Head of Early Years

Contract Length: 2 years

Number of Vacancies: 1

Student Level:

• Early Childhood
  

Eligible Candidates:

• Licensed Teacher, Director/Principal
  

School Requirements:

• Education Required: Bachelor
  
• Minimum Teaching Experience: 5 years of teaching experience
  
• Major: Bachelor�s Degree in Early Childhood Education or a related field (required)
  
• Required Certificates:
  

Teaching Credential/License

Additional School Requirements:

• Postgraduate qualifications in Educational Leadership or Curriculum
  

Development (preferred)

• Minimum 5 years of teaching experience in Early Years education, with at least 2
  

years in a leadership role

• Strong understanding of the IEYC curriculum and play-based, inquiry-led
  

learning* Experience in leading early reading initiatives and early bilingual education

• Proven ability to lead teams, mentor teachers, and manage early childhood
  

programmes

Job Benefits:

Transportation allowance

Group health insurance

Visa cost covered by school

Job Description:

JOB DESCRIPTION: HEAD OF EARLY YEARS

JOB TITLE: Head of Early Years

REPORTS TO: Principal & Head of Academic Affairs

LOCATION: IMAS International School Kuala Lumpur

PURPOSE

The Head of Early Years is responsible for the strategic and instructional leadership of the

Kindergarten section at IMAS, ensuring a nurturing and stimulating foundation for

children aged 3 to 6. This role oversees the effective implementation of the International

Early Years Curriculum (IEYC), with a strong focus on early reading development,

bilingual instruction (English and Arabic), and play-based learning that aligns with

IMAS’s motto: “Beyond Academic Excellence.â€

The Head of Early Years also supervises Arabic-medium teachers, supports culturally

relevant instruction, and leads professional development and coaching for the entire

Early Years team.

KEY RESPONSIBILITIES

1. Curriculum Implementation and Instructional Leadership

• Lead the planning, implementation, and review of the IEYC curriculum, ensuring
  

alignment with international early childhood standards.

• Ensure learning experiences are inquiry-based, play-focused, and
  

developmentally appropriate.

• Embed IMAS�s �7 Values†and Islamic character education into daily classroom
  

practice.

• Oversee Arabic-medium subjects to ensure consistency in teaching quality,
  

relevance, and integration with IEYC themes.

• Develop interdisciplinary links across all domains, with a balance between
  

English, Arabic, and Islamic content.

2. Early Literacy and Language Development

• Design and oversee a robust Early Reading Framework with clear benchmarks
  

for phonemic awareness, vocabulary development, and comprehension in both

English and Arabic.

• Monitor implementation of phonics programmes and storytelling strategies
  

across all classes.

• Select age-appropriate reading materials and guide the use of classroom libraries
  

and read-aloud routines.

• Track student reading progress and intervene early to support students with
  

learning needs.* Promote a print-rich and language-rich environment that encourages early

communication, expression, and literacy.

3. IEYC Content Development and Teacher Training

• Develop, adapt, and curate IEYC curriculum content suited to the IMAS context
  

and cultural values.

• Create and maintain unit plans, assessment rubrics, and resource banks aligned
  

with IEYC learning strands and personal goals.

• Organise and deliver regular training workshops for Early Years teachers on IEYC
  

implementation, early childhood pedagogy, and bilingual instruction.

• Conduct learning walks, peer observations, and coaching sessions to support
  

professional growth.

• Collaborate with international IEYC networks and stay updated on curriculum
  

advancements.

• Build capacity among Arabic-medium teachers to integrate IEYC principles into
  

Arabic instruction.

4. Teaching and Learning Quality Assurance

• Conduct lesson observations, review planning documents, and monitor
  

classroom environments to uphold standards.

• Provide regular feedback and coaching to improve teaching strategies and
  

learning outcomes.

• Promote reflective teaching practices, team collaboration, and innovation within
  

the Early Years department.

• Ensure inclusive education practices that support learners of all needs and
  

backgrounds.

5. Student Wellbeing and Learning Environment

• Ensure classrooms and shared learning spaces are safe, clean, and designed for
  

active, independent learning.

• Support students� social, emotional, and spiritual development in accordance
  

with Islamic values.

• Collaborate with the School Counsellor and Pastoral Team on student behaviour
  

support, transitions, and interventions.

• Lead the planning of events such as celebrations of learning, parent showcases,
  

and play-based activities.

6. Parent and Community Engagement

• Build strong, trust-based relationships with parents through open
  

communication and regular engagement.

• Conduct workshops and orientation sessions for parents to support literacy,
  

parenting, and early development.

• Provide timely updates and feedback on student learning, progress, and
  

behaviour.

• Promote parent involvement in classroom and school events.
  
• Manage parent concerns effectively and in coordination with the Principal and
  

Academic Affairs team.

7. Staff Leadership and Management

• Recruit, mentor, and evaluate Early Years teachers, teaching assistants, and
  

Arabic-medium educators.

• Identify staff training needs and create targeted professional development plans.
  
• Foster a collaborative, nurturing, and professional culture within the Early Years
  

team.

• Conduct performance evaluations and set improvement goals for all teaching
  

staff.

• Lead weekly Early Years team meetings to review progress and address concerns.
  

8. Administration and Compliance

• Prepare and manage academic timetables, teacher rosters, and activity schedules
  

for the Early Years section.

• Ensure compliance with school policies, health and safety standards, and
  

safeguarding procedures.

• Maintain accurate records of student performance, assessment portfolios, and
  

parent communications.

• Submit regular reports on Early Years progress, challenges, and improvements to
  

the Principal and Head of Academic Affairs.

• Oversee resource management, classroom supplies, and facility needs for the
  

section.

QUALIFICATIONS & EXPERIENCE

• Bachelor�s Degree in Early Childhood Education or a related field (required)
  
• Postgraduate qualifications in Educational Leadership or Curriculum
  

Development (preferred)

• Minimum 5 years of teaching experience in Early Years education, with at least 2
  

years in a leadership role

• Strong understanding of the IEYC curriculum and play-based, inquiry-led
  

learning* Experience in leading early reading initiatives and early bilingual education

• Proven ability to lead teams, mentor teachers, and manage early childhood
  

programmes

KEY RELATIONSHIPS

• Principal
  
• Head of Academic Affairs
  
• Deputy Heads (Academic & Pastoral)
  
• Arabic-medium teachers and assistants
  
• Parents and Guardians
  
• School Counsellor
  
• Operations and Maintenance Team
  
• Early Years Teachers and Assistants
  

CORE COMPETENCIES

• Visionary leadership in early years education
  
• Deep understanding of child development and literacy acquisition
  
• Strong interpersonal and coaching skills
  
• Excellence in communication with staff, parents, and students
  
• Organisational and strategic planning abilities
  
• Passionate about developing a love for learning in young children
  
• Cultural sensitivity and respect for diversity
  
• Commitment to Islamic values and the IMAS ethos
  

PERFORMANCE INDICATORS

• Student performance in early reading benchmarks (English and Arabic)
  
• Quality and consistency of IEYC curriculum implementation
  
• Staff engagement and effectiveness in IEYC teaching strategies
  
• Student wellbeing, engagement, and transition readiness
  
• Quality of classroom environments and learning materials
  
• Parent satisfaction and involvement
  
• Effectiveness of teacher training and coaching systems
  
• Compliance with safety, health, and school policies