose and vision. Flexible and responsive, able to manage multiple priorities while meeting the needs of diverse faculty and administrators. Skilled collaborator, building strong relationships across varied backgrounds, experiences, and expertise. Thrives in environments where ideas are openly shared, dialogue is grounded in norms of collaboration, and decisions move forward with one voice. Organised and dependable, ensuring follow‑through on tasks and strategic initiatives. Celebrates and amplifies the contributions of others, promoting a culture of recognition and shared success. Child Protection Statement: At HKIS, each child’s welfare is paramount. We act to ensure that our students enjoy the right to be protected from harm and exploitation and have their welfare safeguarded. TO APPLY We invite you to learn more about our school and discover for yourself career opportunities in our remarkable HKIS community at To apply for our Faculty 2026‑27 openings, please click below: Apply Now We look forward to hearing from you #J-18808-Ljbffr