• Deliver lessons to mixed ability classes, no larger than 16 students per class and 4 to 5 sections of teaching (fulfilling “The Teacher Professional Standards” outlined below);
• Differentiate tasks and work to suit the needs of individual students;
• Team teach with another Upper School teacher in the department;
• Plan, prepare, set class and homework assignments and tests;
• Act pastorally in an advisory capacity to a group of about 6 – 8 students, usually of the same grade;
• Attend departments meetings, student meetings, faculty meetings and parent/teacher conferences;
• Participate in Curriculum Development, Professional Development and Safeguarding meetings;
• Calculate and assign grades and written comments for students;
• Responsible for directing a main stage production each year;
• Supervise 1 study hall or lunch-time supervision across campus per week;
• Supervise an after school extra-curricular activity two days per week.
● To know the identity of the School’s Designated Safeguarding Lead and Deputy;
● Proactively be alert to indicators of potential safeguarding issues and report these immediately in accordance with the school’s procedure;
● Be aware of the School’s Safeguarding Policy and to follow its requirements;
● Attend training relating to Safeguarding of Children;
● Engage in safe practice and professional conduct to safeguard children to mitigate against the potential for misunderstandings or situations being misconstrued;
● Create safe and secure learning environments.
The School is fully committed to safeguarding the welfare of children and young people and expects the same from its employees. Applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and the Disclosure and Barring Service.
We will ensure that all our recruitment and selection practices reflect this commitment. All successful candidates will be subject to enhanced Disclosure and Barring Service checks along with other relevant pre-employment checks, including checks with past employer.
The Teacher Professional Standards
Planning and Preparation:
● Designs and administers authentic and meaningful student assessments, analyzes student performance and growth data, and uses the data to improve instruction
● Collaboratively creates and implements effective and rigorous standards-based units of instruction, consisting of well-structured lessons with measurable outcome
● Uses differentiated instruction in planning and delivery of lessons
● Develops clear criteria for learning outcomes and shares these with students
● Provides choice in the class with regard to assessments, topics, etc.
● Demonstrates knowledge of previously learned material and resources
● Demonstrates a clear understanding of individual learning needs and provides evidence of accommodations within each lesson, most notably for LRC, EAL, and highly able students
● Designs coherent instruction incorporating a variety of instructional strategies,
● Explores and adopts technology solutions that will enhance student learning
● Embraces a growth mindset and a belief in each student’s ability to learn, grow, and flourish
● Promotes the learning and growth of all students by providing high quality, coherent, standards-based instruction
● Sets clear instructional goals, and provides exemplars, rubrics, and guided practice to meet standards
● Provides timely, meaningful feedback for students to increase motivation and build on existing knowledge
● Checks for understanding both within and after lessons and adjusts instructional delivery when needed
● Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability.
● Develops students’ interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.
● Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with learning differences, English language learners, and highly able students.
● Provides opportunities for students to be authentic researchers
● Provides opportunities for students to own their investigations and learning
● Engages students in multiple effective teaching and learning strategies
● Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges.
● Uses assessment data to drive instructional decisions
● Creates and maintains a safe and collaborative learning environment that values respect, tolerance, diversity, and equality
● Manages classroom procedures and transitions
● Manages student behavior effectively and sensitively
● Listens thoughtfully, respectfully, and responsively to individual learners
● Nurtures intellectual curiosity
● Establishes a culture of learning, inquiry, and critical thinking
● Motivates students to take risks, challenge themselves, and claim ownership of their learning.
● Supports authentic student leadership roles and encourages collaboration among students
● Motivates students to persist in the face of challenges by communicating a belief in their ability to achieve and work hard
● Fosters independence
● Emboldens personal responsibility
● Encourages students to reflect upon learning and builds this reflection into the lesson
● Supports students in setting and monitoring attainable goals
● Challenges students how to be globally competent and internationally minded
● Commits fully to school life outside the classroom, including but not limited to the residential program, advisor program, after school activities, and sports
● Assists the Head of School through words and actions to help the School realize its Mission
● Consistently contributes relevant ideas and expertise to planning and decision making at the school, section, department, and/or grade level
● Maintains accurate, timely, and up-to-date records in regards to students learning and non-instructional duties
● Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness
● Maintains appropriate confidentiality
● Committed to safeguarding the welfare of children and young people
● Reinforces the School’s rules, and policies
● Contributes to a healthy learning and supportive community with teaching and non-teaching colleagues by sharing knowledge, resources, and insights openly and energetically
● Engages in positive relationships where civility, trust, and respect are consistent guides
● Participates in teaming, coaching, and classroom observations to model and give feedback to colleagues
● Contributes collaboratively to the growth and development of the curriculum
● Regularly uses two-way communication with families about student performance and learning and responds promptly and professionally to communications from families
● Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values
Interested candidates can submit their CV in the first instance to Sally Holmes, Head of Human Resources.
Contact Name: Sally Holmes - Head of Human Resources
Contact Email: email@example.com