I'M RICHARD
KAONDO
IB DP MYP EDUCATOR
Imagination is everything, it is a preview to life's coming attractions.
Albert Einstain
CONTENTS
1. ABOUT ME
2. EDUCATION BACKGROUND
3. EDUCATIONAL PHILOSOPHY
4. SKILLS AND COMPETENCES
5. PROFESSIONAL DEVELOPMENT
6. PBL AND SERVICE LEARNING
7. EXPERIENCE
8. CONTACTS
ABOUT ME
I am a vibrant and dedicated Science and Mathematics teacher with extensive experience teaching in international schools. I enjoy collaborating with colleagues and engaging with learners from diverse backgrounds, as I believe that meaningful interactions across cultures enrich both personal and professional growth. I value cultural diversity and embrace every opportunity to learn from people with different perspectives and experiences.
I believe that every day presents a new opportunity to learn, grow, and inspire others. As a passionate educator, I am committed to creating engaging and meaningful learning experiences that empower students to become curious, reflective, and lifelong learners. I strongly advocate for service learning and project-based learning, as these approaches encourage students to apply their knowledge to real-world contexts, develop critical thinking and collaboration skills, and make a positive impact within their communities.
If this is intended for an IB portfolio or professional profile, I can also tailor it to emphasize the IB Learner Profile, Approaches to Learning (ATL), and international-mindedness.
SKILLS AND COMPETENCES
-
IB MYP Science Curriculum Planning: Skilled in designing concept-driven, inquiry-based units and lessons aligned with MYP objectives, key and related concepts, global contexts, and interdisciplinary learning.
-
Inquiry-Based Science Teaching: Strong ability to facilitate student-led inquiry, scientific investigation, critical thinking, problem-solving, and evidence-based reasoning through authentic and meaningful learning experiences.
-
Project-Based Learning (PBL): Experienced in designing and facilitating authentic, interdisciplinary projects that connect scientific concepts to real-world challenges, enabling students to investigate problems, develop solutions, collaborate, and communicate their findings.
-
Service Learning: Competent in connecting classroom learning with meaningful community service experiences, helping students apply scientific knowledge to address environmental, social, and community challenges while developing empathy, responsibility, and a sense of global citizenship.
-
Student Agency and Voice: Skilled in creating opportunities for students to exercise voice, choice, and ownership of their learning through inquiry questions, project design, collaborative decision-making, reflection, and student-led investigations.
-
Approaches to Teaching and Learning (ATL): Effective in developing students' communication, collaboration, research, self-management, and thinking skills through purposeful classroom activities and project-based experiences.
-
Assessment for Learning: Proficient in designing formative and summative assessments that provide meaningful feedback and measure students' conceptual understanding, scientific skills, application of knowledge, and ability to reflect on their learning.
-
Differentiated and Inclusive Instruction: Skilled in adapting learning experiences, resources, assessment strategies, and instructional approaches to accommodate diverse learning needs, abilities, interests, and learning preferences.
-
Scientific Practical and Experimental Skills: Competent in planning and facilitating laboratory investigations, data collection and analysis, experimental design, evaluation of evidence, and safe laboratory practices.
-
Real-World and Interdisciplinary Learning: Experienced in connecting scientific concepts to contemporary global issues such as climate change, environmental sustainability, pollution, energy, biodiversity, and public health.
-
Technology-Enhanced Learning: Able to integrate digital tools, online research, collaborative platforms, simulations, multimedia resources, and responsible use of AI to enhance inquiry, collaboration, creativity, and scientific learning.
-
Collaboration and Professional Learning Communities: Strong collaborative skills in working with teachers, students, school leadership, and wider learning communities to develop curriculum, share resources, moderate assessment, and strengthen professional practice.
-
Reflection and Continuous Professional Development: Committed to reflective teaching practice and continuous professional growth through professional learning communities, workshops, online courses, collaborative inquiry, and engagement with contemporary pedagogical approaches.
-
Environmental and Global Citizenship Education: Passionate about developing environmentally responsible learners who understand the relationship between scientific knowledge, sustainability, community development, and global challenges.
-
Communication and Mentoring: Effective communicator and mentor who supports students in developing confidence, scientific literacy, leadership, collaboration, and lifelong learning skills.
educational philosophy
I am a dedicated and experienced science educator who is committed to excellence in every aspect of my teaching profession. Throughout my career, I have embraced the belief that education is a dynamic and transformative journey, both for students and educators. I view change not as a challenge to be resisted, but as an essential driver of growth, innovation, and continuous improvement. As the world evolves, so too must our approaches to teaching and learning.
As an international educator, I believe that every learner has the capacity to succeed when they are empowered with the skills to learn independently, think critically, and adapt to new challenges. My role extends beyond delivering scientific content; I strive to cultivate curiosity, resilience, creativity, and a lifelong passion for learning. I believe that education should equip students with the knowledge, skills, and dispositions necessary to thrive in an increasingly interconnected and rapidly changing world.
I firmly believe that modern curricula must remain relevant by embracing technological advancements and preparing students for the realities of the twenty-first century. Purposeful integration of technology enhances inquiry, collaboration, problem-solving, and personalized learning experiences. When used ethically and meaningfully, digital tools empower students to become active participants in constructing their own understanding rather than passive recipients of information.
Collaboration lies at the heart of meaningful education. I believe that learning flourishes when students, educators, families, and the wider community work together toward shared goals. In the classroom, collaborative learning fosters communication, empathy, leadership, and respect for diverse perspectives. Likewise, professional collaboration among educators strengthens instructional practice through shared reflection, continuous learning, and collective responsibility for student success.
My teaching philosophy is grounded in creating an inclusive, learner-centred environment where every student feels valued, challenged, and inspired to achieve their full potential. I encourage inquiry, experimentation, and reflective thinking, recognizing that mistakes are valuable opportunities for growth. Ultimately, my goal is to nurture scientifically literate, compassionate, and globally minded individuals who are equipped not only with academic knowledge but also with the confidence and character to make meaningful contributions to their communities and the world.
This version is suitable for a teaching portfolio, international school application, or professional profile. If you are applying to an International Baccalaureate (IB) school, I can also tailor it to explicitly reflect IB principles such as inquiry-based learning, the Learner Profile, Approaches to Learning (ATL), international-mindedness, and student agency.
PROFESSIONAL DEVELOPMENT
Over the past several years, I have intentionally invested in my professional growth through workshops, Professional Learning Communities (PLCs), and online professional development courses. I firmly believe that effective educators are lifelong learners who continuously refine their knowledge, skills, and instructional practices to meet the evolving needs of students. This commitment to continuous learning has enabled me to remain current with innovative pedagogical approaches, educational research, and best practices in teaching and learning.
In 2025 and 2026 alone, I successfully completed at least six online professional development courses. As an educator in a Christian international school, I completed four professional development courses offered by the Association of Christian Schools International (ACSI), which strengthened my understanding of Christian education, biblical worldview integration, and holistic student development. In addition, I completed three pedagogical courses through Moreland University, enhancing my expertise in instructional design, student engagement, and evidence-based teaching strategies.
To further strengthen my instructional practice, I also completed an Introduction to Project-Based Learning course offered by Thought Stretchers in the United States. This training deepened my understanding of designing authentic, inquiry-driven learning experiences that empower students to develop critical thinking, collaboration, creativity, and problem-solving skills while engaging with meaningful real-world issues.
The certificates attached below provide evidence of my ongoing commitment to professional learning and demonstrate my dedication to maintaining high standards of teaching excellence through continuous professional development.
This version is suitable for a teaching portfolio, IB application, or professional profile. If you are using it for an IB portfolio, I can also align it more closely with the IB philosophy by explicitly linking these professional development experiences to the IB Learner Profile, Approaches to Teaching (ATT), and Approaches to Learning (ATL).
EDUCATION
-
2026 – IB MYP Science Certificate, University of Windsor, Canada
-
2025 – Master of Education in Educational Policy, Leadership and Management, LUANAR, Malawi
-
2010 – Bachelor of Education (Science), University of Malawi, Malawi
-
2005 – Malawi School Certificate of Education, Dedza Secondary School, Malawi
project based learning
As a middle school science teacher, I collaborate with fellow educators to design and facilitate inquiry-based group projects that are undertaken during the third term of the academic year. These projects encourage students to investigate real-world scientific questions, apply their knowledge creatively, and develop essential skills such as collaboration, communication, critical thinking, and problem-solving.
The projects culminate in the Middle School Science Fair, where students showcase their investigations, models, experiments, and innovative solutions to peers, teachers, parents, and members of the wider school community. This exhibition provides students with an authentic platform to communicate their learning, defend their ideas, and celebrate their achievements while receiving constructive feedback from their audience.
Each project is assessed using clearly defined criteria that evaluate both the learning process and the final product, including scientific understanding, inquiry skills, creativity, teamwork, and presentation. The project grade contributes to the students' final science grade in the grade book, emphasizing the importance of sustained inquiry, collaboration, and the practical application of scientific concepts. Through this experience, students not only deepen their scientific knowledge but also build confidence, independence, and a greater appreciation for learning beyond the classroom.
PBL in Government schools in botswana
One of the most meaningful experiences in my teaching career was participating in an annual outreach programme while teaching in Botswana. I was selected as part of a team of educators who visited under-resourced schools located in the remote rural settlements of the Kalahari Desert. The purpose of the initiative was to expand educational opportunities for learners who had limited access to quality science resources and practical learning experiences.
Our team identified partner schools, assessed their learning needs, and carefully designed hands-on projects and science activities for students to complete during our visits. Recognizing that many of these schools lacked basic laboratory equipment and materials for scientific experimentation, we transported all the necessary resources ourselves. This enabled students to engage in practical investigations that would otherwise have been impossible in their school settings. Through these interactive activities, students developed scientific inquiry skills, critical thinking, collaboration, and problem-solving abilities while experiencing the excitement of learning science through experimentation.
I regard this initiative as an excellent example of both service learning and project-based learning. It demonstrated how meaningful community engagement can be integrated with authentic learning experiences that address real educational needs. Beyond supporting students' academic development, the project fostered empathy, social responsibility, teamwork, and a commitment to educational equity among both teachers and learners. Participating in this programme reinforced my belief that education should extend beyond the classroom and that educators have a responsibility to use their knowledge and skills to make a positive impact on underserved communities.
This version is suitable for an international teaching portfolio or an IB application because it emphasizes community engagement, inquiry, collaboration, authentic learning, and educational equity.
SERVICE LEARNING
During our annual Service Learning Week, every teacher is assigned to a service-learning group that participates in meaningful community engagement either on campus or at an off-campus location. This initiative provides an opportunity for educators to model compassion, empathy, and active citizenship while making a positive impact in the lives of others.
In 2024, I had the privilege of serving at Tumaini La Maisha (Hope for Life), a pediatric cancer center in Tanzania. Together with my team, we prepared nutritious smoothies and other meals for children undergoing chemotherapy. It was a deeply humbling experience that highlighted the importance of kindness, service, and supporting families during some of their most challenging moments. The experience reinforced my belief that education extends beyond the classroom and includes nurturing empathy and social responsibility.
In 2026, I participated in another service-learning initiative at a Salvation Army center in Tanzania, where we served children living with disabilities and albinism. We spent time interacting with the children, supporting their daily activities, and demonstrating care and inclusion. This experience strengthened my understanding of the value of dignity, equity, and respect for every individual, regardless of their circumstances. Both service-learning experiences have profoundly influenced my personal and professional growth, inspiring me to foster these same values in my students through authentic, community-centered learning opportunities.
Experience
2020-2023
2023-2026
MOUNT SINAI INTERNATIONAL SCHOOL
HAVEN OF PEACE ACADEMY
-
Design and develop engaging, inquiry-based units and lesson plans for Middle School Science and Advanced Level Chemistry, aligned with curriculum standards and best pedagogical practices.
-
Mentor and support middle school and Advanced Level students, fostering academic excellence, personal growth, and the development of critical thinking and problem-solving skills.
-
Plan and facilitate authentic, interdisciplinary, and project-based learning experiences that promote student agency, collaboration, creativity, and real-world application of scientific concepts.
-
Contribute to curriculum development by designing and refining the school science syllabus to ensure coherence, rigor, and alignment with institutional learning goals.
-
Actively participate in Professional Learning Communities (PLCs) by collaborating with colleagues to share best practices, analyze student learning, develop instructional strategies, and promote continuous professional improvement.
-
Designing and implementing daily lesson plans for MYP and Advanced Level Science and Mathematics, aligned with curriculum standards and student learning needs.
-
Coaching badminton and supporting the development of school athletes through training, mentorship, teamwork, and competitive preparation.
-
Serving as Patron of the Environment Club, guiding students in environmental awareness, sustainability initiatives, and community-based environmental projects.
-
Invigilating examinations and ensuring the secure, fair, and efficient administration of internal and external assessments.
-
Developing examination timetables and coordinating assessment schedules to ensure smooth and effective examination administration.
2015-2020
GABORONE INTERNATIONAL SCHOOL
-
Planning and developing comprehensive units and lesson plans for Middle and High School Chemistry, Biology, and Physics, aligned with curriculum standards and diverse student learning needs.
-
Preparing and coordinating examination and test timetables to ensure efficient and well-organized assessment processes.
-
Contributing to the development and strengthening of Professional Learning Communities (PLCs) through collaborative planning, resource sharing, peer learning, and reflective professional practice.
-
Coaching and mentoring badminton athletes, supporting their technical development, teamwork, discipline, confidence, and preparation for inter-school competitions.
