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Position Title: Director of School Ministries Mission and Vision of Prince of Peace Guided by the mission of Jesus to make disciples of all nations (Matthew 28:18-20), Prince of Peace builds disciples of Jesus who KNOW GOD – GROW TOGETHER – SERVE THE WORLD. Vision of Prince of Peace School Ministries The Department of School Ministries seeks to fulfill Prince of Peace’s vision to SERVE THE WORLD by sharing the Gospel of Jesus Christ in word and deed through excellence in education with young children and their families. General Responsibilities The Director of School Ministries will support the mission and vision of Prince of Peace and be specifically responsible for the leadership of all school ministries. As a key member of the church leadership team, the Director reports to and collaborates directly with the senior pastor. The Director of School Ministries: • Provides visionary and strategic leadership to preschool, kindergarten, extended care, and camp ministries through excellent, play-based education and care in a nurturing, Christ-centered environment. • Oversees and directs all operational aspects of school ministries: budgeting, recruiting/hiring of staff/volunteers, facility oversight, licensure/accreditation, and communications. • Leads, equips, and empowers staff and volunteers to execute all aspects and programs of the school ministries department, to include development of ministry action teams for specific ministry areas (e.g., alumni/donor relations, marketing, accessibility, etc.) • Discerns and pursues innovative opportunities to expand, adapt, and re-envision school ministries to serve the changing needs of families in the community while aligning with the overall vision of Prince of Peace Lutheran Church. • Collaborates with the lead staff to integrate all school ministries into the church's overall vision, building meaningful connections to welcome young families into the church for care, community, and mission.

POSITION SUMMARY The Director of Enrollment Management is a member of the School Leadership Team and is responsible for developing and implementing strategies to attract, enroll, and retain students who align with the school’s mission, vision, and values. This role oversees the full enrollment cycle—from prospect inquiry through graduation—ensuring a positive and personalized experience for students and their families. The Director collaborates with school leadership, faculty, and marketing to maintain healthy enrollment, strengthen retention rates, and support the school’s long-term sustainability. GENERAL EXPECTATIONS As a school grounded in the Christian faith, Concordia prioritizes candidates who are practicing Christians committed to engaging thoughtfully with questions of faith and spirituality. Successful candidates will demonstrate respect for diverse perspectives and a willingness to participate in meaningful conversations about faith and its role in our school community. Concordia Hanoi is committed to the safety of our community and students, and we are proud to be a school where child protection is our top priority. Successful candidates will be subject to rigorous background and child protection checks, satisfactory references, and proof of qualifications and identity. QUALIFICATIONS Bachelor’s degree required in a related field; advanced degree preferred. Minimum 3-5 years of leadership experience in enrollment management, admissions, or related field (international school experience preferred). Exceptional interpersonal and communication skills, and team-building skills with a student-centered, service-oriented mindset. Proven ability to develop and execute strategic plans. Strong data analysis, forecasting, and enrollment management software skills. Ability to work flexible hours, including occasional evenings and weekends. Prior experience working in Southeast Asia/Vietnam is highly desirable. KEY RESPONSIBILITIES Admissions & Recruitment Develop and implement a strategic enrollment plan aligned with school goals. Manage all aspects of the admissions process: inquiry, tours, applications, testing, interviews, and offers. Coordinate and host open houses, information sessions, and school tours. Maintain accurate, up-to-date admissions data and analytics to inform decision-making. Collaborate with the Marcom team to create materials and campaigns that highlight the school’s programs and strengths. Cultivate relationships with feeder schools, educational consultants, and community organizations. Retention & Engagement Lead initiatives and Retention Team, designed to promote and enhance student retention. Partner with divisional leaders to address student concerns and improve the school experience. Track and analyze retention data; develop strategies to support at-risk families. Organize welcome programs, transition events, and community-building activities for new families. Data & Reporting Maintain enrollment dashboards and projections for leadership and board reporting. Monitor local and global enrollment trends to proactively adapt strategies. Manage the admissions database for accuracy and efficiency. Leadership & Collaboration Supervise admissions team members and volunteers. Work closely with the Head of School, academic leadership, and finance to align enrollment with capacity and budget goals. Represent the school at community events, education fairs, and networking opportunities. Plan and manage all aspects of new family/student orientation. CORE COMPETENCIES Strategic thinking and problem-solving. Relationship building and stakeholder engagement. Experience managing Customer Relationship Management (CRM) systems Cultural competency and sensitivity in a diverse school environment. Organizational skills with keen attention to detail. Enthusiasm for education and the school’s mission. Building and managing lead generation and digital marketing campaigns.

ROLE AND FUNCTION, SKILLS AND ABILITIES (General) Displays an ability to clearly, professionally, and persuasively articulate Crean Lutheran’s positions regarding its philosophy of education, its educational and cocurricular programs, its intentional Christ-centered and Biblically-based worldview, and its unapologetic mission as a Lutheran school serving a constituency consisting of a diverse sampling of the broad Christian family and also the possibility of students and/or families who do not yet know and trust Jesus Christ as their Lord and Savior; Prepares students through consistent and varied ministry opportunities to be able to internalize and defend Jesus Christ as their Lord and Savior; Empowers each student, through a comprehensive curriculum, enriching co-curricular activities, and the assistance of staff to gain an appreciation for what might be his or her calling; Provides nurturing and encouraging Christian interactions; Models professionalism through attire, punctual attendance, behavior, and safety; Models a Gospel-centered approach in day-to-day relationships with students, faculty, and staff members, and parents, and fosters such an approach among everyone on campus; Is a force for Christian unity, encouraging the celebration of a variety of different Christian denominations’ gifts to the multi-faceted saving grace of God in Christ; Maintains student records and observes strict fiscal responsibility in relation to areas of oversight and responsibility; Maintains a commitment to ongoing growth in self and others, supporting and participating annually in professional growth; Understands, utilizes, and advocates the use of technology; Effectively and appropriately collaborates with faculty and staff members; “Jesus-proofs” all communications and public CLHS presentations, reflecting our Christ-centered culture and focus, and maintaining the branding of CLHS; Possesses the ability to provide spiritual leadership to staff, students, and other members of the Crean Lutheran High School family; Helps the staff relate Christian philosophy to the day-by-day practice and procedure of the Crean Lutheran High School community; Organizes existing resources and personnel to maintain and strengthen the quality of Christian education; Communicates with warmth and understanding in interactions with administrative colleagues, teachers, students, parents, and other stakeholders; Reads, agrees to, and abides by the Employee Policy Manual, available from the Director of Human Resources; Demonstrates a positive attitude toward the job and remains a flexible and innovative team builder and team member; Follows and models Matthew 18:15-20, encouraging communication between individuals; Communicates effectively with faculty, administrators, students, and parents. ROLE AND FUNCTION, SKILLS AND ABILITIES (Specific) In carrying out the responsibilities below, the Principal may act directly or through other designees as appropriate and as directed by the Chief Operating Officer. Principal Leadership and Mission Alignment Serves as Principal of Crean Lutheran High School, providing Christ-centered leadership for the school’s educational, spiritual, relational, cultural, academic, co-curricular, and student-facing life; Leads assigned student-facing programs and personnel in a manner that strengthens CLHS’s mission of Proclaiming Jesus Christ Through Excellence in Education and helps ensure students are known, loved, challenged, supported, discipled, and prepared as Christians, Learners, and Servants; Helps ensure that assigned programs, departments, leaders, traditions, events, worship opportunities, parent interactions, and student experiences are aligned with CLHS’s mission, vision, values, Lutheran identity, schoolwide goals, and expectations for excellence worthy of Christ; Provides leadership for a school culture that is joyful, disciplined, relational, excellent, safe, Christ-centered, student-centered, and mission-aligned, while supporting teachers, staff members, Vice Principals, directors, and assigned leaders in carrying out their vocations with faithfulness, skill, professionalism, and excellence worthy of Christ. Vice Principal and Program Leadership Directly supervises assigned Vice Principals; Provides support and accountability for assigned Vice Principals, directors, and other assigned leaders; Helps ensure that assigned departments supervise with clarity, consistency, and appropriate follow-through; Identifies leadership gaps, program needs, personnel concerns, communication breakdowns, and opportunities for improvement within assigned student-facing areas. Academic Leadership and Instructional Excellence Provides leadership and oversight for academic excellence, curriculum alignment, instructional quality, assessment practices, academic programming, academic pathways, faculty support, and student learning as assigned; Helps ensure that academic programs, curriculum, instruction, grading practices, policies, course offerings, cohorts, academic teams, honor societies, and academic pathways are rigorous, mission-aligned, student-centered, appropriately innovative, and supportive of college readiness, Christian formation, and lifelong learning; Supports faculty members in maintaining high expectations, strong relationships, sound pedagogy, clear communication, effective assessment, classroom professionalism, and Christian witness; Uses student-performance data, stakeholder feedback, accreditation findings, department goals, and schoolwide priorities to support academic improvement; Works with appropriate leaders to ensure that students are challenged and supported spiritually, academically, socially, physically, and emotionally. Parent Partnership, Communication, and Conflict Resolution Builds and maintains healthy parent partnership through clear communication, professionalism, responsiveness, transparency, and Christian care; Provides or ensures appropriate written and verbal communication to students, parents, faculty, staff, administrators, and community members regarding assigned student-facing programs and school priorities; Helps resolve student, parent, faculty, staff, and program concerns through a clear process, careful listening, appropriate documentation, confidentiality, and Matthew 18 principles; Represents CLHS with warmth, clarity, professionalism, gratitude, steadiness, and confidence. Strategic Planning, Accreditation, and Continuous Improvement Leads strategic planning efforts, schoolwide action planning, institutional self-study, annual goal-setting, data gathering, progress monitoring, accreditation, and improvement planning; Oversees WASC/NLSA-related work, including preparation, documentation, reporting, committee leadership, evidence gathering, accreditation findings, and action-plan implementation; Helps connect strategic goals to practical implementation within programs, departments, personnel, timelines, resources, communication plans, and measurable progress; Uses accreditation findings, stakeholder feedback, data, enrollment trends, student outcomes, academic results, student-care needs, and program realities to help strengthen the school; Encourages assigned leaders and departments to identify goals, monitor progress, evaluate effectiveness, pursue continuous improvement, and keep strategic planning mission-centered, actionable, sustainable, and connected to the daily life of students, faculty, staff, and families. Student Safety, Crisis Response, and Risk Awareness Provides calm, organized, Christ-centered leadership during student crises, grief, loss, discipline concerns, wellness emergencies, campus disruptions, safety concerns, or other significant student-facing events; Supports the development, review, communication, and implementation of student-facing safety plans, supervision expectations, crisis communication practices, emergency procedures, reunification planning, drills, and follow-up reviews as assigned; Helps ensure that crisis response protects students and employees, communicates clearly with stakeholders, maintains educational continuity where possible, points the community to the hope and promises of Jesus Christ, and leads to improvements in procedures, communication, supervision, student care, counseling support, faculty support, and training. Budget Stewardship and Resource Alignment Stewards assigned budgets with care, transparency, accountability, and faithful Christian stewardship; Works closely with the COO, CFO, Business Office, Vice Principals, and assigned leaders to plan and manage budgets related to assigned programs and departments; Helps ensure that budget requests align with mission, strategic priorities, student needs, program realities, stewardship expectations, and long-range planning; Supports budget planning for assigned departments by helping leaders anticipate needs, justify expenses, manage spending, and identify priorities; Helps ensure that spending decisions reflect both excellence worthy of Christ and faithful stewardship of the resources entrusted to CLHS.

Position Title: EAL Teacher Division: Elementary Supervisor: Division Principal Position Summary: In order to meet Concordia's expected student learning results (ESLRs) and grade-level expectations, the teacher supports English Language acquisition in Speaking, Listening, Reading, and Writing within Concordia’s three-tier model: In-class support, small EAL classes, and ongoing monitoring of progress through a variety of classroom and formal assessments. General Expectations As a school grounded in the Christian faith, Concordia prioritizes candidates who are practicing Christians who are interested in the complex questions of faith and spirituality and who desire to interact with others around these questions. Full-time teachers lead an after-school activity once per week throughout the year. On regular school days, all teachers are on campus between 7:30 AM and 3:30 PM, not inclusive of activities and meetings. Concordia Hanoi is committed to the safety of our community and students, and we are proud to be a school where child protection is our top priority. Requirements: Education Required: Bachelor’s Degree in Education Desired: Advanced degree and/or certification/endorsement in ESL, EAL, TESOL, TEFL, or the equivalent Experience Required: Minimum 3 years of successful teaching in a school setting Desired: Experience in an international school Familiarity with the American educational system Experience with an ethnically diverse population Classroom experience with the age of the students assigned Administration and interpretation of language proficiency testing (i.e. WIDA) Experience with mainstream and EAL teacher collaboration and co-teaching Priority Given for Proficiency with instructional strategies, scaffolding, and differentiation for multilingual learners Candidates grounded in knowledge of content and pedagogy Skillful communicators familiar with a diverse community, proficient writing skills High degree of skill in using technology Strong organizational and time management skills Desired Skills/Programs: WiDA Framework (Standards and Assessment) Reader’s and Writer’s Workshop UFLi or other systematic phonics instruction Standards-based learning Understanding by Design Curriculum Unit Writing PowerSchool Rubicon Atlas SIOP Model Universal Design for Learning (UDL) Implementation of co-teaching models Key Areas of Responsibility Planning and Preparation Instructional and Curriculum Planning Use knowledge of content, students, pedagogy and resources to design coherent instruction Plan, revise, record and follow units that provide developmentally appropriate learning experiences Select instructional goals Gather data through assessments and analyze student work to provide a clear, rigorous, and relevant curriculum Serve as an advocate for multilingual learners with teachers, counselors, and administrators Co-plan for a collaborative, co-teaching model of in-class support The Classroom Class Management Create an environment of respect and rapport Establish a culture of learning Manage classroom procedures and maintain clear rules and procedures; establish routines for daily tasks and needs Manage student behavior and provide consistent and appropriate discipline Orchestrate smooth transitions and continuity of momentum Organize space and materials to provide effective instruction and a safe learning environment Collaborate with homeroom teachers using a variety of co-teaching models to support student achievement of EAL learning goals Pastoral Care Respond to students’ emotional and social needs Model interpersonal skills, respectful relationships and problem‐solving, in order to provide a safe learning environment Instruction Instruction Deliver developmentally appropriate learning experiences for students; Use a variety of questioning and discussion techniques to engage students in learning Provide differentiated support and instruction to ensure that students develop language skills needed to access content Provide timely and constructive feedback to students Implement best practice in instructional strategies for multilingual learners Assessment Assess student learning. Plan and administer a variety of appropriate diagnostic, formative and summative assessments Collaborate with mainstream teachers to analyze and use the data provided by the assessments to guide instruction Maintain records of data and services Professional Responsibilities Teams and Committees Concordia teachers embrace the opportunity to work within a Professional Community and learn from their peers. Attend and actively participate in divisional departmental/grade level meetings Collaborate with colleagues to examine assessment data and student work Parent Communication Provide timely, clear, and appropriate feedback on student performance and progress so that parents can effectively support and/or celebrate their child’s learning and development. Goals Set yearly goals; support team, divisional and school goals Collect and review data related to goals and Concordia competencies in order to improve planning and preparation, classroom management, instruction, or meeting professional responsibilities. Professional Development Participate in professional growth experiences such as courses, workshops, or conferences in order to improve planning and preparation, classroom management, instruction, and grow professionally.

Position Title: Elementary School Classroom Teacher Division: Elementary Supervisor: Division Principal Position Summary: In order to meet Concordia's expected student learning results (ESLRs) and grade-level expectations, the teacher carries out the following domains: Planning and Preparation, Classroom Management, Instruction, and Professional Responsibilities. General Expectations As a school grounded in the Christian faith, Concordia prioritizes candidates who are practicing Christians committed to engaging thoughtfully with questions of faith and spirituality. Successful candidates will demonstrate respect for diverse perspectives and a willingness to participate in meaningful conversations about faith and its role in our school community. Full-time teachers lead an after-school activity once per week throughout the year. On regular school days, all teachers are on campus between 7:30 AM and 3:30 PM, not including activities and meetings. Concordia Hanoi is committed to the safety of our community and students, and we are proud to be a school where child protection is our top priority. Successful candidates will be subject to rigorous background and child protection checks, satisfactory references, and proof of qualifications and identity. Requirements: Education Required: Bachelor’s Degree in Elementary Education Desired: Advanced degree or specialization training that supports the teaching role Experience Required: Minimum 3 years of successful teaching in a school setting. Desired: Experience in an international school Familiarity with the American educational system Experience with an ethnically diverse population Classroom experience with the age of the students assigned Experience providing oversight of a teaching assistant. Priority Given for Proficiency in differentiation, especially for EAL learners. Candidates grounded in knowledge of content and pedagogy. Collaborative professionals committed to lifelong learning. Skillful communicators familiar with a diverse community, proficient writing skills. High degree of skill in using technology. Strong organizational and time management skills. Desired Skills/Programs: Writer’s Workshop (Teachers College), Everyday Mathematics, UFLI Conscious Discipline Understanding by Design Curriculum Unit Writing Standards-Based Grading and Reporting PowerSchool Rubicon Atlas Common Core, NGSS, AERO Social Studies, ISTE Universal Design for Learning (UDL) frameworks Key Areas of Responsibility: Planning and Preparation Instructional and Curriculum Planning Use knowledge of content, students, pedagogy, and resources to design coherent instruction Plan, revise, record, and follow units that provide developmentally appropriate learning experiences Select instructional goals Gather data through assessments and analyze student work to provide a clear, rigorous, and relevant curriculum. Co-plan for a collaborative, co-teaching model of in-class support Apply Universal Design for Learning (UDL) frameworks to accommodate diverse learning styles. The Classroom Class Management Create an environment of respect and rapport Establish a culture of learning Manage classroom procedures and maintain clear rules and procedures; establish routines for daily tasks and needs Manage student behavior and provide consistent and appropriate discipline Orchestrate smooth transitions and continuity of momentum Organize space and materials to provide effective instruction and a safe learning environment. Pastoral Care Respond to students’ emotional and social needs Model interpersonal skills, respectful relationships, and problem‐solving in order to provide a safe learning environment. Instruction Instruction Deliver developmentally appropriate learning experiences for students; Use a variety of questioning and discussion techniques to engage students in learning Provide differentiated support and instruction to ensure that students develop understanding of content and apply skills. Provide timely and constructive feedback to students Implement best practice in instructional strategies. Assessment Assess student learning. Plan and administer a variety of appropriate diagnostic, formative, and summative assessments Analyze and use the data provided by the assessments to guide instruction. Professional Responsibilities: Teams and Committees Concordia teachers embrace the opportunity to work within a Professional Community and learn from their peers. Attend and actively participate in divisional departmental/grade-level meetings Collaborate with colleagues to examine assessment data and student work Parent Communication Provide timely, clear, and appropriate feedback on student performance and progress so that parents can effectively support and/or celebrate their child’s learning and development. Goals Set yearly goals; support team, divisional, and school goals Collect and review data related to goals and Concordia competencies in order to improve planning and preparation, classroom management, instruction, or meeting professional responsibilities. Professional Development Participate in professional growth experiences such as courses, workshops, or conferences in order to improve planning and preparation, classroom management, instruction, and grow professionally.