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Lady Elizabeth School
Date Added: Dec 9, 2022
Due to expansion, Lady Elizabeth School is seeking an enthusiastic, dynamic and inspirational English Literacy Teacher for our outstanding Secondary English department!
We´re looking for an outstanding practitioner in the classroom who can be resilient with a clear sense of purpose, A teacher who fosters a love of the subject and brings strong practice to an able team. A good sense of humour, a team player and have the ability to work with a highly skilled team.
Lady Elizabeth School offers a state-of-the-art facility in which to work and this is a thriving Department looking for a teacher to join a world-class setting.
ISP and Lady Elizabeth School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years employment history.
All applicants must have the right to work in Spain and have all relevant qualifications for the role.
Secondary English Literacy Teacher Role Profile
We provide an enriching education of the highest standard which allows our pupils to achieve both success and, experience failure in a safe and supportive environment. Staff, pupils and parents share the fundamental expectation of a positive attitude to learning. We nurture our pupils, encouraging them to develop a Growth Mindset to ensure they become resilient and persevere in the face of challenges. Happy, respectful, internationally minded pupils, staff and parents are the core of our community. We support our pupils and staff to constantly develop and improve themselves. We do this as a team, without exception.
Key Stage Coordinators
Head of Secondary
Head of School
ISP Teacher Role Profile
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 recognises 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.
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. Atmosphere. 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, behaviours, 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.
2. 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 behaviours and purpose for learners and their learning.
3. 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,
4. 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 personalised 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.
5. Evidence of Learning. You gather, document and analyse 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?”.
6. 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.
7. 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.
8. 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.
9. 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.
● Being responsible for ensuring the Safeguarding and Welfare of all pupils in the class. Keeping up to date with Statutory Guidelines with regards to Keeping Children Safe in Education (KCSIE). Reporting any worries regarding safeguarding in the first instance to Head of Division (HOD) and Designated Safeguarding Lead (DSL).
● Providing learning opportunities which enable each child to get better.
● Use LES’ Language of Learning.
● Registration, including the accurate marking and maintenance of the register and ENGAGE.
● Monitoring attendance, punctuality, progress and the overall welfare of pupils in the class.
● Upholding standards of uniform, appearance, behaviour and manners, in accordance with school policy.
● Setting a good example to all pupils, with regard to personal presentation and conduct - in line with school policy.
● Taking initial responsibility for pastoral matters concerning the pupils in the class, in line with school policy.
● Ensuring that other members of staff are aware of important information regarding pupils in the class (health/learning/behaviour issues), as appropriate, with due regard to confidentiality;
● Planning learning activities for the class, in accordance with the curriculum, to ensure that every child’s learning needs are catered for.
● Liaising with colleagues in department to ensure consistent and collaborative curriculum coverage and delivery;
● Sharing planning with HOD.
● Setting appropriate yet challenging expectations for pupils’ learning, behaviour and presentation of work - in accordance with school policy.
● Maintaining an ordered, stimulating and positive classroom environment that meets the expectations of the school’s policy for Learning and Teaching, with appropriate learning focused displays.
● Setting appropriate, meaningful homework tasks, only where necessary and in accordance with school policy.
● Marking pupils’ class-work and homework within a reasonable and agreed period and in accordance with school policy.
● Being responsible for directing teaching assistants or students working with the class, making sure they are appropriately deployed and working with pupils in a manner that is applicable to the pupils' needs and in line with the school’s aims and policies.
● Keeping all required records of the progress of pupils in the class, ensuring that the outcomes of assessments are used to inform future planning and to help set realistic targets for further progress.
● Participating in the School’s Appraisal programme, and assisting in the support of all members of their teaching team.
● Communicating, as appropriate, with the Key Stage Coordinator or Head of Secondary regarding pupils in their class who might be causing concern.
● Adhering to the school’s Code of Practice for identification and assessment of Special Educational Needs, liaising with the Support teachers and other professionals regarding withdrawal for Support sessions, and Support Passport Plans.
● Communicating, as appropriate, with the parents of pupils in the class, including checking emails, diaries/Reading Records for messages from parents and responding to the same.
● Distributing letters and other information to go home to parents promptly, as required.
● Preparing and compiling school reports, in accordance with school policy.
● Attending appropriate parents’ meetings to keep parents informed of their child’s progress and curriculum matters.
● Ensuring pupils’ knowledge of school procedures, including fire drill.
● Sharing supervision duties on a rota basis with other members of staff.
● Substituting for absent members of staff, when required.
● Attending/Leading assemblies, as required.
● Attending weekly Staff Meetings and other meetings as required.
● Taking responsibility for personal professional development and your wellbeing.
● Contributing to the Headteacher’s Weekly Newsflash.
This list is not exhaustive and is subject to review, modification or amendment at any time.