CIA FIRST International School is a private, non - sectarian international school. The school is an innovative community that combines the best practices of different cultures and curricula. CIA FIRST has a clear focus on student success, with very high academic standards. The School's campus goal is to create an environment where every child can be safe and progressive at every level from kindergarten to high school. The primary mission of CIA FIRST is to make sure students develop their skills and mindset, resulting in them being ready to tackle domestic and global challenges.

CIA FIRST involves students in a dynamic learning environment. Our students open their minds to ideas, insights, innovations of people, countries, and societies far different from their own.

CIA FIRST maintains strong child protection policies and procedures, and carefully screen all applicants by requiring a full, official background clearance. We strive to provide a safe, secure environment for all students.
​

As CIA FIRST International School grows, we look for motivated and dedicated individuals with demonstrated experience, a commitment to excellence, and a willingness to embrace the school’s mission and values.
We always welcome applications for various positions, including teachers of all levels, administrative personnel, accounting personnel and HR personnel. With our innovative international curriculum and freedom to implement best practices, CIA FIRST is a great place to continue your career in education.
Our teachers do not simply provide superior instruction; they lead, inspire, and excite.
They have been chosen because of their passion for the job and their ability to relate to students in a loving and supportive manner. They find true delight in teaching and are committed to awakening the natural curiosity in young minds.

Open Positions for School Year 2020/2021:

Requirements

• Valid Teaching Certificate for Teaching Positions
• Minimum of a Bachelor’s Degree
• Fluent in English
• Police Clearance Check from Home Country​​​ ​

​​

Applications
Cover Letter, CV, Copy of Degrees/Certifications, 1 Letter of Reference, Contact Information for 2 additional Referees and Police Clearance Check. All successful candidates will be contacted for an interview. ​
​

Useful Documents
​Employee Disclosure Form

​​Compensation Plan

• Full-Time Employees:
• Attractive salary
• 27 public holidays + 5 additional holidays
• 2 days paid leave
• 3 days paid sick leave
• Once-off relocation allowance
• International healthcare group policy coverage contribution
• Registration with National Social Security Fund (NSSF) to cover work accidents
• Payment of business visa (100% )
• Facilitation and payment of work permit (100%)
• Accommodation facilitation
• Discount on tuition fees for staff children (50%)

All interested candidates should send all information to:
hr@ciaschool.edu.kh

CIA FIRST’s Philosophy of Learning & Teaching

• CIA FIRST takes a constructivist approach to education grounded in theories started by thinkers such as Piaget (1976) and Vygotsky (1978). This entails the belief that knowledge and understanding are constructed in the minds of the individual through experiences and interactions with the world. Furthermore the school favours Vygotsky’s theory of the Zone of Proximal Development where learners learn best in the realm just above that in which they can operate independently, guided by a more knowledgeable individual. In addition, the school bases instruction on Brain Schema Theory (Pritchard, 2009) which asserts that new information is assimilated in the brain when it can be linked to prior knowledge. Moreover, the teaching faculty embrace the theory of Situated Learning (Lave and Wenger, 1991) which states that learners are more likely to learn when content is made relevant to their everyday lives. With all this in mind, teachers at CIA FIRST utilise a student-centred classroom environment where inquiry and collaboration are encouraged. Prior knowledge is routinely activated and content is made relevant and engaging to students in order to maximize learners’ potential.
  

• The faculty believes that every child is intelligent (Gardner, 2011) albeit in different ways. Therefore students at CIA FIRST are given opportunities to display their abilities and talents by multiple means. The school is cautious not to confuse Multiple Intelligences with Learning Preferences (Gardner, 1995; White, 2005) but nonetheless acknowledges that students are unique individuals with different backgrounds, beliefs, interests, abilities, and learning styles. In the classroom, teachers endeavour to expose students to content in a multitude of formats in an attempt to facilitate the attainment of the school’s goals via different pathways (Tomlinson, 2014).
  

​

• CIA FIRST values deep understanding and transfer through performance so therefore has adopted the framework for curriculum planning Understanding by Design (McTighe and Wiggins, 2005). Students’ understanding is measured through authentic performance tasks in addition to the more traditional knowledge and skills tests. Research has indicated that experts organize their knowledge around important concepts (Bransford et al., 2000) so therefore teachers present subject matter framed around big ideas within disciplines and inquiry is facilitated through the use of Essential Questions which spiral through the curriculum.

​

•  សាលាអន្តរជាតិ ស៊ី អាយ អេ ហ្វឺសត៍ អនុវត្តវិធីសាស្ត្រអប់រំដែលផ្តោតលើការអនុវត្ត ជាក់ស្តែង របស់ទស្សនវិទូ Piaget និងVygotsky ដែលនៅក្នុងនោះ ចំណេះដឹង នឹងការយល់ដឹង កើតឡើង តាមរយៈបទពិសោធន៍ និងទំនាក់ទំនងជាមួយពិភពលោករបស់បុគ្គលម្នាក់ៗ។ លើសពីនេះទៅទៀត សាលាឲ្យតម្លៃទៅលើទ្រឹស្តីរបស់លោកVygotsky ដែលអះអាងថាសិស្ស អាចរៀនបានប្រសើរបំផុតប្រសិនបើពួកគេអាចរៀនដោយឯករាជ្យ ជាមួយនឹងការណែនាំពី សំណាក់ អ្នកដែលមានចំណេះដឹងជាងខ្លួន ម្យ៉ាងវិញទៀត សាលាក៏អនុវត្តទ្រឹស្តីរបស់ Pritchard ដែលថា សិស្សអាចរៀនចំណេះដឹងថ្មីបានល្អប្រសិនបើចំណេះដឹងថ្មីនោះមានទំនាក់ ទំនងជាមួយនឹងអ្វីដែលពួកគេធ្លាប់បានរៀនសូត្រពីមុន ដោយបន្ថែមលើទ្រឹស្តីរបស់ Lave និង Wenger ដែលអះអាងថាសិស្សានុសិស្សមានចំណាប់អារម្មណ៍ក្នុងការរៀន ប្រសិនបើអ្វី ដែលពួកគេរៀននោះ មានទំនាក់ទំនងជាមួយជីវិតរស់នៅប្រចាំថ្ងៃរបស់ពួកគេ។ ដោយផ្អែក លើទស្សវិជ្ជាអប់រំទាំងអស់នេះហើយ ទើបលោកគ្រូ អ្នកគ្រូនៃសាលាអន្តរជាតិ ស៊ី អាយ អេ ហ្វឺសត៍ រៀបចំឲ្យមាន បរិយាកាសសិក្សាបែបសិស្សមជ្ឈមណ្ឌល ដែលជំរុញឲ្យមានការជជីក សួរ ជជែក វែកញែក និងការសហការគ្នានៅក្នុងថ្នាក់រៀន។

​​

•      លោកគ្រូ អ្នកគ្រូជឿជាក់ថាសិស្សានុសិស្សទាំងអស់សុទ្ធតែពូកែ និងឆ្លាតវៃក្នុងផ្នែកទី ទៃៗពីគ្នា ដោយហេតុនេះហើយទើបសិស្សានុសិស្សទាំងអស់ត្រូវបានផ្តល់ឱកាសឲ្យបង្ហាញពី ទេពកោសល្យរៀងៗខ្លួន។ សាលាយល់ឃើញថាសិស្សម្នាក់ៗមានលក្ខណៈពិសេសដាច់ ដោយឡែកពីគ្នា ទាំងប្រវត្តិគ្រួសារ ជំនឿ ចំណាប់អារម្មណ៍ សមត្ថភាព និងវិធីសាស្ត្រក្នុងការ សិក្សា ដូច្នេះហើយលោកគ្រូ អ្នកគ្រូព្យាយាម សម្របសម្រួលទៅតាមលក្ខណៈពិសេសរៀងៗ ខ្លួនរបស់ពួកគេ។

​

•     សាលាអន្តរជាតិ ស៊ី អាយ អេ ហ្វឺសត៍ អនុវត្តទម្រង់នៃការរៀបចំកម្មវិធីសិក្សាតាមបែប Understanding by Design របស់លោក Jay McTighe និងGrant Wiggins ដោយសារយើងផ្តល់ តម្លៃខ្ពស់ទៅលើការយល់ដឹងបែបស៊ីជម្រៅ និងសមត្ថភាពក្នុងការផ្ទេរការយល់ដឹងនោះតាម រយៈការអនុវត្តជាក់ស្តែង។ សមត្ថភាពរបស់សិស្សត្រូវបានវាស់ស្ទង់ និងវាយតម្លៃតាមរយៈការ អនុវត្តគម្រោងជាក់ស្តែង បន្ថែមលើការប្រឡងនានា។ ការស្រាវជ្រាវនានាបានបង្ហាញថាអ្នក រៀនពូកែគឺផ្តោតលើទស្សនៈគន្លឹះសំខាន់ៗ ដូច្នេះលោកគ្រូ អ្នកគ្រូរបស់យើងបង្រៀនដោយ ផ្តោតលើសំនួរបែបត្រិះរិះ។

Based on this philosophy, CIA FIRST has adopted 10 Key Principles of Learning (McTighe, 2015):
​
1. Learning is purposeful and contextual.
Therefore, students should be helped to see the purpose in what they are asked to learn. Learning should be framed by relevant questions, meaningful challenges, and authentic applications.

2. Experts organize or chunk their knowledge around transferable core concepts (“big ideas”) that guide their thinking about the domain and help them integrate new knowledge.
Therefore, content instruction should be framed in terms of core ideas and transferable processes, not as discrete facts and skills.

3. Different types of thinking, such as classification and categorization, inferential reasoning, analysis, synthesis, and metacognition, mediate and enhance learning.
Therefore, learning events should engage students in complex thinking to deepen their learning.

4. Learners reveal and demonstrate their understanding when they can apply, transfer, and adapt their learning to new and novel situations and problems.
Therefore, teachers should teach for transfer, and students should have multiple opportunities to apply their learning in meaningful and varied contexts.

5. New learning is built on prior knowledge. Learners use their experiences and background knowledge to actively construct meaning about themselves and the world around them.
Therefore, students must be helped to actively connect new information and ideas to what they already know.

6. Learning is social.
Therefore, teachers should provide opportunities for interactive learning in a supportive environment.

7. Attitudes and values mediate learning by filtering experiences and perceptions.
Therefore, teachers should help students make their attitudes and values explicit and understand how they influence learning.

8. Learning is nonlinear; it develops and deepens over time.
Therefore, students should be involved in revisiting core ideas and processes so as to develop deeper and more sophisticated learning over time.

9. Feedback enhances learning and performance.
Therefore, ongoing assessments should provide learners with regular, timely, and user-friendly feedback, along with the opportunity to use it to practice, retry, rethink, and revise.

10.Effectively accommodating a learner’s preferred learning style, prior knowledge, and interests enhances learning.
Therefore, teachers should pre-assess to find out students’ prior knowledge, learning preference, and interests; then differentiate their instruction to address the significant differences they discover

គោលការណ៍គន្លឹះសំខាន់នៃការសិក្សានៅសាលាអន្តរជាតិ ស៊ី អាយ អេ ហ្វឺសត៍
​

• ១. ការសិក្សាត្រូវមានគោលដៅ និងបរិបទត្រឹមត្រូវ ដូច្នេះលោកគ្រូ អ្នកគ្រូត្រូវជួយសិស្ស កំណត់ឲ្យបាននូវគោលដៅនៃការសិក្សា។

 

• ២. ណែនាំពីមាតិកាដើម្បីបង្ហាញនូវគំនិតស្នូល និង ការចែករំលែកចំណេះដឹង។

 

• ៣. ជំរុញសិស្សឱ្យចូលរួមក្នុងការគិតពិចារណានូវចំណោទស្មុគស្មាញ ដើម្បីឈានទៅដល់ ការគិតបែបស៊ីជម្រៅ។

 

• ៤. គ្រូបង្រៀនគួរតែបង្រៀនដើម្បីចែករំលែករាល់ចំណេះដឹង រីឯ សិស្សគួរមានឱកាសអនុវត្ត ដើម្បីបង្ហាញការយល់ដឹង របស់ពួកគេសម្របខ្លួនទៅនឹងស្ថានភាព ឬចំណោទបញ្ហា ថ្មីៗ នៃស្ថានភាពនានាក្នុងសង្គម។

 

• ៥. ការសិក្សាចំណេះដឹងថ្មី គឺត្រូវផ្តោតលើចំណេះដឹងដែលមានស្រាប់។ ដូច្នេះ សិស្ស ទាំង អស់ត្រូវបានជួយជ្រោមជ្រែង ដើម្បីផ្សាភ្ជាប់នូវរាល់ព័ត៌មាន និងគំនិតរបស់ពួកគេទៅនឹងអ្វី ដែលពួកគេបានដឹង ឬបទពិសោធន៍ដែលមានស្រាប់ពីមុនមក។

 

• ៦. ការសិក្សាជាអន្តរកម្ម ដូចគ្នាទៅនឹងអ្វីដែលកើតឡើងក្នុងសង្គម។ ដូច្នេះ គ្រូបង្រៀនត្រូវផ្តល់ ឱកាសសម្រាប់ការសិក្សាដែលមានលក្ខណៈអន្តរកម្មនៅក្នុងបរិយាកាសសិក្សាដែលគាំទ្រ ដល់សកម្មភាពទំនាក់ទំនងអន្តរកម្មទាំងនោះ។

 

• ៧. បទពិសោធន៍ ទស្សនៈយល់ដឹង ឥរិយាបថ និង គុណធម៌ មានឥទ្ធិពលដល់ការសិក្សា។

 

• ៨. ការសិក្សាត្រូវការភាពបត់បែន។ វាត្រូវការពេលវេលាដើម្បីវិវត្ត រីកចម្រើន។ ដូច្នេះ សិស្ស ទាំងអស់ត្រូវត្រិះរិះសារឡើងវិញម្តងហើយម្តងទៀតដើម្បីអភិវឌ្ឍការសិក្សារៀនសូត្របែបស៊ី ជម្រៅ។

 

• ៩.ការផ្តល់មតិឆ្លើយតបដើម្បីស្ថាបនាធ្វើឲ្យប្រសើរឡើងនូវការសិក្សា និងអនុវត្តជាក់ស្តែង។ ដូច្នេះ យើងគួរតែវាយតម្លៃជាបន្តបន្ទាប់ ដោយភាពស្និទ្ធស្នាល និងទៀងទាត់ រួមទាំងផ្តល់ ឱកាសក្នុងការអនុវត្ត  ការសាកល្បង ការរំលឹក និងការគិតពិចារណាឡើងវិញ។

 

• ១០. ការឈ្វេងយល់ពីចំណង់ចំណូលចិត្តនៃរបៀបសិក្សា ចំណេះដឹងមានស្រាប់ និងចំណាប់ អារម្មណ៍របស់សិស្ស អាចជួយដល់ការសិក្សាប្រកប ដោយប្រសិទ្ធភាព។ ដូច្នេះគ្រូគួរវាយតម្លៃ ជាមុន ដើម្បីឈ្វេងយល់ពី ចំណេះដឹងមានស្រាប់ ចំណង់ចំណូលចិត្ត និងសមត្ថភាពសិក្សា របស់សិស្ស រួចប្រើវិធីសាស្ត្របង្រៀនដែលស្របទៅនឹងកត្តាទាំងអស់នោះដើម្បីចែករំលែក ចំណេះដឹង។

Our commitment to workplace diversity, coupled with our current stage of rapid growth and development, means that we always welcome applications for various positions, including teachers of all levels, administrative personnel, accounting personnel and HR personnel. A competitive salary shall be negotiated according to experience and qualifications of the candidates.
Only shortlisted candidates will be contacted.