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English Secondary Teacher

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

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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  


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  


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  


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  


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  


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  


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  

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