Ideal Characteristics of an ISPP Teacher

We are looking for the very best teachers who have a love of teaching and learning, a strong work ethic and an educational philosophy which matches ours. If this sounds like you, learn more about becoming a teacher at ISPP here.

IB Learner Profile

As all community members are learners the IB learner profile can be viewed through the eyes of all stakeholders including students, teachers and parents. The IB learner profile is not intended to be a description of a person, but rather of a journey in pursuit of international mindedness. We seek teachers who strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, reflective.


ISPP teachers nurture their own and their students’ natural curiosity. Learning is a life-long process in which learners engage with, and reflect upon, information and experiences in order to construct new or modify existing understanding, skills and dispositions. ISPP is a dynamic, engaging, student-centered learning environment where teachers and students exchange ideas, construct meaning, share knowledge, collaborate and communicate. In the spirit of lifelong learning, teachers at ISPP must be committed to personal professional growth, look for ways in which to develop their professional repertoire and to share their learning with colleagues.


ISPP teachers are required to develop their understanding of the concepts, ideas and issues that have local and global significance, that will support students in developing their knowledge and understanding of the IB curriculum. ISPP is accredited by CIS and WASC and authorized to deliver three IB programmes. We expect all our teachers to be certified. Every year we search for inspirational and committed teachers to join our team, who have a valid teaching certification in their area of instruction, and who are knowledgeable about the IB programmes we offer. While IB training is not essential, it is preferable. Those candidates without IB training or experience will commit to taking an introductory IB workshop prior to arrival at ISPP to ensure the best possible start to their first school year with us.


ISPP teachers collaborate with each other to design units of inquiry that engage all learners. They use a variety of differentiated assessment practices and understand how to interpret the results to inform delivery and further development of the curriculum. ISPP teachers seek solutions through critical, creative and innovative thinking to problems that may arise.


ISPP teachers use a variety of modes to communicate with students, faculty and the wider school community. They respect the confidentiality rights of others within the School community and also discuss issues objectively being mindful when communicating in public forums. Teachers joining this community are aware that ISPP teachers collaborate and share in teams – they do not teach in isolation. ISPP has a strong commitment to technology and teachers are expected to integrate authentic technology experiences into the learning programmes.


ISPP teachers understand that they represent the School within the local community, and as such,all times act with integrity, honesty and loyalty to the School. They treat all stakeholders within the ISPP community fairly, justly and respectfully. ISPP vets every candidate teacher who is offered a contract through the International Justice Mission (IJM). This organization runs background and criminal checks in coordination with a candidate’s country of citizenship and each country in which a teacher has previously worked. ISPP teachers are expected to uphold professional ethics to the highest of standards. All ISPP employees are bound by our Safe School Policies, including the ISPP Child Protection Policy.


ISPP teachers encourage students to appreciate different points of views and have respect for cultures and traditions. Our faculty is comprised of educators from all over the world, which mirrors the diversity that exists within the student body. We expect our teachers to embody international mindedness through word, action and through the learning experiences provided for students. ISPP teachers value feedback and are open-minded about coaching and/or mentoring from colleagues.


ISPP teachers recognize the differences among students and seek to meet their individual needs. They are expected to support student community service projects, either through ‘action’ in the PYP and MYP or through the Secondary Global Citizenship programme. Teachers also recognise that their colleagues bring different and special qualities to the programme and we want to maintain the harmonious working relationships that exist here. ISPP is very much a community school with input from all stakeholders. Community members enjoy cooperative working relationships with student-learning at the centre of our decision making.


Our teachers look for ways in which to challenge themselves, and are not afraid to explore unfamiliar roles, ideas or strategies.

Cambodia is a developing country and there is a great sense of optimism about the future here. ISPP and our community share this optimism and our school is committed to creating a dynamic learning environment for students and teachers that is challenging and rewarding. We are very particular about who we invite to join our teaching faculty because we are protective of the quality of learning at one of the most dynamic mid-sized schools in South East Asia.


Like schools the world over, ISPP is a very busy school. We expect our teaching faculty to commit to learning activities with our students outside as well as inside the classroom. A very strong work ethic is needed to be a successful teacher at ISPP. Our teachers look for opportunities to balance their professional and personal lives. Phnom Penh offer lots of opportunities to lead a well-balanced and healthy lifestyle.


ISPP teachers strive to appreciate and develop an understanding of the School’s guiding statements. Teachers at ISPP are accountable for student learning. The professional growth planning process asks teachers to reflect upon the standards within the ISPP Profile of an Educator and annual individual goals.ISPP teachers have a creative and constructively critical approach to innovation; being prepared to adapt their practice where benefits and improvements are identified.

ISPP – International School of Phnom Penh