Secondary Humanities Teacher

ENGAGEMENT AND INTERACTION – SCHOOL AMBASSADOR TO INTERNAL COMMUNITY

• Promotes excellence, equality, collaboration and high expectations for students;
• Represents the school’s values in every interaction with students, parents and colleagues;
• Acts as an advocate for the school in the wider community.

LEARNING AND TEACHING

• Engages and challenges student learning through questioning and discussion techniques and proven-pedagogical strategies;
• Knows where students stand as individuals, responds to their needs and evaluates and tracks progress;
• Creates a culture of learning and manages student behavior to ensure an environment of respect and collaboration.

PLANNING AND PREPARATION

• Sets clear instructional outcomes;
• Demonstrates expertise in content/discipline with the ability to translate into coherent instruction;
• Designs lesson plans, activities and assessments that are aligned to the school’s curriculum and that engage students.

PROFESSIONAL AND PERSONAL DEVELOPMENT

• Participates in extra-curricular duties that assist in growing the school program of opportunities for students;
• Contributes to the professionalism of instruction through engagement in PD, sharing best practices and support for colleagues;
• Reflects on own practice, open to feedback and dedicated to developing professionally.

Humanities Teacher Duties

This Secondary Humanities Teacher position requires the ability, expertise and training to teach History and

Geography learning initially in the secondary school. Additional experience or training in high school and related

areas of the History/Geography/ Economics/Business learning and ESL in the Mainstream certification or its

equivalent will also be considered a plus.

Knowledge and understanding:

• Have a detailed knowledge and understanding of the subject of Humanities with experience in IGCSE or A-level
• curriculum;
• Able to guide and support student subject-related questions and facilitate inquiry-based learning in their
• specialist subject(s);
• Knowledge and understanding for curriculum and assessment development in Humanities learning.

Planning and setting expectations:

• Identify clear teaching objectives, content, lesson structures and sequences appropriate to the subject matter and the students being taught;
• Set appropriate and demanding expectations for students’ learning and motivation;
• Set clear targets for students' learning, building on prior attainment and experiences;
• Identify and provide for students who have special educational needs (either in additional foundation learning support or for extending challenging learning opportunities);
• Where applicable, implement and keep records on Individual Education Plans (IEPs);
• Liaise with the English and Language learning team of teachers to determine the learning objectives of learning topics, themes and integrated interdisciplinary tasks;
• Additional tasks will include assisting in development of online resources, administration and English Language learning applications as well as interdisciplinary course development.

Teaching and managing student 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 especially aligned with inquiry-based learning that keep students engaged, including stimulating students’ intellectual curiosity, effective questioning and response, clear presentation and good use of resources;
• Set high expectations for student behavior, establishing and maintaining a good standard of discipline through well-focused and inspiring teaching and through positive and productive relationships;
• Promote positive behavior patterns, encourage self-esteem, and improve independent working for students to assist their education and growth.

Assessment and evaluation:

• The assessment and evaluation of History and Geogrephy courses must be based on the requirements of international curriculum standards, focusing specifically on the knowledge application ability of students on solving practical problems;
• Assessment for and of learning in how well learning objectives have been achieved and use this assessment for future learning development tasks and teaching;
• Mark, record and monitor student class and homework providing constructive oral and written feedback, setting appropriate targets for student progress;
• When applicable, understand the demands expected of students in relation to the international curriculum, international standards and alignment.

Relations with parents and wider community:

• Know how to prepare and present high quality informative and appropriate reports to parents;
• Recognize that learning takes place outside the school context and provide opportunities to develop student understanding by relating learning to relevant, authentic, real and context related examples;
• Understand and act upon building effective relationships with school agencies and partnerships beyond the school.

Managing own performance and development:

NAS Shunyi teachers understand the need to take responsibility for their own professional growth and development and to keep up to date with research and developments in pedagogy and in the courses they teach;

NAS Shunyi teachers understand their professional responsibilities in relation to school policies, guidelines and practices;

NAS Shunyi teachers set a good example to the students they teach in their presentation and their personal conduct;

NAS Shunyi teachers evaluate their own teaching critically and use this to improve their effectiveness.

Managing and developing staff and other adults:

• NAS Shunyi teachers establish effective working relationships with professional colleagues, such as, coteachers, specialist teachers and associate staff to ensure a high quality and engaging professional learning community.

Managing resources:

• Select and make good use of books, equipment, IT and other learning resources that enable teaching and learning objectives to be met.
• Assist in maintaining an up to date learning resources and materials inventory including classroom hardware and software.

PERSONAL SPECIFICATIONS

• At least Bachelor’s Degree and Teaching qualification;
• Minimum of 3 years teaching experience;
• Native level English Speaker;
• International teaching experience;
• Experience in a bilingual language learning environment.