Spirituality and Religion Coordinator

The Spirituality and Religion Coordinator guides the design, implementation, and continuous review of HKIS’s R1-G12 religious education curriculum, ensuring it reflects our shared philosophy and advances our mission, vision, and strategic priorities. 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, leading curriculum review and development in Religious Education and supporting integration with health, wellbeing, and social‑emotional learning (SEL) to create a holistic and coherent program. Through collaborative leadership and innovative practice, the coordinator ensures our curriculum remains responsive to student needs and global trends while rooted in HKIS’s mission, vision, and values. In addition, the coordinator works with administrators and faculty to strengthen the school’s pastoral care programs, nurturing the wellbeing of both students and staff. Key Areas of Responsibility Leadership in Teaching & Learning through Curriculum Collaborate to develop, implement, and evaluate school improvement goals for Religious Education, ensuring alignment with HKIS’s mission, vision, and strategic priorities. Provide leadership and support in designing, implementing, assessing, and continuously improving the R1–12 religious education curriculum, using the Understanding by Design framework and best practices in curriculum development. Ensure vertical articulation and coherence of the curriculum across divisions, championing curriculum as a living framework that guides instructional practice and assessment to improve student learning outcomes. Facilitate curriculum retreats and review processes for Religious Education as part of the Curriculum, Instruction, and Assessment Review Cycle, and develop, maintain, and revise curriculum documents based on systematic review and analysis. Work collaboratively and proactively with divisional leadership and teachers to ensure the intended curriculum is delivered consistently in classrooms, with clear articulation of learning outcomes, standards, and benchmarks. Support WASC processes, including planning, facilitation, and monitoring of self‑study and ongoing improvement cycles, contributing to annual, mid‑cycle, and self‑study reports as required. Data Informed Activities Collaborate on the planning and writing of common assessments, criteria/rubrics, observational checklists, and exemplars across all four divisions. Use a variety of protocols to examine assessment data and student work. Evaluate teacher understanding and delivery of religious education and spiritual explorations through analysis of formative and summative assessments. Systematize the collection and organization of a variety of assessment data. Partner with divisional leaders and instructional coaches to design processes for collecting and analyzing school‑level data that inform strategic decisions and enhance student outcomes. Professional Development Partner with the Professional Learning Coordinator and Director of Curricular Programs to ensure that professional learning advances the school’s mission, vision, and strategic priorities for Spirituality and Religious Education. Align professional development with standards‑based, backward design principles, ensuring coherence between curriculum and instructional practice. Ensure that the Religion curriculum is articulated and consistent in language, unit progression, and developmental needs. Pastoral Care and Community Building Provide opportunities for religious and spiritual guidance to nurture faculty and students’ ongoing spiritual development and understanding of Christianity (e.g., GIFTS Conference, Bible Study Fellowship, JOY club, GLOW club). Develop, implement, and support programmes for youth mentoring schoolwide. Provide professional and individual guidance to schoolwide Christian clubs and groups as well as Christian affiliated programs outside of school. Facilitate spiritual grounding activities in divisional and/or schoolwide faculty meetings, community gatherings, and chapels. Champion a culture of belonging, recognising that diversity and shared connections are essential for growth, wellbeing, and success. Other 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 Bachelor’s Degree in Religion or related subject area; Master’s Degree preferred Qualified Teacher Certification Experience Minimum 5 years of full‑time teaching in Religion education, understanding of Lutheran teachings preferred. Proven experience in designing and facilitating professional learning programs for educators. Strong ability to lead collaborative teams, establishing protocols and norms that foster a culture of collaboration. Demonstrated commitment to nurturing community of belonging where people feel valued, respected and empowered, recognizing that belonging is essential for growth, wellbeing, and success. Experience with ensuring differences and backgrounds are honored 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 Excellent knowledge of the subject content (Christianity and religious education) and pedagogy. Good understanding of the developmental needs across divisions from R1 to Grade 12. Expertise in Inquiry‑Based and Experiential Learning, with strong application of Universal Design for Learning (UDL) and Multi‑Tiered Systems of Support (MTSS). Awareness of current trends and challenges in designing R–12 international school programs that prepare students for a complex, interconnected world. 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. Competencies Spiritually centered: Deep understanding of and belief in Christianity. Knowledge of other religions and spiritual journeys. 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