Job Description
Qualification & Background
• Minimum of a Bachelor’s Degree
• 2+ years of experience of full time teaching at a progressive and/or international school community. .
• Current international qualification / certification in teaching area.
• Experience serving a school that is the “hub of the community”.
• Knowledge Base
Knowledge and understanding of:
• child development: the social, emotional, physical, and intellectual development of children
• Understanding by Design UbD or “backwards design”
• standards based assessment and reporting
• high impact research-based instructional strategies
• classroom management and positive discipline
• child protection and safeguarding practices
• Multi-Tiered Systems of Support
Skills and Aptitudes
• Exceptional verbal, written, and communications skills.
• IT skills; ability to use technology applications that enhance learning, communication, and school improvement efforts.
• Commitment to inclusion and ensuring that students feel a sense of belonging.
• Ability to differentiate instruction scaffolding, grouping practices, choice, etc. in order to meet the diverse learning needs of students.
• Willingness to make a positive difference in the lives of students beyond the classroom.
• Ability to provide feedback that is targeted, timely, and actionable.
• Comfort with multiple perspectives and their place within the classroom and community.
• Results-oriented, with demonstrated skill in using data to inform teaching and learning.
• Excellent interpersonal skills, particularly the ability to relate to AISL stakeholders: students, colleagues, parents
• Comfort with the uncertainty and ambiguity in the developing world.
Personal Qualities
• Life long learner
• Sense of humor
• Team player
• Community and service minded
• A good listener and excellent communicator
• Strong work ethic
• Growth mindset
• Resilient, flexible, and adaptable
• Comfort with ambiguity
• Empathetic, friendly, warm, genuine
Duties and Responsibilities
Planning
• Design and document units of study on the Learning Management System using the three stages of Understanding by Design UbD: Identify Desired Results Standards, Big Ideas, Knowledge/Skills, Determining Acceptable Evidence Assessment For Learning/Of Learning, Planning Learning Experiences and Instruction.
• Plan engaging and purposeful lessons that are aligned with learning standards and units of study.
• Incorporate strategies in planning that meets the diverse learning needs of students.
• Identify and use rich resources and applications to enrich learning.
• Plan collaboratively with team members.
Instruction
• Use high impact research based instructional strategies to engage students in optimal learning.
• Deliver quality instruction that is purposeful and differentiated in order to meet the diverse learning needs of students.
• Uses a variety of technology tools to support instruction, integrating student technology skill development with content learning.
Assessment
• Design assessments to collect evidence of student learning and understanding.
• Collect, analyze, and use assessment data to inform teaching and learning Formative Assessment and to evaluate student performance and progress Summative Assessment.
• Encourage students to reflect critically on their learning with the aim of continuous improvement.
• Maintain accurate student records and provide regular reports on individual student progress and performance.
Learning Environment
• Creates a learning environment that is attractive, comfortable, safe, and welcoming.
• Uses resources, routines, and procedures to foster a purposeful, engaging student centered learning environment.
• Implements an effective classroom management system that is based on the AISL Core Values.
Professionalism
• Support the future readiness of our students by designing and delivering a modern, relevant, and culturally responsive curriculum.
• Share in the overall responsibility for the academic progress, personal development, health and safety, discipline and well-being of all students
• Collaborate with colleagues to share, reflect and improve on classroom practice
• Seek professional learning opportunities aligned with professional goals and/or school wide goals.
• Serve on working groups / committees designed to support the school’s continuous improvement.
• Coach a sport and/or lead an after school activity throughout the academic year.
• Comply with the AISL Faculty/Staff Code of Ethics.