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- Teaching commitments will include co-planning, team teaching, facilitating small group and individual language learning interventions within and outside the classroom, and collaborating to plan professional development.
- Teach in line with the UWCSEA Teaching Standards, ensuring pedagogy aligns with the UWCSEA Learning Principles, supports diversity and inclusion, and reflects holistic learning goals in the Guiding Statements.
- Construct learning experiences that provide access and appropriate challenges for students, support the diversity of learners in each classroom, and demonstrate a strong commitment to concept-based teaching and learning.
- Demonstrate effective classroom management that shows an understanding of the academic, social, and emotional dimensions of learning in middle school.
- Collaborate with teachers across the Middle School to co-plan with teams and individual teachers at the unit and lesson level; co-teach to support academic language development.
- Contribute positively to the collaborative culture of the Middle School teams to support an inclusive learning environment.
- Relate well to individuals and deal sensitively with potentially difficult situations with colleagues, students, and parents.
- Monitor the progress of English Language Learners in English within a concept-based curriculum in alignment with external language proficiency criteria (CEFR, Bell Foundation).
- Support teachers in monitoring language development based on classwork and observations.
- Maintain records on the College’s online information system and department systems.
- Ensure assessments support ongoing learning, and provide timely, relevant, and appropriate feedback to students on assessments, in line with the Assessment & Feedback Policy.
- Contribute to placement decisions with the Head of MS EAL, coordinate assessments of students referred by teachers, and make recommendations for provision.
- Intentionally build a culture of inclusion and belonging by supporting diverse student needs, including neurodiversity, EAL learners, and cultural differences.
- Coordinate support across all learning areas with members of the Student Support Team, subject teachers, and mentors.
- Attend, as appropriate, school-level, student support, and curriculum-planning meetings.
- Possess a range of strategies to build effective and engaging working relationships with students, colleagues, and parents.
- Communicate clearly and articulately in both spoken and written forms with students, colleagues, parents, and the wider community.
- Keep parents informed about their children’s learning and proactively communicate with them.
- Share data insights and updates, ensuring transparency and collective understanding across teams.
- Attend to own Professional Learning and keep abreast of current pedagogy in related fields.
- Assist the Head of MS EAL when necessary in planning and delivering professional learning to teachers and support in parent and community outreach.
- Support differentiated practice within the classroom to support all learners in accessing the curriculum.
- Follow the
- A relevant degree in English as an Additional Language, English Language Learning, Applied Linguistics, or a related field; a professional teaching qualification or certification from an accredited institution is essential.
- 3 - 5 years teaching experience, teaching and supporting English as an Additional Language to middle school-aged students (11-14 year olds), preferably in international schools.
- Experience and knowledge integrating UDL principles, inclusive assessment practices, and academic literacy development through MTSS models. Co-teaching experience is a benefit.
- Experience and knowledge of conceptual and inquiry-based teaching, learning, and associated planning processes.
- Knowledge of data-informed decision-making processes and tools to collect, analyse, and respond to data.
- Knowledge of developments in pedagogy and educational practice.
- Up-to-date technology practices a desire to embrace new tools, including AI, to support teaching and learning.
- Cultural sensitivity and a commitment to fostering diversity, equity, inclusion, and belonging with a diverse team.
- The ability to engage with students and engender enthusiasm for learning.
- Teaching commitments will include co-planning, team teaching, facilitating small group and individual language learning interventions within and outside the classroom, and collaborating to plan professional development.
- Teach in line with the UWCSEA Teaching Standards, ensuring pedagogy aligns with the UWCSEA Learning Principles, supports diversity and inclusion, and reflects holistic learning goals in the Guiding Statements.
- Construct learning experiences that provide access and appropriate challenges for students, support the diversity of learners in each classroom, and demonstrate a strong commitment to concept-based teaching and learning.
- Demonstrate effective classroom management that shows an understanding of the academic, social, and emotional dimensions of learning in middle school.
- Collaborate with teachers across the Middle School to co-plan with teams and individual teachers at the unit and lesson level; co-teach to support academic language development.
- Contribute positively to the collaborative culture of the Middle School teams to support an inclusive learning environment.
- Relate well to individuals and deal sensitively with potentially difficult situations with colleagues, students, and parents.
- Monitor the progress of English Language Learners in English within a concept-based curriculum in alignment with external language proficiency criteria (CEFR, Bell Foundation).
- Support teachers in monitoring language development based on classwork and observations.
- Maintain records on the College’s online information system and department systems.
- Ensure assessments support ongoing learning, and provide timely, relevant, and appropriate feedback to students on assessments, in line with the Assessment & Feedback Policy.
- Contribute to placement decisions with the Head of MS EAL, coordinate assessments of students referred by teachers, and make recommendations for provision.
- Intentionally build a culture of inclusion and belonging by supporting diverse student needs, including neurodiversity, EAL learners, and cultural differences.
- Coordinate support across all learning areas with members of the Student Support Team, subject teachers, and mentors.
- Attend, as appropriate, school-level, student support, and curriculum-planning meetings.
- Possess a range of strategies to build effective and engaging working relationships with students, colleagues, and parents.
- Communicate clearly and articulately in both spoken and written forms with students, colleagues, parents, and the wider community.
- Keep parents informed about their children’s learning and proactively communicate with them.
- Share data insights and updates, ensuring transparency and collective understanding across teams.
- Attend to own Professional Learning and keep abreast of current pedagogy in related fields.
- Assist the Head of MS EAL when necessary in planning and delivering professional learning to teachers and support in parent and community outreach.
- Support differentiated practice within the classroom to support all learners in accessing the curriculum.
- Follow the
- A relevant degree in English as an Additional Language, English Language Learning, Applied Linguistics, or a related field; a professional teaching qualification or certification from an accredited institution is essential.
- 3 - 5 years teaching experience, teaching and supporting English as an Additional Language to middle school-aged students (11-14 year olds), preferably in international schools.
- Experience and knowledge integrating UDL principles, inclusive assessment practices, and academic literacy development through MTSS models. Co-teaching experience is a benefit.
- Experience and knowledge of conceptual and inquiry-based teaching, learning, and associated planning processes.
- Knowledge of data-informed decision-making processes and tools to collect, analyse, and respond to data.
- Knowledge of developments in pedagogy and educational practice.
- Up-to-date technology practices a desire to embrace new tools, including AI, to support teaching and learning.
- Cultural sensitivity and a commitment to fostering diversity, equity, inclusion, and belonging with a diverse team.
- The ability to engage with students and engender enthusiasm for learning.