ES PYP Homeroom Teacher

Job Summary

We are looking for enthusiastic and inspiring teachers who truly enjoy working with Upper elementary aged children.

The Elementary School homeroom teacher is expected to work as part of a five teachers’ homeroom team and with various support services – EAL, Learning Support, Gifted and Counseling to provide a consistent, inclusive and relevant learning programs for their class. The homeroom teacher is expected to work closely with the grade level team, planning together and attending collaborative planning sessions with grade level members and single subject teachers. The homeroom teacher must use an inquiry-based approach and differentiate through various strategies, thus experience with PYP or other inquiry based curriculum is considered as a great advantage.

The homeroom teacher is responsible to the Grade Level Leader for the teaching and learning program, assessment and reporting at that grade level.

The successful candidate works and communicates well with parents, colleagues and students in various learning situations. Keeping parents informed and attending in parent teacher conferences, as required, is expected.

The homeroom teacher is expected to contribute to the extra curricula activities of the school and be involved in school development through different committee work and school section meetings.

The initial contract is offered for two years subject to renewal. Further details can be found in the below Job Description. Please apply by clicking “Apply” and submitting all the required documentation.

Requirements

Position:   Homeroom Teachers
School Section: Elementary School

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-curricular 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 student’s learn through guided inquiry
• An understanding of the Reggio Emilia philosophy

3.  Experience

• At least five years of successful experience as a homeroom teacher
• Experience working with ESOL students preferredPYP 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 behavior
• Organizes 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 implements required school-wide goals

7. School development

• Implements required school-wide goals