Primary Homeroom Teacher
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Learning and Teaching Create learning spaces that make students feel physically safe and where they can access learning materials, make choices and take risks Use a range of appropriate strategies and groupings for teaching and learning and classroom management Plan for authentic transdisciplinary inquiry-based learning experiences which include; play, problem-based learning, collaboration, experimentation, and explicit teaching Create opportunities for agency in the classroom by involving students in creating shared routines, and making decisions about what, why and how they learn Provide opportunities for students to develop IT knowledge and skills, and to use technology to communicate, solve problems and be creative Monitor, document, measure and report on each child’s progress as part of the development of knowledge, conceptual understanding and skills Share learning with the wider community through face-to-face and digital communication (e-portfolios, newsletters) Support effective collaboration by planning and reflecting on co-designed units with the teaching team, participating in meaningful dialogues, and setting team goals in line with the ICS strategic plan Celebrate the cultural diversity of the school population and explore links with home countries and home languages Learning Community Support the ‘Culture of Care’ by developing a positive prosocial learning environment where all students feel welcomed, significant and emotionally safe Implement strategies to ensure the development of children’s cognitive, emotional and social needs Recognise student's strengths and interests, seeking appropriate support from the Student Support Team to respond to student needs Develop strong collegial relationships within the teaching team, including Specialists, Teaching Assistants and Homeroom teachers, to build a team environment that supports students’ learning Develop and maintain positive partnerships with families Be up to date with Safeguarding processes and procedures Contribute to the extracurricular programme. With the Grade level team plan and organise field trip programmes Supervise and instruct the Teaching Assistant and ensure effective deployment of support in the classroom Liaise with Grade level team and the PYP coordinator to ensure that programme requirements are met Inform the Deputy Principal or Principal about issues of concern related to student welfare, achievement and behaviour Attend Student-Parent-Teacher and Student-led conferences and inform parents about their child’s progress Professional development Keep up to date with IBO philosophy and curriculum development and implement change in keeping with the school vision and strategic focus Be involved in professional learning activities that support the school and systematic priorities such as working groups, study groups Engage in the school's professional growth process
Current classroom teacher qualification BA / BSc/BEd or equivalent university degree Native English speaker is an advantage Previous teaching experience within the last 2 years Experience in an international school environment advantageous PYP knowledge preferred Experience with/understanding of Making Thinking Visible, PBL, Responsive Classrooms (Morning Meetings) Fontas and Pinnell baseline assessment system, Concept Based Inquiry Mathematics and/or Seesaw advantageous Experience in teaching learners with diverse needs Strong classroom management skills Strong organisational skills Reflective and growth mindset Strong IT skills The applicant must demonstrate knowledge of the developmental needs of children of 5 -11 years Strong social and emotional, self-management and communication skills Documented record of excellence in teaching Collaboration, teamwork and active participation in school life Soft Skills Adaptive Imaginative Ambitious Collaborative Student-centred Motivated Research focused Confident Communicator Resilient Empathetic Mission-driven
Learning and Teaching Create learning spaces that make students feel physically safe and where they can access learning materials, make choices and take risks Use a range of appropriate strategies and groupings for teaching and learning and classroom management Plan for authentic transdisciplinary inquiry-based learning experiences which include; play, problem-based learning, collaboration, experimentation, and explicit teaching Create opportunities for agency in the classroom by involving students in creating shared routines, and making decisions about what, why and how they learn Provide opportunities for students to develop IT knowledge and skills, and to use technology to communicate, solve problems and be creative Monitor, document, measure and report on each child’s progress as part of the development of knowledge, conceptual understanding and skills Share learning with the wider community through face-to-face and digital communication (e-portfolios, newsletters) Support effective collaboration by planning and reflecting on co-designed units with the teaching team, participating in meaningful dialogues, and setting team goals in line with the ICS strategic plan Celebrate the cultural diversity of the school population and explore links with home countries and home languages Learning Community Support the ‘Culture of Care’ by developing a positive prosocial learning environment where all students feel welcomed, significant and emotionally safe Implement strategies to ensure the development of children’s cognitive, emotional and social needs Recognise student's strengths and interests, seeking appropriate support from the Student Support Team to respond to student needs Develop strong collegial relationships within the teaching team, including Specialists, Teaching Assistants and Homeroom teachers, to build a team environment that supports students’ learning Develop and maintain positive partnerships with families Be up to date with Safeguarding processes and procedures Contribute to the extracurricular programme. With the Grade level team plan and organise field trip programmes Supervise and instruct the Teaching Assistant and ensure effective deployment of support in the classroom Liaise with Grade level team and the PYP coordinator to ensure that programme requirements are met Inform the Deputy Principal or Principal about issues of concern related to student welfare, achievement and behaviour Attend Student-Parent-Teacher and Student-led conferences and inform parents about their child’s progress Professional development Keep up to date with IBO philosophy and curriculum development and implement change in keeping with the school vision and strategic focus Be involved in professional learning activities that support the school and systematic priorities such as working groups, study groups Engage in the school's professional growth process
Current classroom teacher qualification BA / BSc/BEd or equivalent university degree Native English speaker is an advantage Previous teaching experience within the last 2 years Experience in an international school environment advantageous PYP knowledge preferred Experience with/understanding of Making Thinking Visible, PBL, Responsive Classrooms (Morning Meetings) Fontas and Pinnell baseline assessment system, Concept Based Inquiry Mathematics and/or Seesaw advantageous Experience in teaching learners with diverse needs Strong classroom management skills Strong organisational skills Reflective and growth mindset Strong IT skills The applicant must demonstrate knowledge of the developmental needs of children of 5 -11 years Strong social and emotional, self-management and communication skills Documented record of excellence in teaching Collaboration, teamwork and active participation in school life Soft Skills Adaptive Imaginative Ambitious Collaborative Student-centred Motivated Research focused Confident Communicator Resilient Empathetic Mission-driven
About the company
Zurich