Teacher

JOB PURPOSE

A teacher aspires to teach in a manner and at a level, which is in accordance with the school's published Principles of professional practice for teachers at Taylor's International School

Taylor's International School expects that all members of staff must:

• Place the well being and learning of students at the centre of their professional practice.
• Have high expectations for all students, be committed to addressing underachievement, and work to help students progress regardless of their background and personal circumstances.
• Treat students fairly and with respect, take their knowledge, views, opinions and feelings seriously, and value diversity and individuality.
• Model the characteristics they are trying to inspire in students, including enthusiasm for learning, a spirit of enquiry, honesty, tolerance, social responsibility, patience, and a genuine concern for other people.
• Respond sensitively to the differences in the home backgrounds and circumstances of students, recognizing the key role that parents and play in students education.
• Seek to work in partnership with parents, respecting their views and promoting understanding and cooperation to support the young person's learning and wellbeing in and out of school.
• Reflect on their own practice, develop their skills, knowledge and expertise, and adapt appropriately to learn with and from colleagues.

KEY RESULT AREAS / RESPONSIBILITIES

Main tasks

In accordance with school's policies, the teacher will:

Teaching

• Plan and prepare programmes of study, schemes of work, and lesson plans as required for the courses the teacher is responsible for.

• Teach with consistent effectiveness the students in her/his classes, taking full account of all students individual educational needs.
• Making full use of ICT and the new technologies to enhance the quality of teaching and learning for all students.
• Set and mark work to be carried out by the students in school, at home and elsewhere as appropriate.

• Promote the intellectual, moral, cultural, physical and personal abilities and aptitudes of the students in her/his classes and provide guidance and advice to students on educational and relevant social and other matters.
• Planning lessons taking full account of students individual learning needs, as well as their individual learning styles, preferences and capabilities.
• Maintaining excellent professional relationships with colleagues by making a wider professional contribution to the continuing improvement of the school.
• Advise and co-operate with the Principal and other colleagues on the preparation and development of courses of study, teaching materials, and teaching schemes, methods of teaching and assessment and pastoral arrangements.

• Take responsibility for specific subjects.
• Assess, record and report on the development, progress and attainment of the students in her/his classes.
• Provide or contribute to oral and written assessments, reports and references relating to individual students or groups of students.

Professional review and development

• Keep under review her/his methods of teaching and programmes of work.
• Engage with relevant communities of practice in order to remain up-to-date with current professional developments relevant to the subject/year group.
• Participate in arrangements for her/his further training and professional development as a teacher.
• Participate in arrangements for the review of her/his own professional performance and that of other teachers.

Pastoral duties

• Act as a Form Tutor or Class Teacher and in this capacity be the key member of staff for the provision of pastoral support for each and every member of the tutor group or class, including such functions as:

• Carrying out daily administration tasks.
• Monitoring individual students progress and well being.
• Providing students with day-to-day support and guidance as necessary.
• Holding regular one-to-one discussions with members of the tutor group or class.
• Discussing students needs and progress with the Head of Year and other key staff.
• Attend and support school events as an active member of the pastoral staff team.

General professional duties

• Contribute positively to the overall life of the school.
• Support school activities and functions.
• Maintain good order and discipline among students and safeguard their health and safety both when they are authorized to be on the school premises and when they are engaged in authorized school activities elsewhere.

• Participate in meetings, which relate to curriculum matters or the administration or organization of the school, including pastoral elements.
• Communicate and consult with the parents of her/his students, or others who have a legitimate interest in the students in her/his classes.
• Communicate and co-operate with persons or bodies outside the school as required by the Principal.
• Participate in meetings arranged for any of the purposes described above.
• Participate in administration and organizational tasks related to such duties as are described above, including the direction or supervision of persons providing support for the teachers in the school.

• Attend assemblies and other such collective school events, register the attendance of students and supervise students, whether these duties are to be performed before, during or after school sessions.
• Take such part as may be required in the review, development and management of activities relating to the curriculum, organization and pastoral functions of the school.

• Supervise and so far as is reasonable and practicable teach any students whose teacher is not available to teach them.
• Carry out particular professional duties as may reasonably be assigned by the Principal.

JOB REQUIREMENTS

• Possess a Bachelor's Degree, Post Graduate Diploma, or Professional Degree in Education, Mandarin Language, or a related field.
• A minimum of 2 years of experience teaching Mandarin, ideally in an Early Years or Primary school setting.
• Prior experience in an international school environment is highly preferred.
• Proficiency in using differentiated instruction techniques and integrating technology to support language acquisition.
• Able to commence work in January 2025.