Thursday, 28 May 2020

Teachers in Demand in Singapore

Roles & Responsibilities

Infant School Class Teachers (EYFS/Key Stage 1)

Teaching designated class, contributing to school/curriculum development and participating in extra curricular life of school.

Junior School Class Teachers (Key Stage 2)

Teaching designated class, contributing to school/curriculum development and participating in extra curricular life of school.

Senior School Subject Specialists

Teaching designated class, contributing to school/curriculum development and participating in extra curricular life of school.

Class Teachers (EYFS/Key Stage 1)

KEY RESPONSIBILITIES

  • Managing an effective, orderly and safe learning environment.

2. EYFS teachers: Plan a personalised curriculum using the Development Matters Statements from the EYFS documents and according to the needs of the class and the year group.

3. KS1 teachers: Plan a personalised curriculum using the KS1 Skills Document based on the National Curriculum standards and according to the needs of the class and the year group.

4. EYFS and KS1 teachers: Planning and then delivering a curriculum for the class, and in accordance with the agreed principles and practice of timetabling of the year group and the school; differentiating that delivery according to the abilities and learning strategies of individual children.

  • Keeping detailed records of plans, and of achievements of individual children; developing, in conjunction with the year group, standardised forms of assessment and record keeping.
  • Reporting to parents in accordance with the school’s reporting policy as laid down in the Staff Handbook.
  • Contributing to individual and team tasks and targets for the Infant School Improvement Plan and the School’s Self Evaluation Form (SEF).
  • Contributing to the planning and implementation of curricular and other initiatives according to the School’s Calendar.
  • Following the School’s policies and procedures with regard to discipline and behaviour, daily routines, duties, homework, leave of absence, and field study trips, as laid down in the Staff Handbook.
  • Liaising with relevant members of the Learning Support Team with regard to individual children for whom quality first teaching may have been ineffective, and who may therefore have specific learning needs, to ensure that those needs are understood, planned for and met.
  • Attending and contributing to meetings of a professional nature as and when required.
  • Contributing to the strengthening of the parent-teacher partnership in individual and whole school initiatives as and when required.
  • Contributing to the maintenance and development of the curriculum by being a member of a vertical curriculum team across Early Years Foundation Stage and Key Stages One and Two.
  • Supporting the Co-Curricular Activities programme in the Infant or Junior School by contributing/delivering an activity over two terms, per year.
  • Participating in the Review and Development process to support professional training.
  • Attending relevant professional development sessions to enhance ongoing professional skills and knowledge.
  • As part of Tanglin’s commitment to professional development, use 30 minutes of PPA time per term to peer observe colleagues and provide HOY/HOLS with brief, written updates through notes on iPad which can then be uploaded onto the Monitoring of Teaching and Learning Database.
  • Supporting TLAs in developing their professional practice within class/unit conducting the Review and Development and Performance Management with TAs in accordance with the school’s scheme.
  • Maintain your own on-going professional development in accordance with the requirements of the school and maintain an accurate and up to date record of that professional development.

Class Teachers (Key Stage 2)

KEY RESPONSIBILITIES

Managing an effective, orderly and safe learning environment.
Contributing as a team member to the planning of the annual and termly curriculum for the yeargroup according to the School’s published schemes of work in each subject.
Planning and then delivering a curriculum for the class according to the agreed termly plan, and in accordance with the agreed principles and practice of timetabling of the year group and the school, as laid down in the Staff Handbook; differentiating that delivery according to the abilities and learning strategies of individual students.
Keeping detailed records of plans, and of achievements of individual students; developing, in conjunction with the year group, standardised forms of assessment and record keeping.
Reporting to parents in accordance with the school’s reporting policy as laid down in the Staff Handbook.
Contributing to the planning and implementation of curricular and other initiatives according to the School’s Calendar.
Following the School’s policies and procedures with regard to discipline and behaviour, daily routines, duties, homework, leave of absence, and field study trips, as laid down in the Staff Handbook.
Liaising with relevant members of the Learning Support Team with regard to individual students who may have exceptional needs, to ensure that those needs are understood, planned for and met.
Attending and contributing to meetings of a professional nature as and when required.
Contributing to the strengthening of the parent-teacher partnership in individual and whole school initiatives as and when required.
Contributing to the maintenance and development of the curriculum by being a member of a vertical curriculum team across Key Stages One and Two.
To contribute to CCA during school year.
To fulfill supervision role during lunches and break times.
Participating in the Review and Development process to personalise professional learning and maintain an accurate and up to date record of all Professional Development opportunities.
Taking part in relevant development activities to enhance ongoing professional skills, knowledge and understanding including professional reflection and evaluation.
Demonstrating a commitment to professional development, by using up to 1 hour of PPA time per term to peer observe colleagues and share good practice, providing HOY/HOLS with a written professional reflection.
Supporting colleagues in developing their professional practice within class/unit.
Supporting colleagues in the Review and Development and Performance Management processes with TLAs and STLAs in accordance with the agreed school procedures.

Senior School Subject Specialists

KEY RESPONSIBILITIES

  • Managing an effective, orderly and safe learning environment.
  • Reviewing already formulated Schemes of Work for Years 7 to 13 as appropriate.
  • Planning the annual and termly curriculum for each year group in the Senior School according to those Schemes of Work.
  • Delivering that curriculum to assigned classes in accordance with the School’s timetable. Differentiating that delivery according to the abilities and learning strategies of individual students.
  • Keeping detailed records of plans, and of achievements of individual students; developing standardised forms of assessment and record keeping.
  • Reporting to parents in accordance with the school’s reporting policy as laid down in the Staff Handbook.
  • Contributing to the planning and implementation of curricular and other initiatives according to the School’s Calendar.
  • Following the School’s policies and procedures with regard to discipline and behaviour, daily routines, duties, homework, leave of absence, and visits, as laid down in the Staff Handbook.
  • Liaising with relevant members of the Learning Support Team with regard to individual students who may have exceptional needs, to ensure that those needs are understood, planned for and met.
  • Attending and contributing to meetings of a professional nature as and when required.
  • Contributing to the strengthening of the parent-teacher partnership in individual and whole school initiatives as and when required.
  • As and when required, taking on a pastoral role in the Senior School in the form of a Form Tutor, and fulfilling the responsibilities of that position.
  • Taking on after school duties and supervising Study Time as and when required.
  • Liaising with Heads of Curriculum in Key Stage 1 and Key Stage 2 to develop continuity and progression in the specialist subject across key stages.
  • Liaising with the Library staff to maximise on the functionality of the Library within the specialist subject area.
  • Developing cross-curricular links and providing opportunities for students to develop and apply their ICT skills.
  • Making a positive contribution to the development of the Senior School.
  • Participating in the Review and Development process to personalise professional learning and maintain an accurate and up to date record of all Professional Development opportunities.
  • Supporting colleagues in the Review and Development and Performance Management processes with TLAs, STLAs and other staff in accordance with the agreed school procedures.
  • Demonstrating a commitment to professional development and lifelong learning in order to enhance achievement, career development and drive improvement. Contributions may include courses, conferences, online learning, professional discussion, and sharing best practice which includes formal and peer observations, and when appropriate, providing line managers with written professional reflections.

[CANDIDATES WHO REQUIRE WORK PASSES NEED NOT APPLY]

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