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Job Post Banner English Teacher - July 2024 start

English Teacher - July 2024 start

The Dewey Schools Vietnam
Hà Nội, Vietnam
Housing allowance in monthly salary
Airfare sponsored
Start date
2 years
  • All Levels
  • Licensed Teacher
  • Bachelor
  • 2 years of teaching experience
  • Education or English/Literature
  • Teaching Credential/License
  • United States (USA), United Kingdom (UK), Canada, South Africa, Ireland, Australia, New Zealand


  • A Bachelor’s degree in Education or, a degree in English with a Teacher Certification/License or PGCE in Education from the U.S.A., Canada, U.K., Australia, Ireland, or New Zealand.
  • A Master’s degree in education is preferred.
  • Candidates should have at least 1 year of full-time professional teaching experience.
  • Experience in student-centered, project-based learning is preferred.
  • Strength of academic background, professional experience, interview performance, and references will be considered during the selection process.

What We Offer:

  • Visa/work permit sponsored, including spouse and up to 2 dependents
  • Paid personal leave days and public holidays
  • Flight tickets 
  • KPI (Key Performance Index) bonuses, end-of-school bonuses...
  • Professional development opportunities
  • Ongoing support for new teachers, such as airport pickup, bank assistance, phone set-up, etc.
  • Tuition discount for up to 2 children

Elementary / Middle School/ High School English Teacher at The Dewey Schools Vietnam

The Dewey Schools (TDS) are a division of Edufit, an educational management organization, which operates multiple schools and campuses throughout Vietnam. Edufit is a pioneering education corporation, that delivers world-class education, established in Vietnam in 2011.

Edufit declares the possibility of providing innovative and trusted education services to elevate Vietnam. Edufit stands for the values that honor and inspire our students. We strive to deliver our statements of high-quality teaching and learning, digital citizenship, and global citizenship. We work for the well-being of our students, parents, and teachers. Edufit is committed to breakthroughs that develop sustainable education, using a business model that makes it all possible.

Our core values: Integrity, Passion, Generosity, Lifelong Learning

Position Title: English Teacher for Bilingual Program/ International Program

Reports To: Head of English Program

Personal Attributes:

  • Support the mission and vision of our organization and schools.
  • Be passionate about teaching students.
  • Set high goals for our students and themselves.
  • Work tirelessly to attain these high goals.
  • Have strong knowledge and skills in their content area and the art of teaching.
  • Be strong analytical and critical thinkers, willing to engage in debate discourse.
  • Be ready to be part of a collaborative team.
  • Be open to receiving coaching and support.
  • Demonstrate initiative, persistence, and resiliency.
  • Be results-oriented.
  • Be reflective listeners.

Planning And Preparation: 

  • Demonstrate deep knowledge of the content area, instructional pedagogy, and project-based learning.
  • Incorporate knowledge of students’ needs including academic abilities, developmental strengths or challenges, language, and culture into the implementation of instructional activities.
  • Implement interventions, accommodations, and modifications as needed.
  • Set instructional outcomes that are appropriately challenging, clear, sequenced, and aligned vertically and horizontally within and across content.
  • Complete lesson plans based on the innovative, project-based curriculum as per the direction of the Head of  English Program.
  • Incorporate a variety of instructional resources into teaching and learning, including materials provided by the school curriculum and outside materials to support enrichment.
  • Implement a project-based, innovative curriculum design based on well-structured units that include purposeful hands-on activities, appropriate materials, and grouping that meets the individual needs of students in the classroom.
  • Use assessment to inform planning and instruction for whole class, small groups, and individual remediation and/or enrichment learning.

Classroom Environment: 

  • Develop and maintain strong, respectful, and productive relationships with all members of the school community.
  • Create a student-centered learning environment where the focus of instruction is on the students to be autonomous, and independent, and to place the responsibility for learning in their hands.
  • Create a classroom culture that supports respectful teacher-to-student, student-to-student, and student- to-teacher communication.
  • Maintain a classroom that communicates high expectations, the value of content, and the importance of quality student work as demonstrated through the display of quality student work and instruction.
  • Develop and maintain a well-managed and well-organized classroom where there are clear structures, routines, and organization that support safety and learning. -Demonstrate a clearly defined plan for maintaining student behavior that includes clear expectations, ongoing monitoring of behavior, and appropriate responses to misbehavior.
  • Maintain a classroom environment that is safe and supports the needs of a variety of learning activities.


  • Deliver student-centered instruction that communicates a clear purpose, and process, and is highly engaging for students.
  • Direct spoken and written language toward students that is correct, and incorporates new words and concepts to stretch student vocabulary.
  • Actively engage students with high-quality questions that emphasize higher-order thinking skills while allowing for sufficient wait time.
  • Encourage and engage students in relevant conversations during instruction where students demonstrate leadership and allow for a variety of voices to be -heard.
  • Design and implement activities and assignments that cognitively engage students while allowing for adaptation and ownership to meet students’ individual needs.
  • Utilize grouping (mixed-ability or same-ability depending upon the task and focus) to support classroom learning.
  • Actively monitor student understanding and performance within and beyond the classroom to inform planning and instruction.
  • Provide regular feedback to students that is constructive and supports growth and improvement.
  • Develop systems and processes that allow students to self-assess and improve performance on tasks.
  • Demonstrate flexibility and responsiveness to adjust lessons to meet the needs of students while also maintaining persistence in finding effective learning strategies that will support student success.

Professional Responsibilities:

  • Demonstrate appropriate reflection on the effectiveness of lessons or units to inform future instruction.
  • Maintain accurate records of completion of student assignments, student progress/grades/rubrics, and non-instructional records needed to support teaching and the functioning of the school.
  • Involve students in monitoring, interpreting, and acting on feedback.
  • Communicate with parents or guardians regularly regarding course expectations, instructional program, and student progress (positive feedback and concerns).
  • Engage parents by getting them involved in the school community or by attending school events.
  • Participate positively in the school community by building strong and productive professional relationships, engaging in a culture of inquiry focused on school or student improvement, providing service to the school, and by participating in school projects and special events.
  • Actively initiate and engage in opportunities to grow professionally including but not limited to participation in professional development, instructional coaching, and feedback from colleagues or administration.
  • Provide service to the profession and fellow teachers by assisting other educators and seeking to contribute to the advancement of the profession.
  • Demonstrate professionalism by conducting oneself with integrity, ethics, provision of service, and advocacy for students and families.
  • Participate in team or departmental decision-making by maintaining an open mind and acting in the best interests of students.
  • Comply with campus, school, and district regulations.

Other Responsibilities:

  • Refer students who are struggling academically, socially, emotionally, or academically to the school-based intervention team.
  • Complete school-based documentation promptly including but not limited to interim reports, report cards, student logs, incident reports, etc.
  • Provide supervision for students at all assigned times during the school day.
  • Accept responsibility for the completion of a minimum of one additional duty and an advisory course.
  • Any additional duties assigned at the discretion of their supervisor.


Aligned with the recommendations of the International Taskforce on Child Protection, we hold ourselves to a high standard of effective recruiting practices with specific attention to child protection.

This is a Direct to School Job
This is a Direct to School Job


Our purpose is to empower and enable generations with the necessary knowledge and skills to master world changes and be leaders that positively impact communities wherever they are.

Core values:

Integrity - Dewey Students value their words, live up to their promises, take responsibility for their actions, willing to address any challenges surrounding them.

Passion - Dewey Students proactively take ownership of their learning process and create a learning environment that inspires people to follow the guiding flame of motivation, passion, and the desire for exploration according to one’s capacities.

Generosity - Dewey Students value the diversity of capacities and skills of others in society, are always willing to help people around them, and contribute to the community.

Lifelong Learning - Dewey Students are proactive learners who are passionate about learning, willing to learn, and apply the obtained knowledge to make positive impacts that develop themselves and transform the world.


This is a Direct to School Job
This is a Direct to School Job

There are several places to find jobs teaching English in Vietnam: colleges, language institutions, and international schools. Teach abroad jobs in Vietnam exist for licensed teachers, teachers with IB experience, and ESL instructors.

89,693,000 (2013)
Vietnamese dong ( ₫)
Folk religions/beliefs
Tropical and Temperate
331,210 km²
This is a Direct to School Job
This is a Direct to School Job
Please note that Teach Away provides information on behalf of schools and cannot accept liability for information provided or policies schools may adopt. Be sure to verify all details that apply to you, and check for the latest visa and work permit requirements. For any questions regarding job postings, please contact the school directly. Teach Away believes in diversity and inclusivity, and that everyone deserves to be treated with respect and be considered fairly and equally for employment. We ensure all schools we work with adhere to our pledge to promote inclusivity and diversity in education and recruitment practices.

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