High School IB Math Teacher

Role

The Village School is looking to fill a High School IB Math Teacher position. The position is for the 2024-2025 School Year.

Job Description

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• A Village School teacher should be knowledgeable about not only his or her department and the curriculum developed there but about the school environment as a whole. They should be able to provide information about special programs offered as well as the philosophy of the school itself.
• A Village School teacher should be a proponent of the school and willing to talk about the school in a positive light to all constituents. 
• A Village School teacher should work cooperatively and collectively with school Directors, Instructional Coach, Coordinators, Department Heads and other Teachers to ensure that instructional programs are coordinated and are administered uniformly and equitably in alignment with desired outcome.

   

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Setting High Expectations

• Sets high expectations for students; inspiring, motivating and challenging students to achieve excellent progress and ambitious outcomes 
• Establishes positive and productive relationships with students, encouraging them to take a responsible and conscientious attitude to their own work and study. 
• Takes accountability for student achievement; setting goals that stretch and challenge, inspiring and motivating students of all abilities to be ambitious and to achieve the highest progress and attainment. 
• Ensures the provision of opportunity within a physically, socially, culturally and emotionally safe, stimulating environment, rooted in mutual respect, to achieve the highest possible outcomes for all.

Assessment

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• Demonstrates extensive knowledge and use of informal and formal assessment to refine practice and promote the highest outcomes 
• Flexible and responsive to student needs by regularly using formative assessment strategies to check for understanding and make adjustments to instruction if necessary. 
• Uses assessment knowledge and relevant data (both formative and summative) to identify effectiveness of learning, and remediation, helping diagnose and support diverse student needs whilst setting challenging, ambitious targets; providing regular feedback for ongoing and sustained improvement and adjusting subsequent lesson plans accordingly. 
• Communicates appropriate assessment and achievement information/data to relevant members of the school and wider NAE learning community.
• Demonstrates understanding of how children and young adults develop and learn and is able to adapt teaching to personalise to the individual student (taking into account her/his physical, social, cultural and intellectual development, ability, native language and interests); embracing equality, diversity and inclusion in the classroom and wider school community, encouraging and striving for high performance for all.
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Knowledge of Subject

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• Has a well-developed, extensive knowledge of subject specialism and related pedagogy 
• Keeps up to date and able to use her/his knowledge to influence the design and provision of an engaging and inspiring curriculum and lessons. 
• Passionately imparts and shares her/his knowledge, leading discussions and exploration to promote the value of scholarship and high performance of students.
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Planning for Learning

• Plan sequences of lessons that introduce knowledge and skills to students in a coherent way so that they deepen understanding, make connections, and master increasingly complex skills.
• Demonstrates in-practice knowledge and understanding of how students learn and has student knowledge as her/his highest priority. 
• Uses lessons effectively and promotes a love of learning and intellectual curiosity that helps students to reflect and take ownership for their own learning; and develop, consolidate and extend their knowledge, not only in the classroom but through homework, assessments, coursework, Global Campus, social media and in an out-of-school context. 
• Encourages higher order skills and thinking in the classroom such as exploration, critical enquiry and evaluation.

Classroom Culture

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• Has high expectations of behaviour, establishes leadership in the classroom and uses a variety of management strategies to ensure effective and productive classes for students
• Demonstrates the positive values, attitudes and behaviours we expect.
• Encourages students to accept responsibility for their own behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated, and to society more widely.
• Lays down clear frameworks and standards of conduct both within the classroom and wider school; exercises appropriate leadership, acting decisively when necessary.
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Personal and Professional Conduct & Development: 

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• Demonstrates the highest levels of integrity, ethics and standards of personal and professional conduct; deeply committed to her/his own personal and professional development
• Shows the highest regard and respect for others; the culture and traditions, heritage, language and the regulatory framework/requirements of the country of location. Fosters tolerance and harmony between different cultural traditions, encouraging students to acquire an appreciation of and respect for their own and other cultures. 
• Passionately and enthusiastically acts as an ambassador for her/his school, the wider community and the NAE family. 
• Critically evaluates her/his own professional practice & identifies and initiates own professional learning needs and embraces opportunities to demonstrate leadership.
• Has a thirst for learning and knowledge and a continuous desire to seek out opportunities to improve and share her/his teaching practice and extend her/his skills and knowledge with colleagues in the school, through NAU and across the Group.
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Contribution Beyond the Classroom: 

• Actively and enthusiastically contributes beyond the classroom in the wider context of the school community
• Interacts and communicates effectively with students, parents and colleagues with regard to student achievements and wellbeing; open to cooperation and collaboration. 
• Understands the importance of teaching values and attitudes such as collaboration, empathy, resilience/grit and compassion. 
• Encourages parent participation and is open to the giving and receiving of advice and/ or feedback from colleagues, seeking to constantly improve the effectiveness of her/his teaching. 
• Enthusiastically gets involved and steps up to lead school and extracurricular activities, participating in NAU, promotional activities, school workshops and PTA events etc. 
• Actively seeks to use Global Campus and social media to encourage collaboration across schools helping students towards global citizenship.

Relationships

• Establishes and maintains positive, respectful, ethical and collaborative relationships with students, parents and colleagues
• Builds professional relationships with students that are based on mutual respect and boundaries and that inspire them to be ambitious. 
• Forges positive professional relationships and works with parents in the best interests of the students making the education, wellbeing and safeguarding of students, with the highest possible student outcomes, her/his first concern. 
• Welcomes and proactively seeks ongoing regular interaction and dialogue with parents.
• Encourages parents to be ambitious for their children. 
• Develops effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.

Other

• Supervision Duties
• Oversee/Sponsor one club
• Lead an Advisory class covering a curriculum of social/emotional topics

Required Skills/Abilities

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• Bachelor’s Degree 
• At least three years of teaching experience, preferred.
• IB Math experience teaching experience, preferred.
• Training in effective Math instructional methods
• Experience teaching a high school level mathematics curriculum
• Strong proficiency with Microsoft Word and PowerPoint for producing reports and presentations.
• Good cross-cultural, interpersonal and communication skills to interact with diverse nationalities and cultures.
• Excellent analytical skills – with the passion and drive to demonstrate and quantify success.
• Results orientated with the ability to consistently map efforts against identified KPIs.
• Excellent time management skills and flexibility in dealing with multi-functional tasks.
• You’d like to work in a purpose-led sector.
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