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Teaching Assistant

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Straits - Penang
Penang, Malaysia
Date Added: Mar 21, 2023

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Description of School

Located in Bayan Lepas, Penang, Straits International School offers a rich and broad British curriculum for ages 3 till 16 years old; with a dynamic approach to learning and school life – founded on high-quality pastoral care, two-way communication with parents, and a commitment to provide value-added programmes, along with all the academic support our students need to grow healthily in all spheres.  

The school was acquired by the International Schools Partnership (ISP) in October 2021, and we are part of a growing and globally-recognised group of 60 international schools located in 17 countries all over the world and is committed to a learning-first culture of 'getting better’. 

Straits International School and its students actively carry out community partnerships and services with local organisations. Our 4 school main charities include Ms Ranji’s Nursing Home, SPCA Penang, Seri Cahaya Welfare Home and St Nicholas Home for the Blind. 

Key benefits

  • A culture of engagement and trust, where staff contributions are recognised and valued.
  • A passionate and motivated team of professionals who put children at the heart of decision-making.
  • An embedded whole campus commitment to professional development and a commitment to serving others.
  • A peer network of like-minded teaching colleagues and support from non-academic staff.
  • Access to expertise, best practise sharing and learning opportunities across countries and cultures.
  • A commitment to employee well-being.

 We offer:

  • Competitive salary
  • Fee discount for children of employees
  • Medical outpatient and insurance benefits

ISP Malaysia - Straits International School

Teaching Assistant Role Profile

Purpose of Role

  • To offer all learners an effective education in a stimulating environment.
  • To deliver the curriculum as relevant to the age and ability group/subject, other relevant initiatives, including Every Child Matters, CIE curriculums and the school’s own schemes of work.
  • To work in collaboration and partnership with learners, parents/carers, governors, other staff and external agencies as necessary.
  • To be responsible for promoting and safeguarding the welfare of children and young people within the school.
  • To offer support and development across the school as required by the Campus Principal, including playing a proactive role within continual professional development, both for themselves and others.



  • Internal: School staff; Senior leadership team; the governing body of the school.
  • External: Parents and students.


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. Wellbeing 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.

Report to

  • Line Manager: Head of Department/Assistant Head/Head of Academics/Campus Principal

Key Responsibilities

All teachers are required to carry out the duties of a school-teacher as set out in the Staff Handbook. At this school the following areas have been highlighted as being of particular importance.


  • Be a positive role model in terms of behaviour, work and attitudes.
  • Set high standards of work and behaviour in the class and all other areas of the school.
  • Plan for progression across the age and ability range you teach, designing effective lessons/programmes of work in accordance with the needs of individual learners.
  • Teach challenging, well organised lessons, using an appropriate range of teaching strategies which meet individual learners’ needs.
  • Use an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.
  • Use Microsoft Teams Classrooms when appropriate.
  • Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.
  • Advise and work collaboratively with the Campus Principal and others on the preparation and development of teaching materials, teaching programmes, CPD, methods of teaching and assessment and pastoral arrangements as appropriate.
  • Ensure that deadlines are met consistently, particularly in planning.
  • Ensure that teaching and learning adhere to the ethos of the school, and contains teacher strategies as advocated by the teaching team, including AfL, target setting and assessment.


  • Carry out playground and other duties as directed.
  • Communicate and consult with the parents/carers of learners.
  • Communicate and co-operate with any relevant external bodies.
  • Be fully conversant with the school’s procedures and policies.
  • Conduct a minimum of two after school activities per week.

Performance management/Appraisal

  • Participate fully with arrangements made in accordance with the Staff Handbook and school policy.

Professional development

  • Regularly review the effectiveness of your teaching and assessment procedures and its impact on pupils’ progress, attainment and well-being, refining your approaches where necessary
  • Be responsible for your own continuous professional development and participate fully in training and development opportunities identified by the school or as developed as an outcome of your performance management.
  • Involve yourself in the CPD of others. The teaching team at SIS expect all staff to help contribute to training in an area where they are comfortable.

Health and well-being

  • Establish a purposeful and safe learning environment for learners.
  • Manage learners’ behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school’s behaviour policy.
  • Use a range of behaviour management techniques and strategies adapting them as necessary to promote self-control and independence of all learners.
  • Raise all concerns regarding the behaviour, progress or welfare/child protection of any learner with the appropriately identified person.
  • Be responsible for promoting and safeguarding the welfare of children and young people within the school.
  • Staff at the school is expected to keep calm at all times. It is not acceptable to shout at children or treat them in any way that may cause them physical or mental discomfort or harm. Teachers who do so may be subject to school disciplinary policy.

Team working and collaboration

  • Participate in any relevant meetings/professional development opportunities at the school, which relate to the learners, curriculum or organisation of the school including pastoral arrangements and assemblies.
  • Work as a team member and identify opportunities for working with colleagues and sharing the development of effective practice with them.
  • Cover for absent colleagues as required by the Campus Principal.
  • Attend school trips and residential.
  • Treat their colleagues courteously and with professional respect. Staff who fails to do so shall be subject to disciplinary procedures as outlined within the Staff

External examinations

  • Participate in arrangements for external examinations and assessment.


  • Contribute to the selection and professional development of other teachers and support staff including the induction and assessment of new teachers and teachers serving probationary periods.
  • Ensure that colleagues working with you are appropriately involved in supporting learning and understand the roles they are expected to fulfil.
  • Take part as required in the review, development and management of the activities relating to the curriculum, organisation and pastoral functions of the school.


  • Participate in and carry out any administrative and organisational tasks as required by school policy.
  • Register the attendance of and supervise learners, before, during or after school sessions as appropriate.

Exercise of particular duties

Perform any reasonable duties as requested by the Campus Principal.

Skills, Qualifications and Experience

  • Hold a good Honours Degree.
  • Hold a recognised teaching qualification (PGCE or similar).
  • Have experience and excellent knowledge of teaching the English National Curriculum & IGCSE.
  • A minimum of 3 years’ teaching experience is essential.
  • Understand and be able to articulate what constitutes outstanding learning.
  • Want to play an active role in the co-curricular life of a busy international school.
  • Possess the ambition, enthusiasm and growth mindset to want to play a key role in shaping and developing a growing and dynamic school.
  • Be committed to their own continued professional development and excited about professional learning conversations with like-minded colleagues.
  • The ability to teach an additional subject would be an advantage.

ISP Leadership Competencies

You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.

1. Collaboration.  Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues to solve problems and maximise opportunities.

2. Learning & Getting Better. Continually demonstrates personal commitment and passion for learning and getting better using evidence and feedback; supporting others in their continual learning, development and growth.

3Innovation Leadership. Is good at creating an environment where ideas for learning initiatives and services are generated and is able to motivate and inspire others through the process of creation through to completion.

4. Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs.

5Resilience.  Can deal with setbacks and challenges calmly and effectively.

6Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families.

7Integrity & Ethical Management. Has the ability to work ethically and with integrity; helps others feel valued; upholds and models the ISP Vision, Purpose and Principles.

8Leading & Inspiring Others. Supports, encourages and inspires students, colleagues and teams so that they give their best.

9. Understanding People. Is a very good judge of talent, can objectively articulate the strengths and motivations of people inside or outside the organisation.

10. Influencing & Communication. Consistently informs, influences and inspires students, parents and colleagues through timely and effective communication.

11. Responds and adapts to changing circumstances; manages and solves problems by providing solutions in a climate of ambiguity.

12. Strategic, Commercial & Financial Awareness. Has the ability to apply understanding of the business and industry to improve effectiveness and profitability.

13. Planning & Decision Making. Makes decisions on the best course of action and then plans, organises, prioritises and balances resources to achieve the desired outcome.

14. Diversity & Equity. Has the sensitivity, awareness and skill to understand the values, behaviours, attitudes and practices across cultures that supports all children and adults to learn and work effectively.

ISP Commitment to Safeguarding Principles

ISP 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.

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