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Secondary: Computer Science Teacher

  • Period: Full Time
  • Contract: Contract
  • Closing date for applications: 06 January 2017

LOCATION

The British Vietnamese International School Hanoi (BVIS)

JOB TITLE

Secondary Subject Specialist; Computer Science

JOB PURPOSE

To be an outstanding classroom practitioner who develops students so that they become the best that they can be.

REPORTING TO

Principal, Head of Section, Head of Student Progress

DIRECT REPORTS

Head of Department/Subject Leader

OTHER KEY

RELATIONSHIPS

Students, families (current or prospective)

PACKAGE

Competitive

SAFER PRACTICES

The British Vietnamese International School, Hanoi is committed to safeguarding and promoting the welfare of children and applicants must be willing to undergo child protection screening appropriate to the post, including references from previous employers in accordance with our recruitment policy.  Interviews will be conducted in person, and they will explore candidates’ suitability to work with children.

KEY RESULT AREA

Teaching and Learning

  • To promote the ‘mission’ and philosophy of the school ensuring that children are working towards being International citizens.
  • To ensure that planning, preparation, recording, assessment and reporting are of the highest quality and meet the varying learning and social needs of students.
  • To be flexible and adjust to the needs of the school, actively contributing to its development and growth.
  • To demonstrate thorough curriculum knowledge, teach and assess effectively,
  • Use the student tracking and monitoring process to advance student learning and enhance professional practice in line with the school’s aspirations and priorities;
  • To take personal responsibility for professional development.
  • To communicate effectively the school’s narrative, being an ambassador for our school at all times.

 

Planning, Teaching and Class Management

Teacher Input

  • Subject Knowledge: Outstanding knowledge of subject topic and curriculum; ability to teach coding;
  • Planning: Work is well matched to a full range of learners, so that nearly all are suitably challenged;
  • Effective planning and use of robust EAL strategies, as appropriate;
  • Activities: All learners are challenged to develop higher order thinking skills. When appropriate learners are encouraged to explore, inquire, seek clarity, and think critically and imaginatively.
  • Time and pace: Highly effective and challenging timings allow the lesson to proceed with pace and purpose;
  • Resources: Highly effective use of resources, including TAs. All resources are well chosen, utilised and deployed.

Learner Output

  • Progress/ learning: All learners make the best possible progress in their learning throughout the lesson. All learners can demonstrate/ apply/ transfer learning in relevant contexts;
  • Attitudes: All learners display positive attitudes throughout the entire lesson;
  • Engagement: All learners are enthusiastic and display high levels of motivation. Learners are responding well to being stretched, taking risks and using their initiative;
  • Initiative: All learners effectively work independently and/ or collaboratively;
  • Assessment: All learners can confidently explain their current achievement, in relation to grade & personal learning targets and can describe ways for further improvement.

 

Feedback, Tracking, Assessment, Recording, Reporting

  • Make effective use of formative feedback and summative assessment to plan challenging learning opportunities for all students;
  • Monitor and record students’ learning to ensure they remain on track to achieve challenging targets;
  • Report on progress to appropriate stakeholders.

Pastoral Duties

  • Establish a purposeful and safe learning environment for all students;
  • Promote the general progress and well-being of individual students and of the tutor group as a whole;
  • Contribute to the preparation of action plans and other support mechanisms;
  • Alert appropriate staff to problems experienced by students and make recommendations as to how these may be resolved;
  • Communicate effectively with parents of students, liaising with other staff as appropriate

 

Extra-Curricular Activities

  • Support the life of the school beyond the classroom;
  • Lead two or more agreed after school activities each week (ECAs)

 

Personal Development

  • Continual development through the identification and implementation of your own Personal Development Plan
    • Improved performance
    • Performance appraisal
    • Personal Development Plan

 

OTHER

Promote and adhere to the Nord Anglia Education company vision and values:

  • Opportunity - For us, opportunities need to be meaningful, about achieving potential and making progress.
  • Impact - For us, impact is about making a difference. It needs to be immediate, positive and lasting.
  • Leadership - For us, leadership is about considering the team’s needs as well as your own, setting inspiring examples, being supportive and showing real accountability and responsibility.
  • Respect - For us, respect is about listening, being inclusive, showing tolerance and getting the little things right

All staff are required to manage effective personal development as part of the Company’s commitment to invest in staff as the key resource in the organisation

  • Each individual must ensure that they meet their statutory responsibilities and Company policies with regard to Health and Safety, Equal Opportunities and other relevant legislation
  • Any other appropriate duties as allocated by the Principal and/or Head of Section

 

™  Be a valued member of the team and organisation  ˜

 

 

 

 

 

PERSON SPECIFICATIONS

Experience / Knowledge

  • Degree plus PGCE/QTS

Essential

  • Good working knowledge of the English National Curriculum and national Literacy Strategy (including National Curriculum levelling as well as EAL levelling).

Essential

  • Ability to teach IGCSE and A Level Computer Science and ICT (to KS3)

Essential

  • Proven track record with at least two years’ teaching experience

Essential

  • Good classroom practice and interpersonal skills

Essential

  • Ability to prioritise workloads and to work on own initiative

Essential

Skills

  • Training in ‘ESL in the Mainstream’ or similar

Highly desirable

  • Previous experience with SE Asian students in TEFL environment with CELTA, DELTA or equivalent

Highly desirable

  • Experience of leading meetings or INSET sessions

Desirable

  • Range of teaching experience with different age-ranges and English proficiency levels.

Desirable

Qualities specific to a dual-language school

  • Have an affinity for teaching non-native speakers of English

Essential

  • Be able to engage and inspire new learners of English

Essential

  • Enjoy the challenge of working in a young and developing school 

Essential

  • Be open to ideas, to continued professional development

Essential

  • Relish the prospect of collegial planning

Essential

  • Be creative in the design and delivery of the curriculum

Essential

  • Be energetic and prepared to go the extra mile in shaping the school’s future

Essential

Personal Attributes

  • High levels of personal integrity.

Essential

  • Excellent organisational and time-management skills

Essential

  • Attention to detail

Essential

  • Passionate about education and young people

Essential

  • Ability to work under pressure and remain calm

Essential

  • Willingness to take on multiple tasks

Essential

  • Proactive and able to prompt others to ensure deadlines are achieved

Essential

  • Self-motivated and enthusiastic

Essential

  • Ability to work independently

Essential

  • Continually strive for improvement

Essential

  • Adaptability, resilience and a growth mindset

Essential

 

OTHER CONDITIONS
Hold a current Criminal Background Check or International Child Protection Certificate or equivalent (as applicable) for countries lived in outside of the UK, tracing employment history for previous 10 years;
Compliance with visa requirements for working in Vietnam.

 

 

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