Assistant Teacher(Emirati)

at  Reach British School

MINIMUM EDUCATIONAL QUALIFICATIONS REQUIRED FOR THE ROLE

Bachelor’s in Education

MINIMUM YEARS OF EXPERIENCE REQUIRED

1 years full time teaching experience

LANGUAGE SKILLS

English is mandatory

KNOWLEDGE

• In-depth knowledge and understanding of School curriculum (English National Curriculum – Primary) and associated assessment methods
• Up to date curriculum developments
• Application of effective teaching and learning theory and practice of providing effectively for the individual needs of all children (e.g., classroom organization and learning strategies)
• Proven leadership and management skills
• Experienced curriculum and team leader
• Strong planning and time management ability
• Interpersonal skills including tact, courtesy, and patience

SKILLS

• The ability to develop good personal relationships within a team
• An effective and experienced communicator (written and verbal) to a variety of audiences
• High level of IT competency

PERSONAL ATTRIBUTES

• Passionate about delivering quality education
• Able to command the respect of pupils, colleagues, and parents
• Organized with proven ability to meet deadlines
• Driven by wanting to improve quality and develop the school
• Reliable with an attention to detail and a commitment to quality
• Critical thinker
• Able to command respect of pupils, colleagues and parents
• Driven by wanting to improve quality and develop the school
• Reliable with an attention to detail and a commitment to quality
• Safeguarding and welfare of children
  Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description. Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers
  Reach British School is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. All shortlisted candidates and post holders are subject to appropriate International Criminal and Child Protection Background Checks or equivalent, covering the previous 10 years of employment history. Reach British School recruit teachers in several ways including direct application to the school and through international teacher recruitment agencies and organizations.

The SEN Assistant teacher will plan the teaching to achieve progression of learning through identifying clear teaching objectives and specifying how they will be taught through:

• Setting tasks which challenge pupils and ensure high levels of interest• Setting tasks which challenge pupils and ensure high levels of interest
• Works alongside the SENCO to provide 1:1, in class support for children with SEN
• Assists the SENCO in providing support groups throughout the school year
• Follows and helps implement Individual Education Plans (IEPs), support plans and lessons to students with SEN
• Coordinates with the class teacher to differentiate work for the student
• Uses their supervision and care skills to support and ensure that the wellbeing, behaviour and personal development of the student enhances their learning opportunities
• Keeps the SENCO informed about the progress and needs of their students
• Supports students with special learning needs at either end of the learning spectrum (learning disabilities and highly gifted)
• Maintains an effective system of communication and liaison among classroom teachers, learning support teachers, one-to-one and the SENCO
• Assists with the admission of children with SEN
• Supports the implementation of differentiated instruction for students with special needs across the three academic divisions• Acts as a resource for classroom teachers seeking support for differentiating instruction for students with special needs
• Attends to other duties as assigned by the SENC

ISP TEACHING ASSISTANT ROLE PROFILE

ISP is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. All shortlisted candidates and post holders are subject to appropriate International Criminal and Child Protection Background Checks or equivalent, covering the previous 10 years of employment history. ISP recruit teachers in several ways including direct application to the school and through international teacher recruitment agencies and organizations.
The International Schools Partnership (ISP) is a growing group of international schools which believes in amazing learning and is committed to getting better all the time.
GROWING LEARNING, GROWING SCHOOLS embodies our journey and is what binds us together. We are developing schools for 2-18 year olds with learning at the heart of each school and helping our children and students learn to levels that amaze them. At the same time, we are listening to our parents and students to broaden the appeal of our schools, with the aim of each one becoming the school of choice in its local area over time. We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that are able to forge successful careers and lives in a rapidly changing world.
We are a truly international group working in different cultures and speaking different languages. We work across countries and cultures, too, by working with each other and with other schools and communities. Our schools are located in the UK, the USA, Canada, Spain, Chile, Costa Rica, the United Arab Emirates, Qatar, Malaysia and Mexico. We are constantly enhancing our existing group of schools with new ones including those we develop ourselves, and new schools that want to join our partnership.
We put learners and learning first. Learning is affected by both internal factors (such as emotions, motivation and general health and wellbeing) and external factors (such as environment, curriculum and relationships). The external factor that has the most significant impact on our students’ learning is the teacher.
At ISP, everyone is a learner. So as one of our teachers, you are also a learner. Together, we will embark on an ongoing process of exploring, expanding and evolving your practice in ways that directly impact and improve student learning.

JOB ROLE:

The purpose of this role is to share the responsibility for planning, teaching and assessments of the subjects assigned that guides and encourages students to develop and fulfill their academic potential. They must take responsibility for promoting high standards of literacy and articulacy as well as set high expectations and standards which inspire, motivate and challenge pupils.
Department: EYFS, Primary, Secondary
Reports To (title): Head of FS/Head of Primary/Head of Secondary

MAIN RESPONSIBILITIES:

The SEN Assistant teacher will plan the teaching to achieve progression of learning through identifying clear teaching objectives and specifying how they will be taught through:

• Setting tasks which challenge pupils and ensure high levels of interest• Setting tasks which challenge pupils and ensure high levels of interest
• Works alongside the SENCO to provide 1:1, in class support for children with SEN
• Assists the SENCO in providing support groups throughout the school year
• Follows and helps implement Individual Education Plans (IEPs), support plans and lessons to students with SEN
• Coordinates with the class teacher to differentiate work for the student
• Uses their supervision and care skills to support and ensure that the wellbeing, behaviour and personal development of the student enhances their learning opportunities
• Keeps the SENCO informed about the progress and needs of their students
• Supports students with special learning needs at either end of the learning spectrum (learning disabilities and highly gifted)
• Maintains an effective system of communication and liaison among classroom teachers, learning support teachers, one-to-one and the SENCO
• Assists with the admission of children with SEN
• Supports the implementation of differentiated instruction for students with special needs across the three academic divisions• Acts as a resource for classroom teachers seeking support for differentiating instruction for students with special needs
• Attends to other duties as assigned by the SENCO