The Hamilton International School
Date Added: Nov 13, 2023
ISP Teacher Role Profile
ISP is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. All shortlisted candidates and post holders are subject to appropriate International Criminal and Child Protection Background Checks or equivalent, covering the previous 10 years of employment history. ISP recruit teachers in several ways including direct application to the school and through international teacher recruitment agencies and organizations.
The International Schools Partnership (ISP) is a growing group of international schools which believes in amazing learning and is committed to getting better all the time.
GROWING LEARNING, GROWING SCHOOLS embodies our journey and is what binds us together. We are developing schools for 2-18 year olds with learning at the heart of each school and helping our children and students learn to levels that amaze them. At the same time, we are listening to our parents and students to broaden the appeal of our schools, with the aim of each one becoming the school of choice in its local area over time. We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that are able to forge successful careers and lives in a rapidly changing world.
We are a truly international group working in different cultures and speaking different languages. We work across countries and cultures, too, by working with each other and with other schools and communities. Our schools are located in the UK, the USA, Canada, Spain, Chile, Costa Rica, the United Arab Emirates, Qatar, Malaysia and Mexico. We are constantly enhancing our existing group of schools with new ones including those we develop ourselves, and new schools that want to join our partnership.
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 recognizes 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, behaviors, 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 behaviors 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 personalized 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 analyses 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.
Line Manager: Head Of Secondary
Functional Reporting: N/A
The purpose of the role of English as an Additional Language (EAL) and Learning Support teacher is to encompass various responsibilities, with support being provided in a flexible manner. EAL/LS teacher works within a classroom setting either on a 1-2-1 basis or with a group of children. The aim of the role is to promote inclusion and provide support for students with learning needs. This encompasses customizing plans and materials, delivering individual or group support based on students' specific requirements, and creating an inclusive learning atmosphere in both mainstream and EAL-specific classes. Furthermore, the role involves resource development tailored to the diverse needs of EAL/LS students, ensuring lesson materials are accessible, comprehensible, and aligned with their language proficiency levels. Progress monitoring and adaptive strategies are integral components of this role. A successful candidate must possess cultural competence, linguistic proficiency, and collaborate closely with teaching staff to provide comprehensive support. In essence, this role is central to ensuring that students with identified EAL/LS needs receive the necessary learning assistance through direct support and/or intervention as required to maximize student achievement, well-being and to excel academically and linguistically in a nurturing and inclusive educational environment.
Key Duties and Areas of Responsibility
Support for EAL Students:
· Develops and executes the preparation, planning and delivery of EAL/LS lessons and activities for students.
· Collaborate with and assist mainstream teachers in preparing and implementing Individual Education Plans (IEP)
· Contributes appropriately with lesson planning and assessment processes including the organization and management of books/files for individual children.
· Facilitates the inclusion of students for whom English is an additional language in the school community.
· Provides teaching for students with specific needs, identified through assessment procedures in the form of small groups, conducting a class or supporting within the classroom.
· Engage with parents and work collaboratively to provide the best possible educational opportunity for students.
· ensures that resources and support are implemented in a precise and personalized manner to maximize student achievement and well-being.
· Prepares well-balanced materials for class lessons, group work or for individual children.
· Supports the Inclusion department and mainstream teachers to provide targeted scaffolding, helping EAL/LS students comprehend and actively participate in mainstream classroom lessons.
· Offers practical in-class support to students with identified EAL/ learning needs to help them reach their full potential.
· Leads & assists groups of children or individuals with their tasks/lessons.
· leads phonics morning group lessons.
· Provides support to individual EAL students or groups, as required, including those with additional support needs such as behavioral, emotional, or communication challenges.
· Supports children across the curriculum, often with a particular focus on Maths, reading and writing.
· Offers assistance to Gifted and Talented EAL students, as well as those requiring literacy and numeracy support when needed.
· Assist EAL students in accessing the curriculum and participating in co-curricular and extra-curricular activities.
· Take daily attendance of students.
· Reads stories to groups of children.
· Helping to develop programmes of learning activities and adapting appropriate materials.
· Leading CPD where appropriate; this may include chairing and being a part of self-study groups.
· Motivating and encouraging students
· Assists with students’ progress follow up, marking and correcting work
· Attends meetings and reviews.
· Helps with school events, trips and activities.
· Prepares ICT equipment (for example: computers, iPad, digital camera, DVD, Bee Bot, etc.).
· Labels & stores equipment appropriately.
· Laminates and/or photocopy materials/resources for the EAL department.
· Accompanies children on visits.
· Prepares Art and Craft materials and/or tidy them away.
· Mounts and displays children’s work appropriately.
· Maintains confidentiality about personal details revealed by the children.
· Comfort young distressed and vulnerable children in accordance with safeguarding procedures.
· Reports incidents to Teacher and or Head of departments in accordance with the Safeguarding Policy.
· Maintains and promotes the school’s professional reputation.
LEARNING AND TEACHING
Effective Learning Assistance:
· Clarifies and explains instructions to EAL/LS students.
· Ensures EAL students can effectively use necessary equipment.
· Motivates and encourages EAL/LS students in their language learning journey.
· Addresses specific areas of weakness, such as English vocabulary, sentence structure, or phonological awareness.
· Helps EAL/LS students concentrate and successfully complete assigned tasks.
· Develop and adapt resources to support EAL student learning.
· Assists in managing the social interactions and behavior of EAL students.
· Contributes to assessing the language progress and academic development of EAL students.
Strategic Direction and Development of EAL Provision:
· Supports initiatives aimed at improving language proficiency, literacy, and numeracy skills among EAL students, as well as facilitating their access to the wider curriculum.
· Collaborates with the EAL department and SEN team to create, develop, and review individualized education plans (IEPs) and language group weekly or daily plans.
· Supports teachers to monitor and record progress made by EAL/LS students toward their language proficiency targets.
· Supports the EAL and mainstream departments in meeting statutory responsibilities for EAL/LS students and their language development reviews.
· Efficiently allocates resources for EAL and Learning support.
· Aligns the objectives of the EAL/LS policy with the school's improvement/Action Plan.
· Adapts the curriculum to meet the language needs and abilities of EAL students.
· Contribute to teaching and learning initiatives for EAL students.
· Supports the Admissions Department to facilitate suitable entrance examinations and diagnostic baseline assessments for EAL students as required by EAL department.
· Attends professional development sessions and training when appropriate, including participation in self-study groups.
· Collects and interprets specialist assessment data for EAL/LS students, using it to inform support practices.
Promote good progress and outcomes by students
· Be accountable for students’ attainment, progress and outcomes
· Be aware of students’ capabilities and their prior knowledge, and plan teaching to build on these
· Guides students to reflect on the progress they have made and their emerging needs
· Demonstrates knowledge and understanding of how students learn and how this impacts on teaching
· Encourages pupils to take a responsible and conscientious attitude to their own work and study
Demonstrate good subject and curriculum knowledge
· Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain students’ interest in the subject, and address misunderstandings
· Demonstrates an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever your specialist subject
· If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
· If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
Plan and teach well-structured lessons.
· Imparts knowledge and develop understanding through effective use of lesson time management
· Promotes a love of learning and children’s intellectual curiosity
· Sets homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
· Reflects systematically on the effectiveness of lessons and approaches to teaching
· Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
Adapt teaching to respond to the strengths and needs of all students
· Knows when and how to differentiate appropriately, using approaches which enable students to be taught effectively
· Demonstrates an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
· Has a clear understanding of the needs of all students, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
Make accurate and productive use of assessment.
· Knows and understands how to assess the relevant subject and curriculum areas, including internal and external assessment requirements.
· Makes use of formative and summative assessment to secure students’ progress
· Uses relevant data to monitor progress, set targets, and plan subsequent lessons.
· Gives students regular feedback, both orally and through accurate marking, and encourages students to respond to the feedback.
Manage behavior effectively to ensure a good and safe learning environment.
· Have clear rules and routines for behavior in classrooms and take responsibility for promoting good and courteous behavior both in classrooms and around the school, in accordance with the school’s behavior policy.
· Have high expectations of behavior and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.
· Manages students effectively, using approaches which are appropriate to students’ needs in order to involve and motivate them.
Fulfil wider professional responsibilities.
· Make a positive contribution to the wider life and ethos of the school, including fulfilling extra-curricular activity expectations and other ‘out of hours’ requirements.
· Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
· To complete all other tasks that can be reasonably expected of a teacher
· To be fully aware of Health and Safety across the school
Health and Safety
· Emphasizes the importance of safety in all areas of the curriculum, communicating to the pupils students the importance of a responsible attitude towards personal safety, the safety of others and respect for The Hamilton International School’s property and equipment
· Performs playground duties on time and with due diligence to safeguard Hamilton students
PERSONAL AND PROFESSIONAL CONDUCT
All teachers are expected to demonstrate consistently high standards of personal and professional conduct.
Teachers must maintain high standards of ethics and behavior, within and outside school, by:
· Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
· Having regard for the need to safeguard students’ well-being
· Showing tolerance of and respect for the rights of others
· Ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead them to break the law.
· Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the cultural expectations of Qatar and the policies and expectations of the school which set out their professional duties and responsibilities.
Other duties and responsibilities
Any other duties that the Principal may from time to time ask the post-holder to perform
· Bachelor’s Degree in teaching from an accredited institution
· Required teaching certification for Qatar MOEHE
Experience: Minimum 3 years’ relevant experience
Language: English is mandatory
Required Skills and Knowledge
· In-depth knowledge and understanding of School curriculum (English National Curriculum – Primary) and associated assessment methods
· Up to date curriculum developments
· Application of effective teaching and learning theory and practice of providing effectively for the individual needs of all children (e.g. classroom organisation and learning strategies)
· Proven management skills
· Excellent communication skills and command of the English language, in spoken and written form
· Organization skills: well organized and able to prioritize, multi tasks and meet deadlines
· Critical thinking
· Ability to negotiate, persuade and motivate others
· Strong sense of professionalism
· Safeguarding and welfare of children
· A collaborative team-player with excellent interpersonal skills
· The ability to develop good personal relationships within a team
· Behaviour management
· Empathetic listener
· Integrity and confidentiality
· Internationally minded
· Emotional intelligence
· Intercultural awareness, creative
· Flexible and a can-do attitude
· Passionate about delivering quality education
· Able to command respect of students, colleagues and parents
· Driven by wanting to improve quality and develop the school
· Reliable with an attention to detail and a commitment to quality
· An innovator with a willingness to embrace change
As a member of the staff of THIS you will need to comply with the below:
· Compliance with the school's Vision, Mission and Policies
· Positive Professional Relationship with all staff members are maintained.
· Contact with students is on a strictly professional basis with the physical and emotional safety of students being of paramount importance.
· The hours of work as arranged with the principal are strictly followed.
· This position entails working with information, much of which is held in confidence. Under no circumstances is this confidentiality to be compromised.
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.