Minimum of 2 years of teaching experience, preferably in the same discipline as for the position being sought
Teacher certification/licensure from an appropriate governing body, such as a state or provincial Department of Education Licensure is preferred. TOEFL certification is NOT sufficient.
BS or BA as a minimum requirement
Major or minor in the discipline they will be teaching
University level training in education pedagogy
Evidence of life-long learning
Areas of Responsibility
Planning and Preparation
Display extensive content knowledge, and continue to build upon that knowledge
Demonstrate knowledge of typical developmental characteristics of pre-adolescents and adolescents, and ability to recognize when a student is deviating from that pattern
Demonstrate knowledge of progressive content-specific education pedagogy and non-content-specific education pedagogy
Tailor instruction to the individual and group needs of our students, using data collected in the classroom and through schoolwide assessment and other data collection efforts
Tailor instruction to meet the needs of English language learners and those with learning disabilities
Display knowledge of and sensitivity to issues of diversity in the international school setting
Select instructional (content and language) goals from the approved school curriculum that are meaningful and relevant, and convey high expectations for student learning
Provide clear instructional (content and language) goals that are in written form and explained to students daily
Provide learning activities tied directly to instructional goals in a manner that progresses coherently
Use differentiation strategies in planning, instruction, assessment and feedback
Use materials in a way that supports students meeting instructional goals
Read and refer to students’ individual education plans when planning instruction.
Instruction
Provide clear directions and explicitly teach procedures to students
Provide students with frequent opportunities to learn at a high cognitive level (e.g. Bloom’s Taxonomy)
Provide students with opportunities to assume responsibility for successful discussions, projects, and work products
Provide students with equal opportunities to learn in the classroom, regardless of gender, race, ethnicity, sexual orientation, religious affiliation, or membership in another protected group
Select activities and instructional materials that are suitable to learning goals.
Provide highly structured and coherent lessons
Be responsive to student interests and learning needs
Use many different instructional and learning modes in units and lessons
Assessing Student Learning
Create assessments that are aligned to instructional goals and standards
Implement assessments in a manner that ensures validity and reliability of the data, including monitoring the testing environment and for academic honesty
Provide multiple measures of student learning, including project-based, inquiry-based, and other “authentic” forms of assessment
Creating a Safe and Healthy Learning Environment
Establish professional rapport with students in the classroom, during advisory and through school and extra-curricular events
Provide students with lessons that allow for active participation and inquiry
Make the course relevant to the lives of students
Establish procedures that promote high expectations for behavior and achievement
Craft activities and explain them in a manner that promotes high expectations for behavior and achievement.
Arrange furniture in a manner that maximizes student learning
Managing the Classroom
Establish high expectations for behavior and procedures that support these expectations
Maintain a productive work environment in the classroom
Provide students with smooth transitions between activities
Ensure procedures are in place for non-instructional duties including attendance, tardiness, etc.
Managing Student Behavior
Establish clear standards of conduct that students are able to articulate
Monitor student behavior and intervene in a manner that is preventative and timely
Respond to student misbehavior in an appropriate manner and as established in the Student and Parent Handbook
Professional Responsibilities
Maintain accurate records of student progress
Participate in student and parent meetings, curriculum and department meetings, faculty meetings, and student support meetings
Participate in professional training at and/or sponsored by the school
Participate in school initiatives
Maintain collegial relationships with peers and administrators
Participate in school events
Contribute to extra-curricular offerings such as athletic teams and/or student clubs
Abide by the GWA Code of Professional Conduct, as outlined in our Child Protection Policy
Undertake other duties as assigned by the Upper School Principal, and/or his/her designee.
Benefits
Taxes
All taxes are fully paid for by the school. Salaries are quoted in NET to reflect take-home amounts.
Initial flight for employee and immediate family members are fully paid by the school. Thereafter, flights up to 12,000 MAD (appr. 1200 USD) per employee and eligible family members.
Moving Allowance
5000 MAD settling in stipend (Appr. 500 USD)
Dependent Opportunities
Full tuition discount for the children of staff members; other school fees (ie uniforms, lunch) apply
Medical
Worldwide coverage - all countries included
Coverage include medical, dental and vision
Additional emergency services for English-speaking staff are provided.
Utilities
School laptop and SIM card are provided by the school (phone not included)
Full access
To career opportunities across the globe
$50
USD
per year
Paid membership
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The amount of fully qualified applicants on Schrole has exceeded our expectations. All of the job respondents are of a very high quality. We appreciate the competitive pricing, ease of use of the portal and Schrole's excellent client support. We receive a prompt response from all queries, usually in less than a few hours. Sign up today!
Gary Booth
Principal
Meritton British International School
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