Teacher & Teaching and Learning Coach (Native English Speaker)

Job Description

Job Overview

We are looking for talented and dedicated individuals who will bring skill and enthusiasm to their role as an educator.

Teachers must hold a Bachelor of Education Degree (or a Bachelor’s Degree and PGCE in the relevant age range) and have experience teaching Key Stage 2. Experience in an International British National Curriculum School or UK school is desirable.

Job Purpose:

The Teaching and Learning Coach is a leadership role, without classroom responsibilities. They are the key driver to pedagogy, teaching and learning support, development and achievement. Working with SLT and partnering with other curriculum subject specialists, the Teaching and Learning Coach has the focus on teaching and learning development, through assessment, data, pedagogy, resources, and curriculum. The personal qualities of the Teaching and Learning Coach include enthusiasm for and highly skilled in teaching, and the ability to effectively support and develop colleagues with impactful teaching across the curriculum.

Key Responsibilities:

• Establish a direction for teaching and learning that aligns with the integrated inquiry philosophy of ICS, in collaboration with SLT, through policy, practice, effective pedagogy, resources, and curriculum across the school.
• Establish systems and processes, based on data analysis, with the SLT, to assess and analyse student assessment, progress, and achievement data.
• Map and review all achievement standards annually to guide planning, to ensure coverage and depth of teaching.
• Assist teachers with the gathering and analysis of classroom data on progress and attainment.
• Work collaboratively to decide on ICS’s Development Goals for improved student achievement so that there is clarity and consensus.
• Take direct responsibility for the development, effectiveness, and management of teacher intervention and support programs.
• Plan and lead professional learning in pedagogy and curriculum.
• Recommend and manage resource selection and allocation to priority teaching goals.
• In conjunction with SLT, support the evaluation of teaching and student outcomes through regular classroom visits, modelling and provision of formative and summative feedback to teachers about effective practice.
• Prepare and monitor school action plans and provide regular feedback to the SLT.
•  Contribute to quality assurance arrangements to help improve the quality of teaching and learning.
•  Participate, as directed, in School Reviews, to identify and disseminate best practice and formulate, where required, appropriate school improvement goals related to achievement and teaching.
• Work with the SLT on the preparation of the relevant section of the SDP and inspection documentation.
• Develop a deep understanding of ICT platforms and support tools, leading the management, use and implementation of these.
• Help teachers to identify areas for improvement in their teaching practice and support their development.
•  Plan and run regular parent support meetings in relation to curriculum learning, to create parent partnerships.
• Cover classes as and when needed.

Person Specification:

●       Bachelors in Education in relevant field

●       Previous experience working with students whom English is not their first language.

●       Previous experience in middle leadership

●       Curriculum, data and professional learning experience

●       Experience in British curriculum essential.

●       Demonstrate professionalism, commitment and integrity.

●       Inter-culturally aware with well-developed communication skills.

●       Innovative, motivated, resourceful, flexible, patient and can persevere.

●       Outgoing, positive and enthusiastic

●       Good spoken communication skills

Please note that this list of duties is illustrative of the general nature and level of responsibility of the role. It is not a comprehensive list of all tasks and the postholder may be required to do other duties appropriate to the level of the role.

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