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Secondary ICT Teacher

Lady Elizabeth School
Alicante, Spain
Date Added: Jul 8, 2024

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Description

We provide an enriching education of the highest standard which allows our pupils to achieve both success and, experience failure in a safe and supportive environment. Sta, pupils and parents share the fundamental expectation of a positive attitude to learning. We nurture our pupils, encouraging them to develop a Growth Mindset to ensure they become resilient and persevere in the face of challenges. Happy, respectful, internationally minded pupils, sta and parents are the core of our community. We support our pupils and sta to constantly develop and improve themselves. We do this as a team, without exception
.  
We put learners and learning first. Learning is aected 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 recognises 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.  
 
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 dierences and promote the well-being of self and others.  
 
Operate eectively. We focus relentlessly on the things that are most important and will make the most dierence. We apply school policies and procedures and embody the shared ideas of our community.  
 
Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.  
 
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 dierence between learning and the factors that aect 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 eectively 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 dierent 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 eectively. 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.  
 
Key tasks  
  • Being responsible for ensuring the Safeguarding and Welfare of all pupils in the class. Keeping up to date with Statutory Guidelines with regards to Keeping Children Safe in Education (KCSIE). Reporting any worries regarding safeguarding in the first instance to Head of Division (HOD) and Designated Safeguarding Lead (DSL).  
  • Providing learning opportunities which enable each child to get better.  
  • Use LES’ Language of Learning.  
  • Registration, including the accurate marking and maintenance of the register and iSAMS  
  • Monitoring attendance, punctuality, progress and the overall welfare of pupils in the class.  
  • Upholding standards of uniform, appearance, behaviour and manners, in accordance with school policy.  
  • Setting a good example to all pupils, with regard to personal presentation and conduct - in line with school policy.  
  • Taking initial responsibility for pastoral matters concerning the pupils in the class, in line with school policy.  
  • Ensuring that other members of sta are aware of important information regarding pupils in the class (health/learning/behaviour issues), as appropriate, with due regard to confidentiality;  
  • Planning learning activities for the class, in accordance with the curriculum, to ensure that every child’s learning needs are catered for.  
  • Liaising with colleagues in department to ensure consistent and collaborative curriculum coverage and  delivery;  
  • Sharing planning with HOD.  
  • Setting appropriate yet challenging expectations for pupils’ learning, behaviour and presentation of work - in accordance with school policy.  
  • Maintaining an ordered, stimulating and positive classroom environment that meets the expectations of the school’s policy for Learning and Teaching, with appropriate learning focused displays.  
  • Setting appropriate, meaningful homework tasks, only where necessary and in accordance with school policy.  
  • Marking pupils’ class-work and homework within a reasonable and agreed period and in accordance with school policy.  
  • Being responsible for directing teaching assistants or students working with the class, making sure they are appropriately deployed and working with pupils in a manner that is applicable to the pupils' needs and in line with the school’s aims and policies.  
  • Keeping all required records of the progress of pupils in the class, ensuring that the outcomes of assessments are used to inform future planning and to help set realistic targets for further progress.  
  • Participating in the School’s Appraisal programme, and assisting in the support of all members of their teaching team.
  • Communicating, as appropriate, with the Key Stage Coordinator or Head of Secondary regarding pupils in their class who might be causing concern.  
  • Adhering to the school’s Code of Practice for identification and assessment of Special Educational Needs, liaising with the Support teachers and other professionals regarding withdrawal for Support sessions, and Support Passport Plans.
  • Communicating, as appropriate, with the parents of pupils in the class, including checking emails, diaries/Reading Records for messages from parents and responding to the same.  
  • Distributing letters and other information to go home to parents promptly, as required.  
  • Preparing and compiling school reports, in accordance with school policy.  
  • Attending appropriate parents’ meetings to keep parents informed of their child’s progress and curriculum matters.
  • Ensuring pupils’ knowledge of school procedures, including fire drill.  
  • Sharing supervision duties on a rota basis with other members of sta.  
  • Substituting for absent members of sta, when required.  
  • Attending/Leading assemblies, as required.  
  • Attending weekly Sta Meetings and other meetings as required.  
  • Taking responsibility for personal professional development and your wellbeing.  
  • Contributing to the Headteacher’s Weekly Newsflash.  
This list is not exhaustive and is subject to review, modification or amendment at any time.  
 
Experience:  
  • Qualified Teacher Status (QTS) or PGCE
  • Degree or equivalent in relevant subjects(s)
  • Good up-to-date subject knowledge and practical skills
  • Successful secondary teaching experience  
Skills and Knowledge:
  • Ability to motivate children of diering abilities
  • Knowledge of the National Curriculum and exam specifications  
  • Knowledge of eective teaching and learning strategies
  • Ability to work under pressure and prioritize eectively  
  • Personal attributes  
  • Enthusiasm and a passion for learning  
  • A commitment to getting the best outcomes for all sta, pupils and parents and promoting the ethos and values of the school  
  • An approachable manner and excellent interpersonal skills  
ISP Commitment to Safeguarding Principles  
Lady Elizabeth and ISP is committed to safeguarding and promoting the welfare of children and young people and expects all sta 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.  
 
ISP Commitment to Diversity, Equity, Inclusion, and Belonging  
ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.  
 
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