Job Description
Designation: Secondary Teacher - Student Support Program
Reporting to: Head of Division
Job Summary: The teachers are central to the effective implementation of the School’s Mission and Vision. The role requires a holistic understanding of the needs of students encompassing both pastoral and curricular aspects. Teachers are expected to work collaboratively in teams.
Minimum
Qualifications
• Degree level qualification
• Teaching Qualification
Professional
Experience
• Minimum of two years teaching experience in a related field
• Experience with inquiry-based learning approaches
• Experience with the relevant IB programme (MYP & DP)
• Experience in a range of school settings
• Experience of making a positive impact in areas of school priority
• Evidence of continued professional learning and learning beyond initial qualification
Professional
Understanding and Knowledge
• Understanding of how students think and learn in the 21st century.
• Ability to differentiate for different learning & language needs.
• Understanding of how technology impacts learning
• An understanding that all teachers are teachers of language.
• Knowledge of how neuroscience informs current understanding of the learning process
• Understanding of a broad range of assessment strategies relevant to a criteria-based curriculum
Professional
Competencies
• Proven track record of successful classroom teaching
• The perseverance required to maintain high standards
• The proven ability to cope with & support change
• A willingness to contribute to the school and its community
• The proven ability to work collaboratively in and with teams
• The proven ability to communicate effectively with students, parents, colleagues and leadership staff
• Actively supports the mission of the school
• The ability to plan and write curriculum
• A sense of humor
SPECIFIC RESPONSIBILITIES
Domain 1 - Planning and Preparation
The teacher is expected to:
• Demonstrate knowledge of subject area content.
• Demonstrate effective use of available materials and resources, including digital learning where applicable.
• Demonstrate consideration of varied instructional models and assessment methods to optimize learning.
• Incorporate host country and multicultural resources
• Demonstrate knowledge of the developmental phases of learning.
• Develops plans to meet the varied needs of a diverse student population.
• Plan collaboratively for student learning.
Domain 2 - Teaching, Learning and Assessing
The teacher is expected to:
• Build on students’ previous knowledge and experience.
• Use a range and balance of teaching strategies, including inquiry and real-life investigations.
• Understand and use technology appropriately to support learning.
• Develop strategies that will actively promote the IB Learner Profile.
• Tailor teaching strategies to address the needs of all students, taking into account different stages of development and learning styles.
• Address the needs of students who are not proficient in the language of instruction.
• Encourage students to take action, which promotes care and concern for the welfare of others and the environment.
• Encourage students to actively participate in their own learning.
• Engage students in becoming creative and critical thinkers.
• Provide students with regular opportunities for reflection on their own learning as a part of the assessment process.
• Use a range of formative and summative assessment strategies to inform and modify teaching and learning.
• Provide students with regular and prompt feedback to support and improve their learning. - Display qualities such as patience, empathy, interest and concern for students.
Domain 3 – Learning Environment
The teacher is expected to:
• Create a safe and stimulating learning environment based on understanding and respect.
• Manage procedures and routines so that students are engaged.
• Manage student behaviour in ways that enhance the overall learning environment and respect the student’s dignity.
• Use a positive behaviour management approach which encourages responsible behaviour
• Recognize and avert potential behaviour problems.
Domain 4 – Professional Responsibilities
The teacher is expected to:
• Demonstrate a commitment to continuing professional development.
• Reflect on the effectiveness of his/her teaching and learning.
• Contribute to the on-going development of the school.
• Participate in team planning and collaborative activity.
• Provide clear communication with stakeholder groups as and when required.
• Maintain constructive and professional relationships with parents.
• Maintain constructive and professional relationships with all staff.
• Show respect, sensitivity and compassion towards others.
• Model the attributes of the IB Learner Profile.
General
The teacher is expected to:
• Support community related activities in the promotion of the ‘life of the school’. - Provide support for other activities as deemed appropriate by the Head of School within the scope of responsibilities as teacher.
• Any other duties that may, from time to time, reasonably be required within the general level of responsibility of the post
Reporting to: Head of Division
Job Summary: The teachers are central to the effective implementation of the School’s Mission and Vision. The role requires a holistic understanding of the needs of students encompassing both pastoral and curricular aspects. Teachers are expected to work collaboratively in teams.
Minimum
Qualifications
• Degree level qualification
• Teaching Qualification
Professional
Experience
• Minimum of two years teaching experience in a related field
• Experience with inquiry-based learning approaches
• Experience with the relevant IB programme (MYP & DP)
• Experience in a range of school settings
• Experience of making a positive impact in areas of school priority
• Evidence of continued professional learning and learning beyond initial qualification
Professional
Understanding and Knowledge
• Understanding of how students think and learn in the 21st century.
• Ability to differentiate for different learning & language needs.
• Understanding of how technology impacts learning
• An understanding that all teachers are teachers of language.
• Knowledge of how neuroscience informs current understanding of the learning process
• Understanding of a broad range of assessment strategies relevant to a criteria-based curriculum
Professional
Competencies
• Proven track record of successful classroom teaching
• The perseverance required to maintain high standards
• The proven ability to cope with & support change
• A willingness to contribute to the school and its community
• The proven ability to work collaboratively in and with teams
• The proven ability to communicate effectively with students, parents, colleagues and leadership staff
• Actively supports the mission of the school
• The ability to plan and write curriculum
• A sense of humor
SPECIFIC RESPONSIBILITIES
Domain 1 - Planning and Preparation
The teacher is expected to:
• Demonstrate knowledge of subject area content.
• Demonstrate effective use of available materials and resources, including digital learning where applicable.
• Demonstrate consideration of varied instructional models and assessment methods to optimize learning.
• Incorporate host country and multicultural resources
• Demonstrate knowledge of the developmental phases of learning.
• Develops plans to meet the varied needs of a diverse student population.
• Plan collaboratively for student learning.
Domain 2 - Teaching, Learning and Assessing
The teacher is expected to:
• Build on students’ previous knowledge and experience.
• Use a range and balance of teaching strategies, including inquiry and real-life investigations.
• Understand and use technology appropriately to support learning.
• Develop strategies that will actively promote the IB Learner Profile.
• Tailor teaching strategies to address the needs of all students, taking into account different stages of development and learning styles.
• Address the needs of students who are not proficient in the language of instruction.
• Encourage students to take action, which promotes care and concern for the welfare of others and the environment.
• Encourage students to actively participate in their own learning.
• Engage students in becoming creative and critical thinkers.
• Provide students with regular opportunities for reflection on their own learning as a part of the assessment process.
• Use a range of formative and summative assessment strategies to inform and modify teaching and learning.
• Provide students with regular and prompt feedback to support and improve their learning. - Display qualities such as patience, empathy, interest and concern for students.
Domain 3 – Learning Environment
The teacher is expected to:
• Create a safe and stimulating learning environment based on understanding and respect.
• Manage procedures and routines so that students are engaged.
• Manage student behaviour in ways that enhance the overall learning environment and respect the student’s dignity.
• Use a positive behaviour management approach which encourages responsible behaviour
• Recognize and avert potential behaviour problems.
Domain 4 – Professional Responsibilities
The teacher is expected to:
• Demonstrate a commitment to continuing professional development.
• Reflect on the effectiveness of his/her teaching and learning.
• Contribute to the on-going development of the school.
• Participate in team planning and collaborative activity.
• Provide clear communication with stakeholder groups as and when required.
• Maintain constructive and professional relationships with parents.
• Maintain constructive and professional relationships with all staff.
• Show respect, sensitivity and compassion towards others.
• Model the attributes of the IB Learner Profile.
General
The teacher is expected to:
• Support community related activities in the promotion of the ‘life of the school’. - Provide support for other activities as deemed appropriate by the Head of School within the scope of responsibilities as teacher.
• Any other duties that may, from time to time, reasonably be required within the general level of responsibility of the post
💡 Quick Summary
Seeking a career-building opportunity? The Secondary | Student Support Program Oberoi International School position is now open for candidates interested in the Education Jobs sector. This role in Mumbai offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Education Jobs is a plus.
