Staff at Beech Hall School will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community. The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint. All staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues.
JOB DESCRIPTION –Grade 2 Homeroom Teacher
Primary Teachers at Beech Hall School will be responsible for delivering a bespoke approach to learning underpinned by our Beech Hall Tapestry. The Tapestry emphases the significance of developing students’ health and wellbeing, their mindset and leadership skills in addition to promoting the importance being globally aware, entrepreneurial, digitally literate, and sustainable. Teachers will be supported to deliver a relevant and contemporaneous approach to teaching and learning which empowers students to lead their own learning and development. All educational staff will have access to excellent resourcing and will join a team of highly collaborative and creative colleagues.
Accountability
Line managed by the Director of Learning and Teaching
Core Responsibilities:
Subject Knowledge
- Have a degree in the area you will be responsible for teaching, or a similar or related degree.
- Demonstrate cultural sensitivity and an awareness of the expectations, roles, and responsibilities for educational professionals in the gulf region.
- Demonstrate an awareness of how to manage safeguarding and child protection issues.
- Demonstrate evidence of ongoing professional development.
- Demonstrate awareness of contemporary issues related to the phase or subject/s you teach.
- Express a willingness to engage in research and apply contemporary and research-informed practice.
- Model a clear understanding of the subject/s you teach, demonstrating the ability of how to adapt and innovate to enable all children to excel according to their needs, interests, and current attainment levels.
- Model and take responsibility for promoting high standards of communication, collaboration, curiosity, and creativity.
- Demonstrate a clear understanding of the importance of developing literacy skills across all curriculum areas.
Curriculum Design, Adaptation and Assessment
- Embrace an innovative approach to curriculum planning and pedagogical implementation.
- Plan learning that makes explicit connections between the six strands of the Beech Hall Tapestry and the international curriculum adopted at our school to extend learning opportunities for all students.
- Demonstrate an awareness of how planning should take account of local, regional, and global matters.
- Plan, create and develop exciting and engaging learning opportunities that enhance students’ knowledge, skills and learning habits across all areas of learning.
- Demonstrate skills in planning thematic and cross-curricular units of learning.
- Demonstrate skills of adaptive planning and differentiation to ensure all students are challenged and supported.
- Plan for effective use of digital technology.
- Plan for effective use of learning resources which optimise learning.
- Engage in ongoing, reflective, and critical review of planning.
- Assess, record and report on the development, progress, and attainment of students in line with school policy.
- Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning.
- Use internal tracking systems to monitor and report on students’ progress and attainment.
- Communicate clearly and regularly with parents regarding students’ holistic progress and attainment.
Learning and Teaching
- Facilitate and encourage bespoke high-quality learning which provides students with the opportunity to achieve their full potential.
- Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere.
- Treat students with respect, building relationships rooted in trust and at all times, observing proper boundaries appropriate to a teacher’s professional position.
- Provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback.
- Promote a love of learning and children’s intellectual curiosity.
- Ensure that all learning is engaging and is responsive to students, taking into account their pace of learning, their strengths, their interests, and their need for choice.
- Embrace the school’s approach to inclusion and innovation.
- Support all children to behave with integrity, respect, and compassion.
- Have an understanding of the importance of ensuring a smooth transition between grade groups and classes.
- Place children central to the purpose of learning.
- Take into account the ideas, thoughts and suggestions of all students and act upon these, accordingly, challenging appropriately.
- Make effective use of Teaching Assistants and Learning Support Assistants to support students’ learning.
- Ensure positive behaviour for learning for all students in line with the school’s policy.
Collaboration and Community
- Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching.
- Be open minded to coaching and appraisal, taking on board praise and dialogue around development.
- Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community.
- Work in partnership with all academic support staff and internal and external specialists who support students’ learning and development in the school.
- Share expertise through Professional Learning and Development (PLD).
- Engage in Action Research and be willing to experiment with approaches that could positively impact on the wellbeing, development, and attainment of all students.
- Make a positive contribution to the wider life and ethos of the school including contributing to the broad co-curricular programme on offer.
- Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to their child’s holistic development and learning.
- Show tolerance of and respect for the rights of others.
- Have proper and professional regard for the ethos, policies and practices of the school and maintain high standards in personal attendance and punctuality.
- Present a positive image of the school to all stakeholders.
Diversity, Equity, and Inclusion
- Model acceptance of diversity, equity and inclusion through actions and positive speech.
- Engage in creating a culture where diversity, equity and inclusion are explicitly linked to the Beech Hall Tapestry strands wellbeing and mindset.
- Commit to upholding all school policies and procedures related to diversity, equity, and inclusion.
- Demonstrate a commitment to be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice.
- Take a proactive approach to ensure the safeguarding of all children and members of the school community related to matters of diversity, equity, and inclusion.
- Ensure all students experience a learning environment where they feel accepted, valued, and heard.
Qualifications, Skills, and Experience
Requirements
- A relevant suitable Bachelor’s Degree in Education or a Bachelor’s degree with a primary teaching qualification.
- A minimum of two years relevant teaching experience.
- Should be a female.
- A proven track record of effective teaching.
- A strong academic background, stature and experience that will command the respect of students, parents, colleagues, and the wider community.
- Evidence of how to promote a child-centered learning environment and to set up engaging and challenging learning centers.
- A commitment to academic progress and the welfare and safeguarding of students.
- Knowledge and understanding of recent educational developments and evidence-informed practice.
Desirable
- A Teaching Qualification e.g., PGCE for those without a Bachelor’s Degree in Education and current teaching license.
- Working with children for whom English is an additional language.
- Experience of working with any of the following curricula: international Early Years Curriculum (IEYC), International Primary Curriculum (IPC), International Middle Years Curriculum (IMYC), American High School Diploma Program or International Baccalaureate Diploma or Careers Related Program.
Beech Hall School is committed to safeguarding and promoting the welfare of all children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The school expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding and child protection.
