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Primary Teacher

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Westlink International School
Hanoi, Trung Hoa Ward, Cau Giay District
Date Added: Apr 26, 2023

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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.  

As learners we recognise that our mindset, experiences and actions drive our learning  

outcomes. With this awareness, we exercise voice, choice and ownership over our  

process of learning – leading our own 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. 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  


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: “Are my students learning?” and “How do I  


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  


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  


9. Learning 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.  

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