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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

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.

Primary Teacher

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