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English Secondary Teacher

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Laude Fontenebro School
Madrid, Spain
Date Added: Oct 14, 2022

Description

ISP Teacher Role Profile

ISP is committed to safeguarding and promoting the welfare of children and young people and

expect all staff and volunteers to share this commitment. All shortlisted candidates and post holders

are subject to appropriate International Criminal and Child Protection Background Checks or

equivalent, covering the previous 10 years of employment history. ISP recruit teachers in several

ways including direct application to the school and through international teacher recruitment

agencies and organizations.

The International Schools Partnership (ISP) is a growing group of international schools which believes

in amazing learning and is committed to getting better all the time.

GROWING LEARNING, GROWING SCHOOLS embodies our journey and is what binds us together. We

are developing schools for 1-18 year olds with learning at the heart of each school and helping our

children and students learn to levels that amaze them. At the same time, we are listening to our

parents and students to broaden the appeal of our schools, with the aim of each one becoming the

school of choice in its local area over time. We believe that successful schools are the ones that put

learning at the heart of everything they do, always aiming to create rounded individuals that are able

to forge successful careers and lives in a rapidly changing world.

We are a truly international group working in different cultures and speaking different languages.

We work across countries and cultures, too, by working with each other and with other schools and

communities. Our schools are located in the UK, the USA, Canada, Spain, Chile, Costa Rica, the United

Arab Emirates, Qatar, Malaysia and Mexico. We are constantly enhancing our existing group of

schools with new ones including those we develop ourselves, and new schools that want to join our

partnership.

We put learners and learning first. Learning is affected by both internal factors (such as emotions,

motivation and general health and wellbeing) and external factors (such as environment, curriculum

and relationships). The external factor that has the most significant impact on our students’ learning

is the teacher.

At ISP, everyone is a learner. So as one of our teachers, you are also a learner. Together, we will

embark on an ongoing process of exploring, expanding and evolving your practice in ways that

directly impact and improve student learning.ꢀꢀ

Learner (ISP definition)

Everyone at ISP is a learner. The ISP learner recognizes that their mindset, experiences, and

actions drive their learning outcomes. With this awareness, they exercise voice, choice, and

ownership over their process of learning - leading their learning and the learning of others.

ISP Principles

Begin with our children and students. Our children and students are at the heart of what we do.

Simply, their success is our success. Well-being and safety are both essential for learners and

learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and

following up on all concerns appropriately.

Treat everyone with care and respect. We look after one another, embrace similarities and

differences and promote the well-being of self and others.

Operate effectively. We focus relentlessly on the things that are most important and will make the

most difference. We apply school policies and procedures and embody the shared ideas of our

community.

Learn continuously. Getting better is what drives us. We positively engage with personal and

professional development and school improvement.

ISP Teacher Role Profile

1. You enable students to learn in a safe, open, caring, collaborative and inclusive

atmosphere. Your students feel confident to have open and honest conversations about

their learning and how they can get better. You create a positive atmosphere by building

relationships, behaviors, and inclusive learning experiences that support a good struggle

for all your learners. You engage in professional and respectful dialogue with colleagues

and the wider school and ISP communities about learning and teaching, with a shared

commitment to getting better.

1. Shared Ideas. You know and model your school’s values and contribute to its mission

and vision through your daily actions. Through all aspects of learning and teaching, you

create a strong sense of shared behaviors and purpose for learners and their learning.

1. A Focus on Learners and Learning. You put learners and their learning first. Your

understanding of the difference between learning and the factors that affect learning

enables you to plan and support a good struggle for all your students to get better. You

are committed to your personal and professional learning and development, engaging

in a series of learning visits and inquiries with colleagues and leaders to support your

ongoing self-evaluation. You are an active and valued member of dynamic learning

communities,

1. Learning and Teaching. You put learners and their learning first in your design and

facilitation of learning outcomes, content and experiences, which are underpinned by

positive and supportive relationships. You understand the types and phases of learning

and apply your knowledge, skills and understanding of these to effectively facilitate

learning, teaching, and assessing to meet the personalized needs of each student. You

empower students to lead their own learning, supporting them to monitor, assess and

adjust their learning in response to feedback. You continuously inquire into the process

of learning, making evidence-informed decisions and taking action to further improve

learning and teaching.

1. Evidence of Learning. You gather, document and analyses evidence of learning from

various sources and use this to identify targets and action steps for improving learning.

You support students in knowing the different ways their learning can be evidenced and

how to use feedback and learning advice to get better. Evidence enables you to make

secure judgments about your students’ learning in line with their personal learning

goals, age and stage appropriate expectations, and local, national and international

benchmarking. You document and share evidence of learning to answer the questions:

“What are my students learning?” and “How do I know?”.

1. Leadership for Learning. You see yourself as a leader for learning and demonstrate the

same vision, values and commitment as school leaders to support students to

continuously learn and get better. You take responsibility for where students are now

with their learning and the targets and action steps needed to improve. You support

students to become leaders of their own learning by helping them develop their voice,

choice and ownership of their learning process.

1. Learning Spaces. You create and use spaces to support and demonstrate the school’s

shared ideas about learners and learning and the ways in which students are getting

better. You ensure learning spaces (physical and digital) are safe, collaborative,

accessible and inclusive, and enable students to play an active role in their development.

1. In Partnership with Parents and Carers. You work in partnership with parents and

carers, communicating with them regularly about their child’s learning, inviting their

feedback and using this feedback to improve learning. You help parents and carers

understand the school’s shared ideas about learners and learning in ways that help them

to engage confidently when talking about what their child is getting better at, what their

next steps are, and how they will be supported at home. You ensure that the individual

needs of parents and carers are understood and that they feel informed and involved

as valued members of the school’s learning community.

1. Improvement Planning. You are committed to learning and getting better and ensure

this improvement happens strategically and effectively. You are active and accountable

for your contribution in setting your own professional goals, targets and action steps

that focus on improving learning and gathering evidence to demonstrate these. You

contribute to department and school learning improvement planning where possible

and view the school’s learning improvement plan as the central focus for getting better

together.

Job Role:

ISP is seeking a well-qualified and enthusiastic individual to join our growing Secondary English

department. We are seeking a dynamic, energetic, well qualified and highly committed person

possessing excellent language and literary skills. This is a unique opportunity to join an exceptional

and hard-working team with the united goal of ensuring that every child reaches their potential both

academically and socially, by pushing boundaries and broadening horizons

Teaching

•

Plan and prepare schemes of work and complete planning documentation

Teach with consistent effectiveness the students in her/his classes, taking full account of all

students’ individual educational needs

•

Set and mark work to be carried out by the students in school, online, at home and elsewhere

as appropriate

Promote the intellectual, moral, spiritual, cultural, physical and personal abilities and aptitudes

of the students in her/his classes and provide guidance and advice to students on educational

and relevant social and other matters

•

Make records of and reports on the personal and social needs of students

Take part as appropriate in whole school development and share and promote best practice

Assessment, recording and reporting

•

Assess, record and report on the development, progress and attainment of the students in

her/his classes

Provide or contribute to oral and written assessments, reports and references relating to

individual students or groups of students

Guide students to set targets to improve on their previous ‘best’ and give regular feedback to

students to support next steps in learning

Continuing Professional Development

•

Keep under review her/his methods of teaching and programmes of work

Be pro-active and take accountability for own development

Participate in arrangements for her/his further training and professional development as a

teacher

Curriculum Development

•

Advise and co-operate with the Principal and other colleagues on the preparation and

development of courses of study, teaching materials, teaching schemes, methods of teaching

and assessment and pastoral arrangements

•

Take responsibility for specific subjects

To embed UAE heritage and culture within the curriculum

Position Requirements:

•

Education: Bachelors of Education (B.Ed)/ Post Graduate certificate/Diploma in Education

(PGCE)/ Teaching certificate & Bachelor’s Degree or higher related subject.

Qualified Teacher Status (QTS)

•

Minimum 2 years Teaching experience

English Secondary Teacher

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