Teacher of Early Childhood

Teacher of IB Primary Years Programme (PYP): Job Description/Teacher Profile

Scope: Early Years (age 3 to 4) Reporting to: PYP Coordinators, Head of Primary, Early Years Coordinator

In order to fill this role effectively, the successful candidate will need to have a diverse range of qualities, competencies and experience. A teacher of Early Years should be an inspirational, passionate and adaptable educator with the ability to deliver an inquiry-based, trans-disciplinary programme. He/She should be an outstanding teacher, motivator, learner and communicator, with excellent interpersonal skills, and should be capable of preparing students for international programmes in a stimulating, challenging and well-organised learning environment. He/She should be able to provide professional expertise, high quality teaching and learning, make effective use of resources and ensure improved standards of learning and achievement for all students.

1 Qualifications and experience. The school prefers people with:

1.1 Bachelors degree in Early Childhood/ Primary Education

1.2 Qualified teacher status appropriate to the teaching duties to be undertaken.

1.3 Experience of the IB Primary Years Programme/Early Years

2 Knowledge and Skills. He/She should:

2.1 be aligned with the ISL values of diversity, passion, identity and understanding

2.2 possess excellent communication skills and be willing to adapt to the demands of an international school, in particular he/she should be able to communicate effectively in English

2.3 have a high level of understanding of current research as to how children learn and possess the ability to motivate students to perform at their best 2.4 through differentiated instruction, and by using a variety of styles, be able to inspire mixed culture and ability classes, by creating challenging and engaging learning opportunities for all students

2.5 be able to support student needs in learning and pastoral matters

2.6 be aware of the principles of Understanding by Design and Assessment for Learning

2.7 be able to participate fully in an expanding primary school and in particular help to develop the team spirit.

2.8 have a high level of awareness of current developments and research findings in the field of primary/early years school teaching and learning

2.9 have the ability to manage a diverse and demanding workload

3 Responsibilities.

3.1 To implement PYP policy and strategic plans

3.2 To liaise with the Head of Primary, PYP Coordinators and Early Years Coordinator to ensure effective delivery of the curriculum to specified classes, including selecting resources and managing them efficiently in the classroom

3.3 To participate in the design, development, implementation and review of the PYP curriculum

3.4 To participate in the design, development, implementation and review of assessment and reporting systems

3.5 To promote the health and safety of assigned classes

3.6 To participate in professional development and contribute to regular staff training/meetings

3.7 To encourage the team spirit in the primary school and develop links with colleagues across the school

3.8 To contribute to community service and global citizenship goals

3.9 To contribute to the extra-curricular activities programme of the school

3.10 To contribute to the development of a positive attitude between the primary school and the wider community through cooperative relations, publications, competitions etc.

3.11 To enhance the professional standing of the teaching body

4 Specific Targets. The successful candidate will assume this post at a crucial stage in the development of ISL Qatar. The following list gives an indication of some of the specific current matters to be addressed.

4.1 To participate in the current development of the PYP, addressing matters arising from our PYP authorisation report

4.2 To use technology to support PYP learning, especially through use of a Virtual Learning Environment

4.3 To participate in the on-going accreditation process with the Council of International Schools (CIS) and New England Association of Schools and Colleges (NEASC)

4.4 To participate in development of Assessment for Learning (AFL) and Understanding by Design (UBD)

4.5 To participate in the development of the new pastoral programming (AFL) and Understanding by Design (UBD)

Details under Job Description