Primary Teacher
Westlink International School
Hanoi, Trung Hoa Ward, Cau Giay District
Date Added: Apr 26, 2023
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Description
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
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: “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. 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.
International Schools Partnership
The Old Town Hall, 4 Queens Road, Wimbledon, SW19 8YB, United Kingdom | T: +44 (0)20 3405 2404 | E: [email protected]
