JOB DESCRIPTION TEACHER Report to: Head of Section Purpose All EIS teachers should display motivation, life-long learner attributes, and excellent interpersonal skills as they meet the challenges of educating students from diverse international and host country backgrounds. The classroom environment should be well planned and organized, be stimulating, and engaging, providing high quality instruction and learning, underpinned by the ability to deliver inquirybased, transdisciplinary units, where applicable, across the three IB programmes. All teachers need to work collaboratively with others in their section, and across sections, and liaise effectively with the IB Coordinators, in the development implementation and review of the curriculum, assessment and reporting. Teaching and Learning EIS teachers embrace and exhibith the school’s Guiding Statements, in particular its Learning Principles. EIS has clearly articulated learning principles designed to support effective teaching and learning. They are informed largely by the research of John Hattie (Visible Learning) and Robert Marzano (Classroom instruction that Works 2001 and Awaken the Learner 2014). EIS students enjoy a teaching and learning environment where they feel safe, secure and cared for ●
so we create an educational environment that is nurturing and respectful.
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so students are provided with a learning culture where they feel safe to work hard, succeed, take risks and make mistakes.
EIS students understand the purpose of their learning ●
so learners must be set clear goals and learn to set clear goals for themselves.
EIS students learn by building on prior knowledge ●
so our teaching connects new learning with previous experience and understanding.
EIS students learn to listen, talk and interact ●
so they are given the opportunity to engage with various other individuals and groups.
Students at EIS construct meaning by making connections between knowledge, experience and
concepts ●
so student learning needs to be in context and is organized around, core concepts.
EIS students are challenged appropriately ●
so they are provided with opportunities to learn that align with their individual needs and their developmental stage.
EIS students receive timely and targeted feedback ●
so ongoing assessment should be regular, strategic and informative enough to give students direction in how they can develop and enhance their skills.
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so students are given feedback that is linked directly to rubrics.
EIS students are encouraged to engage in meaningful and intentional practice ●
so they should be given time, space and frequent constructive opportunities to practice what they learn so as to deepen their understanding and knowledge of what is taught.
EIS students are set high expectations and explicit criteria for all assignments ●
so that they can understand how to improve, and grow in confidence and preparedness to tackle challenging tasks.
EIS students take initiative for their learning ●
so require learning and teaching experiences designed to allow for student choice and selfregulation.
EIS students think and act upon their learning ●
so our students need to be given time and opportunities to develop planning, monitoring and reflective skills in order to make adjustments to their learning.
International School Teacher Standards EIS is a member of the Principals Training Center for International Educators and subscribes to the following standards of excellence: The international teacher consistently demonstrates an exceptional ability to: ●
Effectively apply the most up-to-date, research-based strategies to address the needs of diverse learners.
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Model the skills and attitudes of a global citizen, including: cultural sensitivity, positive attitude, and other-centeredness.
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Support learning in a culture of transition and mobility.
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Collaborate positively with all members of the international school community (student, colleagues, parents, leaders).
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Meet the learning needs of non-native speakers of English in the mainstream classroom.
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Skillfully and positively contribute to the curriculum development and monitoring processes.
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Ensure that his/her work results in acceptable and measurable student progress.
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Use the student assessment process to improve learning and teaching.
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Think systematically, reflect on, and learn from practice.
Essential Expectations The EIS teacher: ●
Ensures an appropriate learning environment and instructional programme in line with the school’s philosophy and the requirements of IBPYP/ IBMYP/ IBDP underpinned by the IB Learner Profile.
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Is responsible for the growth and development of each individual student taught in accordance with the philosophy of the school.
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Establishes clear expectations for each student’s academic, physical and social development, communicating openly and effectively with parents.
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Recognises individual student's needs, differentiates and groups for instruction assignments and assessment accordingly.
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Sets and encourages high standards for each student’s effort, achievement and behaviour with an expectation of excellence.
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Maintains current and effective records of each student’s progress, and development, focusing on guiding them to develop sound approaches to learning. Thoroughly prepares and completes semester reports in a timely manner, and ensures written reports have been proof-read thoroughly and completed by the Academic Deadlines, as documented.
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Is on time for all yard duties, and effectively monitors the designated area, reminding students of “No Hat, No Play” and safe, respectful interactions.
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Acts as an appropriate role model to students by exemplifying courtesy, honesty and fairness. Teachers should never behave, in classrooms or other public places within school, in a manner which contradicts the expectations for student conduct, based on the IB Learner Profile. At all times, teachers must demonstrate cooperation, professionalism and personal responsibility as role models for students and the school community.
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Functions as a role-model for students through personal appearance, professional dress and ethics.
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Recognises the international nature of the student body and is respectful of the cultural, religious and racial differences within the school.
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Demonstrates the ability to differentiate lesson presentation, methodology and assessment techniques to meet the needs of various abilities, age levels and language backgrounds..
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Has a responsibility for the safety and discipline of all students in and out of the classroom.
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Is punctual to school, to lessons and to duties, and maintains the teacher’s desk, classroom environment, lockers, etc. in a neat and orderly manner.
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Participates actively and, in an informed manner, in curriculum development across the 3 IB programmes, where applicable utilising Managebac.
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Demonstrates professionalism related to all aspects of a teacher's performance.
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Demonstrates effective classroom management skills.
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Is diplomatic and discreet in all professional dealings with parents.
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Integrates the use of technology in curriculum planning and instruction.
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Works in a cooperative and purposeful manner with the teacher assistants, where applicable.
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Displays a cooperative and collegial relationship with fellow teachers, other staff members and parents.
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Maintains confidentiality and shows discretion in professional matters and issues of conflict.
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Attends and participates collaboratively in school meetings as dictated by professional obligations.
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Makes provisions for being available to students and parents for parent/teacher/student conferences and school related purposes outside the instructional day when necessary. This includes calendared events and individual appointments, to accommodate parent schedules.
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Demonstrates a willingness to be involved in extra-curricula activities, field trips and school events. All teachers at EIS must be involved in two blocks of After School Activities (ASAs) throughout a school year.
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Cooperates with school administration, demonstrating commitment, understanding and implementation of the school’s philosophy, policies, procedures, and administrative procedures.
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Promotes the positive public image of the school.
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Refrains from statements or activities that might bring the school into disrepute and refrains from criticizing EIS or any member of the school community to third parties.
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Resolves problems with colleagues in an honest, frank and non-threatening manner.
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Supports the monthly newsletter with appropriate articles and involvement in the weekly section assemblies according to direction from Administration
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Checks school email regularly throughout the day, but not whilst students are in class, and responds in a timely professional manner within a 24 hour time period when appropriate.
