Head of Wellbeing and Career Excellence for Footprints International School (FIS)
| For : | Cambodian Only |
| Categories : | Educate/Train/Teaching, Exec. / Management, Health / Medical - Psychology, Social Work |
| Schedule : | Full time job |
| Sex : | Male, Female |
| Language : | Khmer |
| Location : | Phnom Penh |
| Hiring : | 1 Position |
| Closing Date : | 30th December 2025 |
| Salary : |
Negotiable
|
| Experience : | Minimum 7 years |
| Degree : | Master |
Eduinvest International Co. Ltd. school community [FIS and CARE] considers innovative approaches of teaching and learning the centric methodology to gear students’ education towards the schoolwide learner outcomes (SLOs).
It shall support the students in developing a growth mindset that leads to habits of lifelong learning on the one hand and on the other hand, instils a global mindset through which the students adopt 21st-century skills and healthy and sustainable living practices.
Creativity shall be fostered through an emphasis on an integrative and experiential learning approach to Sciences, Technology, Engineering, the Arts and Mathematics (STEAM).
Community Engaged Learning in the context of the importance of the Khmer Language and Culture for the FIS families is one key initiative to ensure that learning is authentic and locally relevant.
Another key initiative, “fostering a love for reading”, addresses critical learner needs identified in the areas of literacy, in particular for younger learners.
The holistic approach of these educational anchors at Footprints International School is embedded in the school’s vision, mission and values. It supports the student’s achievement of the schoolwide learner outcomes (SLOs), Cambridge learner attributes and the academic standards of the Cambridge international curriculum.
Our core values are compassion, determination and responsibility.
FIS is seeking a dynamic and experienced professional for the following position:
- Cultivating and Nourishing the Whole-School Strategic Support System
- Strategic leadership and governance visionary
- Provide recommendations on directions for the CWCE through evidence-informed planning, alignment with whole-school priorities, and active participation in leadership and governance structures. Ensure wellbeing, SEL, and student support systems are integrated into school-wide strategies and decision-making.
- Policy development and culture-building
- Lead the creation, review, implementation and continuous reflection of policies related to wellbeing, restorative practice, and SEL. Promote a school culture that prioritises compassion, psychological safety, and responsible behaviour through consistent messaging and modelling.
- Cross-department coordination and programme oversight
- Coordinate wellbeing initiatives, SEL programmes, and student support processes across departments to ensure cohesion, consistency, and clarity of roles. Monitor programme effectiveness, address gaps, and support teams in delivering aligned and high-quality interventions.
- Clinical supervision and staff wellbeing support
- Provide professional supervision and case consultation to counsellors. Support staff wellbeing through structured check-ins, reflective practice, and collaboration with HR and senior leadership to strengthen systemic wellbeing initiatives.
- Parent and community engagement
- Serve as a key point of contact for parent-facing wellbeing matters. Facilitate workshops, focus groups, and meetings that empower parents to partner in the wellbeing of their children. Engage external professionals and community organisations when specialised support is needed.
- Professional development and capacity-building
- Lead or organise training in wellbeing, SEL, restorative practices, and mental health literacy to upskill teachers, administrators, and support staff. Identify professional learning needs, design development plans, and ensure staff are equipped to support a holistic wellbeing approach.
- Building Relationships and Developing People
- Foster cross-departmental collaboration and maintain clear, transparent communication.
- Provide supervision and professional guidance to counsellors.
- Coordinate and deliver wellbeing and SEL training to strengthen staff capacity.
- Build positive, supportive relationships with parents through workshops and meetings.
- Engage collaboratively with students, staff, and parents to promote a wellbeing-focused culture.
- Developing Systems and Resources to Support Desired Outcomes
- Develop, refine, and implement school-wide wellbeing policies, protocols, and frameworks.
- Coordinate and oversee all CWCE support services, ensuring systems are aligned, efficient, and responsive to community needs.
- Implement and monitor the use of wellbeing data platforms to inform planning, interventions, and evaluation.
- Conduct needs assessments and analyse wellbeing data to guide strategic decision-making and resource allocation.
- Building Teams and Supporting Accountability
- Provide professional supervision, guidance, and support to counsellors to ensure high-quality service delivery.
- Coordinate cross-functional collaboration with teams such as CARE, and external service providers.
- Lead and chair key meetings to ensure clarity, shared understanding, and consistent follow-through.
- Strengthen communication and alignment across staff, parents, and external professionals involved in student support.
- Ensure team roles, expectations, and follow-up actions are clearly communicated and monitored.
- Leadership and representation
- Provide strategic direction and leadership for the CWCE to ensure effective wellbeing and support services.
- Represent the CWCE at management and board levels, ensuring alignment with whole-school priorities.
- Chair key committees and parent-facing groups to support transparent communication and collaborative decision-making.
- Act as the lead representative for wellbeing, SEL, and support services when engaging with internal and external stakeholders.
- Advocate for student and staff wellbeing across the school community through informed leadership and coordinated action.
- Master's Degree in Counselling, Psychology, Social Work, Educational Psychology or related field
- leadership experience for 3 years
- Professional counselling/psychology certification or registration (preferred)
- 5–7 years counselling or wellbeing experience
- Experience in schools or educational settings strongly preferred
For more information, please visit the link below:
International Primary Programme Grade 3 TeacherECP Early Years TeacherIf you wish to apply for this position, please send your CV and cover letter to email provided in the contact details with Specific Position in the subject line.
Your application must include the following:
- An up-to-date resume with a current ID photo
- A copy of passport/ID
- A copy of the Cambodian Visa when applied within the country
- Educational degree and certificates
- Three professional references from direct supervisors; and
Due to the high number of applications received, we can only respond to shortlisted applications.
Thanks, From Khmer Online Jobs Team
| Company : | Footprints International School (FIS) |
| Contact Name : | Footprints International School |
| Email : | hr@footprintsschool.edu.kh |
| Address : | No. 84, Street 135, Sangkat Tuol Tumpung Ti Muoy, Khan Chamkar Mon, Phnom Penh, Cambodia |
| Website : |
http://www.footprintsschool.edu.kh |
