ROLE OBJECTIVE 

As a Nursery Teacher you will be responsible for providing a nurturing and stimulating environment for infants and toddlers. You will play a vital role in implementing the principles of education project of Reggio Emilia, fostering the holistic development of young children, and supporting their early learning experiences. 

The role of teacher as a co-constructor of knowledge, a creator of the environment as the third teacher, a supporter of the competent child, a documenter and researcher, and a partner with parents. 

RESPONSIBILITIES

1. Care and Development

– Provide a safe, secure, and nurturing environment for infants and toddlers, meeting their physical, emotional, and developmental needs. 

– Establish positive relationships with each child, building a sense of trust and attachment. 

– Support the development of fundamental skills, including language, communication, fine motor, and gross motor skills. 

2. Curriculum Planning and Implementation

– Create a stimulating environment that encourages exploration, sensory experiences, and social interactions. 

– Facilitate age-appropriate explorations and play opportunities that promote cognitive, physical, social, and emotional development. 

– Collaborate with the teaching team to develop and implement an emergent curriculum that aligns with the Reggio Emilia Experiences, Te Whāriki: Early Childhood Curriculum of New Zealand, and the specific needs and interests of the children in your care. 

– Engage in ongoing observations of children’s explorations, interests, and developmental progress to inform planning. 

– Design the learning contexts and facilitate learning experiences that promote exploration, creativity, problem-solving, and critical thinking. 

3. Relationship Building and Communication

– Build positive and responsive relationships with parents and families, fostering open lines of communication and collaboration. 

– Regularly communicate with parents about their child’s daily explorations and growth. 

– Involve parents in their child’s learning journey, seeking their input and insights into their child’s development and interests. 

– Maintain accurate records of each child’s progress, including observations, developmental milestones, and individual goals. 

4. Environment Design and Documentation

– Create an inspiring, inviting, and aesthetically pleasing learning environment that supports the unique needs and abilities of infants and toddlers. 

– Set up the transformative spaces and design the learning contexts together with children through open-ended materials, resources, and provocations that encourage exploration, sensory experiences, and imaginative play. 

– Documenting and researching children’s learning journeys through observations and learning contexts. This includes listening, capturing the children’s voices, thoughts and ideas, valuing the hundreds of language of children.  

– Forms of documentation include Storypark (group and individual learning journey), the annual project publication and the documentation panels in classrooms and the school. 

5. Professional Development and Collaboration

– Engage in professional development opportunities to deepen your understanding of infant and toddler development, the education project of Reggio Emilia, RIE approach, and best practices in early childhood education. 

– Collaborate and research with colleagues to share ideas, resources, and strategies for supporting young children’s learning and development. 

– Reflect on your own practice and participate in ongoing self-assessment and goal setting to enhance your teaching skills and approaches.  

6. Qualifications and Skills

– A recognized qualification in Early Childhood Education, in accordance with Vietnam regulations with 3 years experience

– Experience working with infants and toddlers in an ECE setting, with a strong interest in Education project of Reggio-Emilia, R.I.E Respectful Infant Care, knowledge of Te Whāriki: Early Childhood Curriculum of New Zealand is an advantage. 

– Sound knowledge of infant and toddler development, attachment theory, and best practices in early childhood education. 

– Excellent communication and interpersonal skills, with the ability to build positive relationships with children, families, and colleagues. 

– Strong observation, research and assessment skills, and the ability to use documentation as a tool for reflection and communication. 

– Creativity, flexibility, and adaptability in designing and implementing developmentally appropriate experiences. 

– Ability to work collaboratively as part of a team and contribute to a positive and supportive work environment. 

Contact:  Aurora People and Culture Team 

– Email: career@aurorareggio.com; PCteam@auroraschool.vn  

– Phone number: (+84) 28 3744 2993

Welcome to Aurora – Where Learning is a Journey of Wonder 

Nestled in the vibrant and creative community of An Khanh Ward, familiar to the heart of old District 2, Ho Chi Minh City, Aurora International School of the Arts is an innovative, Reggio Emilia-inspired international school now in its 11th year of operation. Aurora serves children from Early Years to Middle School (18 months to Grade 9), proudly expanding each year with intention, relational quality, and educational excellence. 

Aurora is intentionally crafted as a home where curiosity blossoms and relationships form the roots of learning. Every child feels heard, honored, and empowered to express their ideas through art, movement, conversation, and play. We believe education is not a single path, but a weaving of experiences shaped by collaboration, creativity, and respect for each child’s unique journey. 

The Identity of Aurora 

Aurora International School of the Arts is inspired by the Reggio Emilia experience, rooted in the belief that children are capable, curious, competent, and full of potential. We embrace a relationship-driven, inquiry-rich, and documentation-based pedagogy where learning is visible, meaningful, and deeply connected to real-world contexts. 

Our mission is to inspire and develop each child’s potential through learner-led investigations, creative expression, and concept-based inquiry. We foster independent exploration, encourage collaboration, and provide an environment where children reflect deeply, represent their ideas, and engage in thoughtful and creative processes. 

Aurora’s learning is guided by the New Zealand Curriculum (NZC), which supports conceptual thinking, student agency, authentic assessment, and key competencies for lifelong learning. 

We value: 

– Creativity & Expression 

– Relationships & Community 

– Inquiry & Problem-Solving 

– Humanity, Culture & Global Perspective 

– Identity, Responsibility & Growth 

Life at Aurora

– A peaceful, beautiful, and inspiring campus designed for exploration, creativity, and expression 

– Collaborative, professional and supportive staff culture 

– Specialist teacher support in Music, Visual Arts, STEM/Science, PE, Vietnamese, Japanese, Library, Learning Support 

– A warm, engaged parent community 

– Authentic learning exhibitions, celebrations, parent ateliers, and performances 

– Strong school leadership, strategic growth focus, and respectful community values 

– Located in a vibrant, multicultural district surrounded by arts, culture, and international lifestyle amenities 

Teaching at Aurora 

Aurora Homeroom Teachers are not just instructors; they are co-researchers, designers, facilitators, and collaborators. They help create environments where students: 

– Think deeply  

– Explore ideas creatively 

– Communicate in multiple languages of expression 

– Engage in conceptual, inquiry-driven learning 

– Build agency, self-awareness, and identity 

– Experience belonging, connection, and purpose 

Teachers collaborate closely with specialists, co-teachers, learning support, and leadership to co-construct meaningful learning experiences. 

Available Positions 

Homeroom Teachers — Primary School (Years 1–5) 

Homeroom Teachers — Middle School (Years 6–8) 

1. Primary School Homeroom Teacher (Years 1–5) 

Primary Homeroom Teachers provide a rich, balanced learning experience integrating literacy, numeracy, social sciences, science, arts, wellbeing, and inquiry, through the New Zealand Curriculum and Reggio-inspired experiences. 

Key Focus Areas 

– Relationship-based, inquiry-driven homeroom model 

– Foundations in literacy and numeracy using authentic contexts 

– Conceptual learning through play, problem-solving, and exploration 

– Use of NZC levels 1– 3 with inquiry foundations 

– Strong emphasis on belonging, collaboration, and reflection 

– Diagnostic, narrative and portfolio-based assessment (e.g., Toddle, visual documentation) 

2. Middle School Homeroom Teacher (Years 6–8) 

Middle School Homeroom Teachers support early adolescent learners as they transition into increased academic complexity, interdisciplinary learning, identity development, and leadership. 

Key Focus Areas 

– Advisory / homeroom pastoral role 

– Student voice, agency, reflection, goal setting 

– Concept-based learning — deeper thinking, design, social issues, ethical reasoning 

– Project-based, STEM, and cross-disciplinary learning 

– Use of NZC levels 3–5 with inquiry foundations 

Qualifications & Experience 

Required 

– Bachelor’s or Master’s Degree in education (Primary/Elementary/Middle) or equivalent 

– Teaching certification 

– Minimum 2 years full-time experience 

– Excellent written and spoken English 

Preferred 

– Experience with Reggio Emilia, NZC, IB, MYP, PYP, or inquiry-based learning 

– Familiarity with Toddle, portfolio documentation, and visual learning processes 

– International or intercultural teaching experience 

– Experience supporting diverse learners and inclusion practices 

Compensation & Benefits 

To be discussed at offer stage 

Safeguarding Commitment 

Aurora International School of the Arts is committed to safeguarding and promoting the welfare of children. All appointments are subject to police checks, and reference verification. 

How to Apply 

Submit the following to lesters@auroraschool.vn , PCteam@auroraschool.vn and career@aurorareggio.com 

• CV / Resume 

• Cover Letter (aligned with Aurora philosophy) 

• Teacher Certification / Qualifications 

• References 

• (Optional) Portfolio of student documentation or project work 

Please include “Homeroom Teacher Application – Primary” or “Homeroom Teacher Application – Middle School” in the subject line. 

Only shortlisted candidates will be contacted for interview. 

Join Our Village of Learners 

At Aurora, we don’t just teach – We research, design, co-construct, listen, wonder, collaborate, and grow. 

“We believe in children, we learn from them, and we build a community where learning is alive.” 

ROLE OBJECTIVE 

To provide the highest possible quality education and care experiences in collaboration with colleagues and families. As a lead teacher you will be responsible for creating a nurturing and stimulating learning environment within a specific classroom or group of children. You will play a crucial role in implementing the principles and teacher responsibilities of Aurora International School of the Arts and the Reggio Emilia Experience, fostering children’s holistic development, and guiding their learning experiences.  

RESPONSIBILITIES

1. Curriculum Planning and Implementation: 

– Collaborate with the teaching team to develop and implement an emergent curriculum that aligns with the Reggio Emilia experience, the New Zealand ECE curriculum, and the specific needs and interests of the children in your care. 

– Engage in ongoing observations and assessments of children’s learning, interests, and developmental progress to inform planning. 

– Design and facilitate learning experiences that promote exploration, creativity, problem-solving, and critical thinking. 

2. Environment Design and Documentation: 

– Create a welcoming, inspiring, and aesthetically pleasing learning environment that encourages children’s curiosity, autonomy, and engagement. 

– Set up the physical space with open-ended materials, resources, and provocations that reflect children’s interests and promote hands-on exploration. 

– Document children’s learning journeys through observations, photographs, videos, and other forms of documentation: on Storypark, the annual project publication and the documentation panels in classrooms, in a meaningful way, to share with children, families, and colleagues.  

3. Relationship Building and Communication

– Build positive and respectful relationships with children, families, and colleagues, fostering a sense of belonging and trust within the classroom community. 

– Collaborate with families to gain insights into each child’s background, interests, and cultural identity, and incorporate this knowledge into the learning experiences. 

– Maintain regular and open communication with families, sharing information about children’s learning, and upcoming events. 

4. Individualised Support and Differentiation: 

– Recognise and respond to the unique strengths, needs, and interests of each child in your care, providing individualized support and scaffolding as necessary. 

– Foster a learner-led and inquiry-based approach to learning, encouraging children to explore their own questions, ideas, and hypotheses. 

5. Professional Development and Collaboration

– Collaborate with colleagues within school to share ideas, resources, and best practices, and contribute to a cohesive and supportive team environment. 

– Engage in professional development opportunities to enhance your understanding of the Reggio Emilia approach, child development theories, and effective teaching strategies. 

– Reflect on your own practice and participate in ongoing self-assessment and goal setting, continuously striving for professional growth and improvement. 

6. Qualifications and Skills

– A recognized qualification in Early Childhood Education, in accordance with Vietnam regulations with 3 years experience. 

– Experience working in an ECE setting with a focus on the Reggio Emilia experience or a strong interest in Reggio-inspired education. 

– Sound knowledge of child development theories, pedagogical practice. Knowledge of Te Whariki, The New Zealand ECE curriculum is an advantage but not a requirement.  

– Excellent communication and interpersonal skills, with the ability to build positive relationships with children, families, and colleagues. 

– Strong observation and assessment skills, and the ability to use documentation as a tool for reflection and communication. 

– Creativity, flexibility, and adaptability in designing and implementing learning experiences. 

– Ability to work collaboratively as part of a team and contribute to a positive and supportive work environment. 

Contact:  Aurora People and Culture Team 

– Email: career@aurorareggio.com; PCteam@auroraschool.vn  

– Phone number: (+84) 28 3744 2993