Substitute Teacher (Daily on call position)

Job Summary

We are calling on people who are interested in working as Teacher at Elementary School on ad hoc basis to be called in for substituting. Being a substitute at Western Academy of Beijing is a great way to lead to permanent employment. You will learn to know the job, the colleagues and the students, and we will learn to know you.

Candidates must be in Beijing, have a flexible schedule, have excellent English communication skills, and hold a college or university degree. Pertinent teaching/work experience would be highly advantageous.

Requirements

Position: Homeroom Teachers

School Section: Elementary

School Period of Appointment:

Role Description / Working Relationships

The homeroom teacher is responsible to the Grade Level Leader and the ES Administration for the teaching and learning program at that grade level. The homeroom teacher is expected to work as part of a multiple teacher homeroom team in addition to working with various student support teachers to provide a consistent, inclusive and relevant learning program for their students. The homeroom teacher is expected to work closely with the grade level team to collaborative on long range and unit planners. The homeroom teacher must use an inquiry-based approach and differentiate learning opportunities through various strategies. The homeroom teacher is expected to keep parents informed and attend parent teacher conferences, as required. The homeroom teacher is expected to contribute to the extra curricula activities of the school and be involved in school development.

Person Specifications

The successful applicant is expected to have the following skills, abilities, knowledge and experience:

1. Personal Skills and Abilities

• Ability to establish effective working relationships with staff, students and parents
• Ability to communicate both orally and written taking into account EAL community members
• Skills in working with a range of students of different abilities and backgrounds
• Skills in inquiry based learning
• Ability to integrate ICT across the curriculum

2. Knowledge

• A sound understanding of contemporary teaching and learning theories and practice in education
• A sound understanding of collaborative planning
• A sound understanding of differentiation
• An understanding of how students learn through guided inquiry
• An understanding of the Reggio Emilia philosophy

3. Experience

• At least five year’s successful experience as a homeroom teacher
• Experience working with ESOL students preferred
• PYP experience preferred

4. Qualifications

• Completed Introductory PYP course preferred
• Completed First Steps Course/s preferred – Reading, Writing and / or Spelling
• Teaching Qualification

Performance Standards

1. Teaching Methodology

• Demonstrates the ability to prepare and plan effectively.
• Uses appropriate assessment and reporting procedures
• Demonstrates effective teaching methodologies through a range of appropriate strategies and techniques
• Demonstrates flexibility and responsiveness
• Delivers relevant curriculum content
• Uses appropriate technology and resources
• Reflects on teaching with a view to improvement

2. Motivation of Students

• Recognizes and supports diversity among individuals and groups
• Engages students in learning
• Establishes high expectations that value and promote learning

3. Communication and Relationships

• Fosters relationships between school and community
• Establishes and maintain good communication processes with colleagues and management
• Develops and maintains clear descriptive communications with the community through the reporting system
• Fosters respect, credibility and competence with colleagues and school community

4. Classroom Management

• Manages student behaviour
• Organises a safe physical environment
• Creates an environment of respect and understanding
• Creates a challenging and stimulating learning environment

5. Contribution to Wider School Activities

Contributes to activities which enhance the life of the school community

6. Professional Knowledge

• Demonstrates knowledge of relevant curriculum, and of contemporary teaching and learning and assessment theory
• Identifies own professional development needs and takes action to upgrade professional knowledge
• Demonstrates an ongoing developing knowledge of the host country

7. School development

Implements required school-wide goals