The job holder will play a key role in developing and delivering stimulating and effective instruction, a learning environment that facilitates the achievement of desired learning outcomes [i.e. the Expected School-wide Learning Results (ESLRs)], and a curriculum that integrates biblical understandings.

As we are grounded in the Christian faith, teachers at ICS emphasize pastoral care and spiritual growth of all students, respect to peers and the community, and the development of on-going professional development.

Key Responsibilities:

1. Instruction

(a) Planning and Preparation

• Develop, implement and review the School’s education programs, plans and targets to reflect best practice in instructional strategy.
• Prepare lesson plans (or assignment schedules) that embody that the School’s learning principles and that include clear and rich learner outcomes/objectives as well as instructional plans that meet diverse student learning needs.
• Consider students’ skills to determine their academic, mental, emotional and physical needs and develop appropriate teaching plans.
  
  

(b) Instruction

• Deliver appropriate learning methods to meet the academic and social needs of students, as a class, in small groups and one-on-one.
• Provide differentiated support and instruction to maximize students’ understanding of content and application of skills.
• Use a variety of appropriate materials, techniques, learning aids and tools, equipment and facilities, such as audiovisual materials and computers, phonetics, multi-sensory learning, repetition and reinforcement to stimulate learning interest.
  
  

2. Classroom Management

• Create and promote a positive, nurturing attitude and classroom environment that supports learning and models biblical principles.
• Manage student behavior and classroom discipline procedures; maintain clear and consistent rules and guidelines for daily tasks and needs. Provide timely and constructive feedback to the students.
• Ensure the students’ achievement in previous classes is used effectively to ensure continued progress.
• Provide intervention, as needed, for students in the classroom.
• Model interpersonal skills, respectful relationships and problem solving in order to provide a safe learning environment.
  
  

3. Student Assessment

• Evaluate students’ academic and behavioral performance, track their progress and set targets for improvement; design and implement strategies and tools for determining the type and level of intervention students need as well as determining the progress of the students; and maintain accurate and complete student records, student progress reports, keep track of their progress in all aspects of the curriculum.
  
  

4. Pastoral Care

• Respond to student’s emotional and social needs; liaise with school counselors and external professionals (e.g. educational psychologists, education professionals, social workers, speech and language therapists, physiotherapists, etc.) if needed.
• Demonstrate love and care for all aspects of students’ development (physical, spiritual, emotional, social, intellectual, etc.).
• Develop ways to contribute to spiritual growth of students. For example, support chapel presentations, participate in discipleship groups, student retreats, and/or co-curricular activities where students are present.
  
  

5. Resource Management

• Ensure effective and efficient resource management and use of teaching aids and learning resources.
• Explore opportunities to develop or introduce new teaching and learning resources from various providers subject to safety and budget.
  
  

6. Parent Communication

• Communicate with parents with a welcoming attitude and openness; maintain cooperative working relationship with appropriate confidentiality.
• Meet with parents regularly regarding course expectations, students’ progress and struggles, homework, behavior, etc.
• Maintain effective and timely written and oral communications with parents.
• Liaise with parents in conjunctions with the class teachers.

7. Professional Responsibilities

• Establish clear expectations and constructive working relationships among faculty and staff.
• Contribute to the collaborative culture of professional learning communities through demonstrating a commitment to ongoing learning, through engaging in learning-focused conversations, and through lesson observations with peers.
• Collaborate with other teachers and department chairs in the on-going articulation and evaluation of curricular programs including curriculum planning and writing, determining scope and sequence priorities, effective teaching strategies, assessment practices, and related textbook adoptions.
• Set annual professional goals, support subject/divisional and school vision and goals.
• Participate in professional development and keep abreast of latest trends and development in education and subject matters and share with peers and explore opportunities to further enhance any current practice if applicable.
• Serve on committees and in meetings supporting the overall school program.
• Commit to learn about and apply conflict resolution strategies according to biblical peacemaking principles.
• Serve as a chaperone as assigned in school and after school activities (e.g. Week Without Walls trips, school trips and camps, etc.). Contribute to the School’s extra-curricular programs throughout the year. Assist with or manage school-wide events such as sports day, career day, student service activities, etc. on identified evenings and weekends.

Qualification & Experience:

• Bachelor degree in Education or Bachelor degree in any subjects with PGDE (Postgraduate Diploma of Education), or equivalent from an accredited university.
• Preferred at least 2 years of classroom teaching experience.
• General understanding of AP courses is necessary.
• Previous experience in an international school and familiarity with North American curriculum is highly preferred.

Skill & Personality:

• Commitment to working with students with a genuine love. Passionate in nurturing students with patience care, understanding and empathy. Have a positive and optimistic outlook and warm personality.
• Have a comprehensive knowledge and understanding of individual needs issues.
• Excellent interpersonal skills to build a trust relationship with students and parents.
• Commitment to continuous professional development and willingness to undertake training when necessary.
• Ability to manage students effectively. Able to stay calm in difficult situations.
• Excellent knowledge of the content and pedagogy. Considerable knowledge in English/English Literature pedagogy, curriculum, practice and teaching is highly preferred.
• High level of personal accountability.