The Baldwin School of P.R. is the premier independent, PPK-12, college preparatory, English language day school in Puerto Rico. It is also the first school authorized as an International Baccalaureate (IB) Primary Years Program (PYP), Middle Years Program (MYP), and Diploma Program (DP) in the island’s history.
The Middle Years 9th grade Integrated Sciences and Diploma Program 11th and 12th grade Environmental Systems and Societies Teacher will serve as a faculty member at The Baldwin School of Puerto Rico for a full twelve-month period. Teachers must be on duty at the school on all designated school days, orientation days and teacher workdays.
The Baldwin School of P.R. is looking to not only develop students who produce exceptional examination scores but also to cultivate in students a rich medley of the IB approaches to learning which includes critical thinking skills, communication skills, self-management skills, research skills, and social skills. Along with these skills, the teacher should identify with the IB approaches to teaching which is based on inquiry, focused on conceptual understanding, developed in local and global contexts, focused on effective. teamwork and collaboration as well as differentiated to meet the needs of students. Teachers are strongly encouraged to connect their concentration with other disciplines, in order to develop rich interdisciplinary meanings.
An educator with previous experience in teaching high school sciences preferably with a background in integrated sciences and knowledge of social sciences;
Demonstrates knowledge of effective principles of teaching and learning;
Ability to effectively motivate and assess students academically and socially;
A high degree of knowledge of content-related pedagogy relating to the course;
Plans and carries out classroom activities focusing attention on basic skills, key concepts and desirable attitudes and values which will help the student develop important skills, increase personal competence and will stimulate him/her to be an ethical and sensitive human being;
Organizes and maintains a pleasant and stimulating classroom environment for learning which provides for individual differences;
The ability to implement instruction and maintain an environment that recognizes and values diverse populations;
The ability to adapt the curriculum to meet the varying rates, patterns and needs of all students, including students who extend learning beyond designated outcomes;
The ability to effectively utilize available technologies;
Confer with parents and students in a cooperative effort to understand the student and to encourage his/her progress;
Take adequate measures to ensure the health, safety, and welfare of students;
Continually appraise student progress using subjective and objective criteria for evaluation;
Take part in both MYP and DP curriculum planning to improve the educational program of the school and school system, devoting particular attention to the improvement of learning opportunities in his/her assignment;
Develop a working relationship with all members of the faculty and other personnel assigned to the school;
Be willing to participate in activities that increase one’s professional competence;
Become acquainted with the resources of the community, keep informed of significant community affairs and maintain an awareness of the social, economic and cultural aspects of the community;
Keep informed about school policies;
Be punctual and maintain regular attendance at school and at prescribed school meetings;
Report and interpret to the student and his/her parents on a regular basis the student’s academic progress and achievement;
Assume other related responsibilities and duties within the context of the above major responsibilities and/or illustrations of key duties;
Specific to 9th grade, MYP 4 Integrated Sciences
Integrated Science and the scientific method offer a way of learning that contributes to the development of analytical and critical thinking skills. The main objectives of MYP 4 9th grade science aims to develop students as scientifically literate inquirers who are able to think critically and creatively to solve problems and make decisions affecting themselves, others and their social and natural environments. The candidate teacher should be thoroughly equipped to teach the integrated sciences.
The course objectives are closely aligned to the four science assessment criteria:
A: Knowing and understanding In order to reach the aims of Sciences
The teacher candidate should be completely knowledgeable in explaining and guiding students to apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations as well as teach students how to analyze and evaluate information to make scientifically supported judgments.
B: Inquiring and designing In order to reach the aims of Sciences
The teacher should be able to teach students how to explain a problem or question to be tested by scientific investigation; formulate a testable hypothesis and explain it using scientific reasoning. The teacher should guide students in how to manipulate the variables and explain how data will be collected as well as designing scientific investigations.
C: Processing and evaluating In order to reach the aims of sciences
The teacher should be able to teach students to present collected and transformed data; interpret data and explain results using scientific reasoning; evaluate the validity of hypothesis based on the outcome of the scientific investigation; evaluate the validity of the method; and explain improvements or extension to the method.
D: Reflecting on the impacts of science In order to reach the aims of sciences
The teacher should be able to teach students to explain the ways in which science is applied and used to address a specific problem or issue; discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue; apply communication modes effectively; document the work of others and sources of information used.
Knowledge specific to the course content is selected to provide smooth progression through the MYP and thorough preparation for the IB Diploma Program science courses. Each semester students are graded on the four assessment criteria outlined above. At the end of the course, criteria grades are combined to produce an overall MYP science attainment level.
Specific to 11th and 12th grades Diploma Program Environmental Systems and Societies, Standard Level
The candidate teacher should be firmly grounded in both a scientific exploration of environmental systems in their structure and function, and in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment. The teacher should be equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world. The interdisciplinary nature of the DP course requires a broad skill set including the ability to guide students in research and investigations, participation in philosophical discussion and problem-solving. The course requires a systems approach to environmental understanding and promotes holistic thinking about environmental issues. The teacher should explicitly teach thinking and research skills such as comprehension, text analysis, knowledge transfer and use of primary sources. The teacher should encourage students to develop solutions at the personal, community and global levels.
In addition, the teacher should possess the following:
An understanding of environmental systems and societies with special attention to the following topics:
Ecosystems and ecology
Biodiversity and conservation
Water and aquatic food production systems and societies
Soil systems and terrestrial food production systems and societies
Atmospheric systems and societies
Climate change and energy production
Human systems and resource use
Both 11th and 12th grade students take internal assessments throughout the course. In the senior year, students take external exams.
Bachelor’s degree required in biology, integrated sciences, social sciences or related field;
A Master's Degree in the sciences preferred. Must provide an official college transcript and Teacher Certificate, if available;
Ability for and passionate about teaching students ranging in grades 9th through 12th grades in a diverse school community;
Experience working with or teaching children, particularly in an independent, private, college preparatory, or like-kind school setting. Experience in teaching in an IB program is preferred;
Must possess complete fluency in English, fluency in Spanish is not required but preferred;
Additional subject-related skills and work experience that can enrich an independent school community. For example: Leading an element of the MYP or DP program, planning curriculum related field trips, supervising a club, etc.
About The Baldwin School of P.R.
Baldwin is the premier independent, PPK-12, college preparatory, English language day school in Puerto Rico. Located in the greater San Juan metropolitan area, Baldwin offers a beautiful and spacious 23 acre campus, certified as a national wildlife habitat; spectacular facilities, including our Visual and Performing Arts Center, swimming pool, tennis courts, field house, outdoor courts, and soccer field; and a rigorous academic program that prepares students for the world's elite public and private universities and colleges. Our children are challenged to become creative thinkers, problem solvers, effective communicators, ethical leaders, and culturally aware citizens who positively impact our diverse world. At Baldwin, values matter.
The Baldwin School of Puerto Rico is an International Baccalaureate World School. We are members of the Caribbean Association of Independent Schools, the National Association of Independent Schools, and are accredited by the Middle States Association of Colleges and Schools. We also hold memberships in the National Federation of High Schools and the National Interscholastic Athletics Administrators Association.