The purpose of these roles and responsibilities is to outline briefly the tasks required of a class teacher at Education Consortium's Royal Britannia Kindergarten (RBK). As a school we are trying to achieve high standards by responding professionally, sensitively and caringly to the needs of all our pupils. All teachers must demonstrate a standard of knowledge, understanding and skills of the curriculum taught in the school. All teachers must demonstrate an understanding of the wider curriculum and administration needs of the foundation.
Have knowledge and understanding of:
• Have a detailed knowledge of the relevant aspects of the Early Years Foundation Stage (EYFS) curriculum.
• Have a secure knowledge and understanding of a specialist subject(s). Understand progression in their specialist subject(s), including before their specialist age range.
• Cope securely with subject-related questions which pupils raise and know about pupils’ common misconceptions and mistakes in their specialist subject(s).
• All EYFS school curriculum and assessment guidelines.
Planning and setting expectations:
• Identify clear teaching objectives, content, lesson structures and sequences appropriate to the subject matter and the pupils being taught.
• Set appropriate and demanding expectations for pupils’ learning and motivation. Set clear targets for pupils' learning, building on prior attainment and experiences.
• Identify pupils who have special educational needs and are gifted and talented, and know where to get assistance in order to give positive and targeted support. Where applicable, implement and keep records on Individual Education Plans (IEPs).
Teaching and managing pupil learning:
• Ensure effective teaching of whole classes, groups and individuals so that teaching objectives are met, momentum and challenge are maintained, and best use is made of teaching time.
• Use teaching methods which keep pupils engaged, including stimulating pupils’ intellectual curiosity, effective questioning and response, clear presentation and good use of resources.
• Set high expectations for pupils' behaviour, establishing and maintaining a good standard of discipline through well-focused teaching and through positive and productive relationships.
Assessment and evaluation:
• Assess how well learning objectives have been achieved and use this assessment for future teaching.
• Monitor pupils’ work providing constructive feedback, setting targets for pupils’ progress.
• When applicable, understand the demands expected of pupils in relation to the EYFS.
Relations with parents and wider community:
• Know how to prepare and present informative reports to parents.
• Recognise that learning takes place outside the school context and provide opportunities to develop pupils' understanding by relating their learning to real and work-related examples.
• Understand the need to liaise with agencies outside school.
Managing own performance and development:
• Understand the need to take responsibility for their own professional development and to keep up to date with research and developments in pedagogy and in the subjects they teach.
• Understand their professional responsibilities in relation to school policies, guidelines and practices.
• Set a good example to the pupils they teach in their presentation and their personal conduct.
• Evaluate their own teaching critically and use this to improve their effectiveness.
Managing and developing staff and other adults:
• Establish effective working relationships with professional colleagues, such as, teaching colleagues and associate staff.
Managing resources:
• Select and make good use of books, equipment, ICT and other learning resources which enable teaching objectives to be met.
Job Details
| Date Posted: | 2014-06-19 |
| Job Location: | Al Ahmadi, Kuwait |
| Job Role: | Education/Training |
| Company Industry: | Education, Training, and Library |
| Joining Date: | 2014-08-26 |
Preferred Candidate
| Career Level: | Mid Career |
| Gender: | Female |
| Nationality: | United Arab Emirates; Australia; Bahrain; Canada; Djibouti; Algeria; Egypt; Great Britain (UK); Ireland; Iraq; Jordan; Comoros; Kuwait; Lebanon; Libya; Morocco; Mauritania; New Zealand; Oman; Palestine; Qatar; Saudi Arabia; Sudan; Somalia; Syria; Tunisia; United Kingdom; United States; Yemen |
| Degree: | Bachelor's degree / higher diploma |
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