Indonesian Middle School Mathematics and Sciences Educator

Role Description Green School Bali is a progressive, dynamic and wall‑less Pre‑K to Grade 12 educational institution located in the lush jungle of Bali, Indonesia, that features many innovative sustainable practices, including solar and micro‑hydro renewable energy projects that are taking the school off the grid.

The Middle School Learning Neighborhood is unique within the wider Green School Bali community. With approximately 125 children across grades 6 to 8, our teaching teams deliver learning programs that are both fun and purposeful.

We seek a passionate Middle School Mathematics and Sciences educator to engage our students in creative, purposeful and holistic learning experiences within the Learning Neighborhood. Working in collaboration with the dynamic Middle team, this educator delivers learning programs that treat mathematics as a language for reading the living world, and science not as a body of facts to be transmitted, but as a practice of relationship: of noticing, questioning, and learning to participate more responsibly in the systems that sustain all life.

This person understands that a jungle, a river, or a rice paddy is not a backdrop for learning; it is a teacher. They are energised by the prospect of helping students move from extraction to reciprocity: using mathematical thinking and scientific inquiry across disciplines (biology, chemistry, physics, earth science) to deepen their understanding of, and responsibility to, the living world around them.

Position Criteria

Indonesian

Demonstrates strong content knowledge and pedagogical skill in Middle School Mathematics, with the ability to build curriculum, sequence learning, and differentiate effectively across a range of attainment levels.

Brings fluency across the sciences (biology, chemistry, physics, and earth systems) and the flexibility to teach these in integrated, thematic ways without losing disciplinary rigor.

Able to cultivate genuine mathematical habits of mind: precision, pattern recognition, logical reasoning, and comfort with abstraction, alongside the confidence to apply these to real‑world problems.

Vision to connect mathematical reasoning with scientific inquiry, so that quantitative thinking and systems observation reinforce and deepen each other — without collapsing the distinctiveness of either.

Experience with and enthusiasm for Project‑Based Learning within student teams and across disciplines.

Excited by the prospect of treating the local environment (the rice paddies, rivers, jungles, and community systems of Bali) as primary curriculum material rather than illustration.

Understands science as a practice of relationship with the world: an ongoing process of observation, pattern recognition, and ethical participation, not simply a content area to be delivered.

Able to design learning experiences that ask students not just how systems work, but how we participate in them, and what that participation demands of us.

Draws on biomimicry, ecology, and systems thinking as frameworks for scientific inquiry and mathematical modeling, while remaining grounded in rigorous disciplinary skills.

Able to cultivate skills and an appreciation for learning and doing through dynamic, creative, and hands‑on experiences.

Is a creative and collaborative educator.

Is energized by the prospect of working in a learning environment that is constantly evolving and responding to the needs of the community and the world.

Dedicated to making the world a more ecologically regenerative place.

Monitors and assesses, records and reports student learning outcomes, applying comprehensive systems of authentic assessment and reporting about student attainment of skills and goals that are holistic in nature and inclusive.

Flexible, willing to support learners and build a learning culture with high expectations for every learner, seeing them as individuals.

Is a positive, confident and professional communicator who can engage in courageous conversations when needed.

Has a toolkit of differentiation techniques that meet the needs of individual learners.

Is creative, optimistic and effective when it comes to student Behavior Development.

Has a growth mindset, can reflect critically upon professional experiences to enhance professional effectiveness, contribute to developing a learning community and engage in professional learning activities that promote and enhance the development of the Middle School Learning Neighbourhood.

Is consistent in establishing and nurturing relationships with students, peers, parents, and the wider community.

Furthermore

Mission‑Driven Pedagogy: The Mathematics and Sciences Educator will foster a learning environment aligned with the school's mission. Mathematical thinking and scientific inquiry are both valued in their own right and oriented toward a larger purpose: helping students understand their embeddedness in living systems and their responsibility to them. Sustainability, reciprocity, and ecological ethics are not themes grafted onto the curriculum; they are its core orientation.

Personal Development & Well‑being: The educator will support students' personal growth and well‑being by creating a safe, inclusive space for students to develop confidence, curiosity, and a sense of agency, as mathematical thinkers, as scientific inquirers, and as participants in the living world they are learning to know.

Best Practices: The educator will use evidence‑based methods to support strong mathematical development and scientific inquiry skills across disciplines, applying best practices in problem‑solving, modeling, differentiation, and investigation to engage all learners and promote deep, transferable understanding.

Other Requirements (by Indonesian Law)

Must hold at least a Bachelor's degree in Math, Science, or a related field - with a minimum of five years of experience.

Must not have any previous criminal convictions (legally required).

Must not have Child Protection concerns on file at previous schools or workplaces.

Must be able to provide an original copy of certifications, transcripts, diplomas and degrees (legally required).

Starting Date: August 1st, 2026

OUR CORE COMMITMENT TO CHILD PROTECTION Green School Bali is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We follow safe recruitment practices, which are aligned with the recommendations of the International Task Force on Child Protection. We hold ourselves to a high standard of effective recruiting practices with specific attention to child protection. All appointments are subject to an interview, identity checks, criminal record checks, social media checks, successful references, as well as due visa and work permit process as required by Indonesian law.

Our Commitment to Diversity GSB is committed to diversity within its team, organisational practices, policies and culture. It recognises that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions, and it encourages and leverages these differences to make its work more relevant and approachable. GSB will not discriminate or tolerate discriminatory behaviour on any grounds such as, but not limited to, race, gender, disability, nationality, national or ethnic origin, religion or belief, marital/partnership or family status, sexual orientation, age or socioeconomic background. GSB strives to be an inclusive workplace where everyone feels a sense of belonging, has a voice, can raise concerns, and feels comfortable and confident. It expects everyone who works with it to share this commitment and to act accordingly, as it aspires to best serve the mission and its community.

Thank you for your interest in Green School Bali.

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