Ofertes d'ocupació per a Publicitat i Comunicació a Alicante/Alacant

• Nivell d'experiència---
• Tipus de contracteA temps parcial
• Publicada26 de gen.

Teletreball .

Desde Mohure Consultora Global de RRHH estamos seleccionando un/a Social Media & Content Creator para incorporarse a un proyecto en crecimiento del sector experiencias/turismo.

La persona seleccionada se encargará de:

- Gestión integral de redes sociales.

- Creación de contenido en bruto (fotografía y vídeo).

- Edición de contenido audiovisual.

- Atención al cliente: gestión de correos y consultas.

- Funciones comerciales: contacto con clientes y llamadas proactivas a posibles colaboradores.

- Apoyo en tareas de comunicación y relación con la comunidad.

REQUISITOS:

- Inglés nivel muy alto o bilingüe (imprescindible).

- Experiencia previa en gestión de redes sociales y creación de contenido.

- Buenas habilidades comunicativas y orientación al cliente.

- Residencia en Alicante (imprescindible, aunque el puesto es en modalidad de teletrabajo).

La empresa ofrece media jornada, con posibilidad de ampliación a futuro, y contrato indefinido o colaboración como autónomo/a. Incorporación inmediata.

En Mohure valoramos la diversidad y la inclusión, por lo que todas las candidaturas serán consideradas sin importar su origen, género, orientación sexual o discapacidad.

• Nivell d'experiència---
• Tipus de contractePer dies
• Publicada24 de gen.

. Agile Excel

Description

Secondary Teacher Role Profile

Purpose of Role

The purpose of the ISP Teacher role is to drive improvements in student learning and professional practice, creating

a positive and effective environment that supports academic and personal growth. This role is key to enhancing

student outcomes, fostering professional development, and contributing to the overall improvement of the school.

Responsible To

Head of Department

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. Wellbeing and safety are both essential for learners and learning. Therefore, we are

consistent in identifying potential Safeguarding and Health & Safety 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.

Are financially responsible. We make financial choices carefully based on the needs of the children, students and

our schools.

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

development and school improvement.

Key Responsibilities

• Atmosphere. You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere.
  
  

Your students feel confident to have open and honest conversations about their learning and how they canget

better. You create a positive atmosphere by building relationships, behaviours, and inclusive learningexperiences

that support a good struggle for all your learners. You engage in professional and respectfuldialogue with

colleagues and the wider school and ISP communities about learning and teaching, with ashared commitment

to getting better.

• Shared Ideas. You know and model your school’s values and contribute to its mission and vision throughyour
  
  

daily actions. Through all aspects of learning and teaching, you create a strong sense of sharedbehaviours and

purpose for learners and their learning.

• A Focus on Learners and Learning. You put learners and their learning first. Your understanding of the
  
  

difference between learning and the factors that affect learning enables you to plan and support a goodstruggle

for all your students to get better. You are committed to your personal and professional learning and

development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your

ongoing self-evaluation. You are an active and valued member of dynamic learning communities,

• Learning and Teaching. You put learners and their learning first in your design and facilitation of learning
  
  

outcomes, content and experiences, which are underpinned by positive and supportive relationships. You

understand the types and phases of learning and apply your knowledge, skills and understanding of these to

effectively facilitate learning, teaching, and assessing to meet the personalised needs of each student. You

empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in

response to feedback. You continuously inquire into the process of learning, making evidence-informeddecisions

and taking action to further improve learning and teaching.

• Evidence of Learning. You gather, document and analyse evidence of learning from various sources anduse
  
  

this to identify targets and action steps for improving learning. You support students in knowing thedifferent

ways their learning can be evidenced and how to use feedback and learning advice to get better.Evidence

enables you to make secure judgments about your students’ learning in line with their personallearning goals,

age and stage appropriate expectations, and local, national and international benchmarking.You document and

share evidence of learning to answer the questions: “What are my students learning?” and“How do I know?”.

• Leadership for Learning. You see yourself as a leader for learning and demonstrate the same vision, values
  
  

and commitment as school leaders to support students to continuously learn and get better. You take

responsibility for where students are now with their learning and the targets and action steps needed to

improve. You support students to become leaders of their own learning by helping them develop their voice,

choice and ownership of their learning process.

• Learning Spaces. You create and use spaces to support and demonstrate the school’s shared ideas about
  
  

learners and learning and the ways in which students are getting better. You ensure learning spaces (physicaland

digital) are safe, collaborative, accessible and inclusive, and enable students to play an active role in their

development.

• In Partnership with Parents and Carers. You work in partnership with parents and carers, communicatingwith
  
  

them regularly about their child’s learning, inviting their feedback and using this feedback to improvelearning.

You help parents and carers understand the school’s shared ideas about learners and learning inways that help

them to engage confidently when talking about what their child is getting better at, what theirnext steps are,

and how they will be supported at home. You ensure that the individual needs of parents andcarers are

understood and that they feel informed and involved as valued members of the school’s learning

community.

• Improvement Planning. You are committed to learning and getting better and ensure this improvement
  
  

happens strategically and effectively. You are active and accountable for your contribution in setting your own

professional goals, targets and action steps that focus on improving learning and gathering evidence to

demonstrate these. You contribute to department and school learning improvement planning where possible

and view the school’s learning improvement plan as the central focus for getting better together.

ISP Core Competencies

The ISP Core Competencies have been developed as an evolution of the ISP Big 5 Life Competencies in alignment

with the ISP Principles and set out the critical skills, attributes, qualities and behaviours that we expect our people to

develop and model. As people grow with us, these competencies evolve into the ISP Leadership Competencies. You

consistently demonstrate and role-model the ISP Core Competencies in all that you do.

• Curious and agile: Curious and self-motivated, they explore, question, and adapt while balancing patience
  
  

and action. Open-minded and innovative, they challenge traditions and embrace new perspectives.

• Creative Problem-Solver: Tackles challenges systematically, encourages innovation, and identifies risks with
  
  

mitigation plans.

• Empathetic and emotionally intelligent: They excel at teamwork, build trust, and motivate others while
  
  

practicing self-reflection and emotional regulation to foster strong connections.

• Collaborative & Communicative: They communicate openly and professionally, listen actively, adapt to
  
  

others, share knowledge, and resolve conflicts constructively.

• Amazing Learner: Manages personal development, is open about areas for improvement, and builds
  
  

complementary skillsets within the team.

• Resilient: Practices self-care, uses inner strength in challenging times, and recovers positively from setbacks.
• Technologically Literate: Stays updated with technology trends, demonstrates an adaptive tech mindset,
  
  

and assesses the impact of new technologies.

• Values Driven: Role models ISP Principles, prioritizes well-being, and demonstrates a multicultural mindset.
  
  

Skills, Qualifications And Experience Required

QTS (Qualified teacher Status) or PGCE

Degree or equivalent in relevant subjects(s)

Good up-to-date subject knowledge and practical skills

Successful secondary teaching experience

Ability to motivate children of differing abilities

Knowledge of the National Curriculum and exam specifications

Knowledge of effective teaching and learning strategies

Ability to work under pressure and prioritize effectively

Enthusiasm and a passion for learning

A commitment to getting the best outcomes for all staff, pupils and parents and promoting the ethos

and values of the school

An approachable manner and excellent interpersonal skills

ISP Commitment to Safeguarding Principles

ISP is committed to Safeguarding and promoting the welfare of children and young people and expects all staff and

volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory

Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Inclusion and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining

high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability

status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share

our vision and principles and are interested in contributing to the success of ISP through this role are strongly

encouraged to apply.