Assistant Teacher(Emirati)

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.  

Learner (ISP definition)

Everyone at ISP is a learner. The ISP learner recognizes that their mindset, experiences, and actions drive their learning outcomes. With this awareness, they exercise voice, choice, and ownership over their process of learning - leading their learning and the learning of others.

ISP Principles

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Well-being and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.

Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.

Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

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

Communication & Working Relationships

Internal Staff / Students

External Parents

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

Monitoring, Assessing, Recording and Reporting

• Monitors and evaluates the effectiveness of personal teaching to maintain high standards and ensure student progression.
• Evaluates own teaching critically to improve effectiveness
• Participates in classroom observation of colleagues (peer observations) when required and participates in observations by peers.
• Submits books, records or planning as required for monitoring by colleagues or SMT.
• Marks and monitors pupils' work and regularly set targets for progress;
• Assesses and records pupils' progress systematically and keep records to
• Checks work is understood and completed, monitors strengths and weaknesses,
• Plans and recognises the level at which the pupil is achieving;
• Undertakes assessment of students as requested through departmental and school procedures;
• Prepares and presents informative reports to parents.
• Regularly assesses the pupils’ work by means of formal and informal termly, half termly assessment and end of units as directed by SLT.
• Communicates with the school SENCO and Head of Department regarding any pupil whose progress or behaviour gives cause for concern.
• Keeps records and to ensure that they are available for sharing with colleagues and / or inspection by members of the SLT, ISP and ADEK Inspection team.
• Assists with the resourcing of the subjects taught, as directed by the Head of Key Stage/department.

Curriculum Development

• Within a team, develops plans hat identify clear targets and success criteria for the development and maintenance of the school’s curriculum.
• Contributes to the whole school's planning activities.

Directed Time

• Ensures attendance in school between stipulated hours and to attend all meetings/functions deemed to be directed time, including two extracurricular activities and one planning session every week.

Punctuality

• Set high standards with regard to punctuality and to encourage the same from the pupils and colleagues.
• Enters student attendance in the system and notifies the PRE if there are any absences or late comers.

Safety

• Emphasizes the importance of safety in all areas of the curriculum, communicating to the pupils the importance of a responsible attitude towards personal safety, the safety of others and respect for Reach British School’s property and equipment.
• Perform all playground duties on time and with due diligence to safeguard Reach students.

Communication With Parents

• Communicates with parents on a regular, informal basis and to deal with day to day queries.
• Attends Parents’ Evenings as required and to provide accurate, honest information regarding the progress of individuals at these meetings.
• Reports to the parents in the form of written reports twice yearly or when required by the SLT.

Staff Development, ECA & Cover

• Attends and participates fully, in Staff Development, staff meetings and briefings as set.
• Provides cover for absent colleagues as and when necessary.

Contributes to the extra-curricular activity programme to enrich the school experience for the pupils as reasonably directed by the SLT and ECA Coordinator.

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

Special Skills and Abilities

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.