Primary and Early Years Teachers

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THE INTERNATIONAL SCHOOL OF MILAN

Founded in 1958, ISM caters for approximately 1000 students from more than 60 nationalities. Our current campus opened in September 2013, incorporating a theatre, swimming pool and a superb gymnasium as well as specialist classrooms, labs, libraries, arts and music areas. Wifi is enabled throughout the campus to support the school’s 1:1 learning project and every student has access to a personal tablet or laptop.  ISM is managed by a Headmaster, who reports to the Board of Directors, while the internal management structure reflects our commitment to the International Baccalaureate. The Primary Principal is responsible for learning in the PYP from Early Years to Grade 6, while in the Secondary School responsibility is divided between the MYP Principal and the DP Principal.  All of our sections are fully authorized for the three IB programmes – PYP for Kindergarten to Grade 6, MYP from grades 7 to 11 and the Diploma Programme in grades 12-13. ISM is the most established IB school in Italy and has an outstanding record of results in the Diploma

PRIMARY SCHOOL

Our Primary School caters for around 500 students with two-form entry in Early Years leading to three-form admission in grades 1 to 6.  We moved into the current campus in September 2014 so we enjoy excellent facilities on site including access to a swimming pool, a large gymnasium and a theatre, while students in Upper Primary can access some of the more specialised facilities (such as science and IT labs) usually used by Secondary classes . Young learners also benefit from our extensive professional support team which includes nurses, doctors and an educational psychologist all based in the school. Our educational inspiration derives principally from the International Baccalaureate Primary Years Programme, for which we have been a fully authorised school since 2004.  The learner-centred and inquiry-driven approach of PYP has become a central characteristic of our climate, and we are proud of the resources, facilities and learning opportunities that we provide.  Training for PYP is provided within the school but within 12 months of appointment every teacher also has the chance to attend one of the IB’s training workshops. As an international school we also look for excellent practice from a range of sources besides PYP and we make ample reference to the work of Reggio Children in Italy, and we are proud of the international backgrounds and experiences of our teachers and assistants. All schools in the ISE group work collaboratively and there are exchanges of experience across our sister schools in other cities, who also collaborate on common projects or innovations.

Our classrooms are exciting centres of collaborative learning and this extends to the philosophy and vision of relations between teachers and families. We believe that collaboration with families is of particular importance and our teachers interact comfortably and confidently with parents as well as being imaginative and flexible classroom practitioners.

We expect high standards in teaching and learning with a special awareness to language acquisition and literacy since the majority of students do not have English as their mother tongue.

For the past two years we have adopted a 1:1 tablet project across the Elementary School and all teachers use iPads in their regular activities. While not expecting all candidates to have extensive experience of 1:1 approaches to learning, we do expect that teachers are excited about the potential provided by these tools and feel comfortable with the technology.

We are looking for dynamic, flexible and collaborative Primary teachers who are keen to work in an innovative curriculum and help to motivate excited international learners.

SECONDARY SCHOOL

Secondary School caters for about 500 students in Grades 7-13. It is divided into two distinct sections. Grades 7-11 follow the MYP while courses in grades 12-13 lead to the IB Diploma. We aim to create age-appropriate learning environments for the different phases of Secondary School and some staff members will be allocated teaching and pastoral responsibilities with either the younger students (grades 7-10) or the older ones (grades 9-13).  In general, classes are not set into ability groups with the exception of Maths, but all courses are taught to a high level and we expect that teachers will be committed to maintaining high standards with our international student body. The MYP encourages an ongoing internal review of curriculum and assessment and we are looking for teachers who have an interest in developing and innovating in these areas. For instance, we actively promote cross-curricular collaboration and authentic strategies to assess learning, and while our programmes in all subjects are fully documented and operational, new teachers will find that on-going innovation continues to be features of school. At the same time we expect that teachers will see their roles as more than subject specialists. We promote a positive ethos in relations with students and teachers should genuinely enjoy involvement with the age groups they are working with, including extra-curricular projects as well as mainstream school. There will be ample opportunity to attend training and development workshops for MYP and IB Diploma. A portion of contact time may include a pastoral role as form teacher or an allocation for extra-curricular activities or in the community service component of IB. The ability of some teachers to work in different subject areas is an advantage (though not a requirement) since this enables flexible planning for our expanding population.

More information about IBO, PYP and MYP can be found on www.ibo.org

We are looking for teachers who can support additional activities such as:

• Model United Nations - a popular extra-curricular activity with a strong tradition (www.thimun.org)
• Global Issues Network – we have a long standing commitment to GIN (www.global-issues-network.org).
• We are looking for staff who will be keen to participate in our annual Summer Expeditions, lasting three weeks, which have taken student groups to Ladakh, Madagascar, Indochina, Costa Rica and Thailand
• We are also looking for teachers interested in our project to integrate technology into learning using wifi-enabled tablets or laptops

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