Early Years Foundation Stage Teacher

Reporting to: Primary School Principal/ Head of KinderZone™ (Early Years Foundation Stage)

Supervising: Teaching Assistant

JOB PROFILE:

Seeking talented innovative progressive Early Years Foundation Stage to Year 6 educators to develop an invigorating safe, supportive and stimulating learning ecosystem in a state-of-the art purpose-built facility.  The ideal talented individual should be empowered to make the greatest positive impact to the community, embrace all learners within his or her learning environment, promote inquiry through questioning while employing the Socratic method, be principled and be committed to the well-being of self and students.

 

DESCRIPTION OF POSITION:

 

The International School of Kuwait (ISK) is seeking an inspirational Early Years Foundation Stage Teachers (FS2  to EY2) who can develop the vision and mission, while implementing a rich-curriculum, which lies beyond the traditional scope of education. 

 The ideal candidate will be an experienced Early Years Foundation Stage teacher who has a record of ensuring high academic performance for his or her students in a diverse, language-rich environment. He or she will be skilled at forming and maintaining relationships with a broad range of individuals and across areas of difference such as cultural background, linguistic heritage, race, socio-economic status and family structure. Early Years Foundation Stage Teachers are responsible for planning the indoor and outdoor classroom environments in order to provide a positive, creative and stimulating context for learning and teaching built on a climate of trust and teamwork by being fair, consistent, caring, respectful and enthusiastic.  Prospective teachers should be passionate to work in this incredibly diverse community with cultural competence and placing an emphasis on integrity, well-being, inquiry, empowerment, inclusivity is a requirement. 

 

The duties and responsibilities of an ISK Early Years Foundation Stage Teacher, include: 

   Following the School’s philosophy of child development to promote the physical, social, cognitive, emotional and spiritual growth of students;

 Planning and executing a clearly defined environment that is arranged to promote independence, foster decision-making and encourage initiative and involvement;

 Creating dedicated learning centers for dramatic and imaginative play, block building, art, language and mathematical thinking; 

 Creating a classroom that promotes and reflects inquiry of the world in which the students live; 

 Creating displays that document the students’ learning process and creativity;

 Observing the students and documenting their progress in order to plan further learning and to evaluate and assess their development;

 Engaging students in learning by using a variety of contemporary teaching strategies in order to meet individual learning needs;

 Supporting and enhancing student learning through the use of digital integration and technology;

 Having daily discussions with members of the teaching team along with scheduled weekly team meetings to coordinate work and strengthen collaboration;

 Establishing an inspiring, respectful, positive, safe student-centered environment that is conducive to learning;

 Developing and using a variety of formative and summative assessment strategies to guide teaching and learning, while catering for individual students’ needs;

 Providing meaningful and constructive, honest and regular feedback to students about their learning and progress;

 Keeping parents informed of children’s progress by maintaining records of academic performance, attendance, and participation; 

 Reporting on all elements of student development at student-parent-teacher conferences;

 Encouraging parent involvement by inviting the parents to the class and working closely with them on their child’s development;

 Developing and presenting lesson plans by using a variety of teaching models (Pathways to Teaching) and techniques (Pathways to Learning);

 Maintaining good disciplinary order and child safety standards in the classroom, on the school’s campus, and while on bus and vigilance duties;

 Maintaining a safe, secure, and healthy educational environment on campus and on educational visits;

 Updating professional knowledge by attending regular faculty meetings, participating in educational opportunities, reading professional publications, maintaining professional networks and participating in professional organizations that results in enhancement of student learning;

 Using the school’s student information system to keep and maintain records and to facilitate communication; 

 Ensuring the classroom physical layout maximizes learning and collaboration while providing a safe and nurturing environment;

 Facilitating learning through a range of strategies, in individual, small and large group settings in a positive and differentiated learning climate;

 Participating in the implementation and review of the curriculum;

 Taking on ad hoc tasks as negotiated by the Primary School Principal and Head of KinderZone™ (Early Years Foundation Stage);

 Maintaining a commitment to professional ethics, international mindedness, and the school’s vision, mission and core values;

 Aligning student assessment with expected learning outcomes and the school’s Assessment Policy;

 Supporting all school policies and procedures;

 Leading community initiatives to develop and building a sense of equity and inclusion within the school while maintaining a strong sense of community among staff, parents and students. 

 

QUALIFICATIONS:

Bachelor’s degree in Early Childhood Education or Subject Area, essential; Master’s degree in Education, highly preferred. Minimum of five years of teaching experience. All Nationalities considered. Proficiency in the Arabic language preferred but not required (willingness to take classes leading to proficiency).