Opportunities

Below are listed the current opportunities available within the ISTA network.

MYP Drama Teacher (Part Time 0.5FTE)

Marymount International School, London, United Kingdom

Posted on: 15 Mar 2020

We are seeking a qualified, creative and committed teacher to join our Performing Arts Department on a part-time basis to teach Drama in our IB Middle Years Programme and to assist with the extra-curricular performing arts programme.

Essential Qualifications, Skills and Experience:
— Educated to Bachelor’s degree or international equivalent
— A teaching qualification (QTS or equivalent)
— Demonstrate creativity and an interest in diverse dramatic genres
— An ability to inspire and enthuse young practitioners
— Proven track record of maintaining high standards
— Fluent in both verbal and written English
— Experience of teaching in the IB MYP is preferred but not essential and knowledge of inquiry driven and concept-based pedagogical approaches is desirable.
— Experience of teaching in a secondary school is not essential.

Salary range is £18k to £25k per annum
This position is required for September 2020

Send to: hr@marymountlondon.com
Marymount International School, George Road, Kingston upon Thames, Surrey KT2 7PE
Closing date: 2nd April 2020

For more information please visit
https://www.marymountlondon.com/wp-content/uploads/2020/03/Part-Time-Drama-Teacher-12032020.pdf

Application forms are available from the school website: www.marymountlondon.com

Contact Email: hr@marymountlondon.com

Theatre Teacher and Choreographer

TASIS The American School in England

Posted on: 09 Mar 2020

General Responsibilities:
• 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.

Safeguarding Responsibilities:
● 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

Instruction:
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

Classroom Environment:
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

Professional Responsibilities:
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


Person Specification

Qualifications/Professional Bodies


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: sholmes@tasisengland.org

Upper School IB Theatre Teacher

International School of Luxembourg

Posted on: 06 Mar 2020

Our Mission

We ensure that everyone in our community becomes inspired, resilient and passionate about achieving what matters, anywhere in the world.

Our Key Drivers (+)
• Creating vivid learning experiences
• Generating more choice in what we learn
• Placing relationships at the heart of every day
• Redefining success
• Leading exceptionally

We are currently looking for an IB / Upper School Theatre Teacher: if our values resonate with you, take a closer look at our ad!

Brief description: A Teacher is a resource person for student and parents. The Teacher is expected to be aware of the philosophy, goals, objectives and policies of the school and to co-ordinate personal goals and objectives within this framework. This person will report to the School Principal.

Profile: (training, experience, skills and aptitudes necessary to do the job)

• Current teaching certificate or equivalent;
• Bachelor’s Degree or equivalent (MA preferred) in theatre/drama studies;
• Fluency in English (near native level);
• At least two years of successful experience teaching theatre with students in secondary school, teaching classes up to IB level included;
• Recent successful teaching in an International School setting;
• Familiarity and fluency with technology supported learning;
• Familiarity with and understanding of recent developments in theatre education for secondary school students;
• Experienced in working in a collaborative teaching situation;
• Technologically competent in basic resources and programmes (ex: Atlas Rubicon, Office 365 preferred);
• Understanding of and experience with teaching students who are English Language Learners.

Job posting link: https://vacancies.islux.lu/jobs/vacancy/upper-school-ib-theatre-teacher-0129/147/description/