Ofertes d'ocupació a International Schools Partnership Limited

• Nivell d'experiència---
• Tipus de contractePer dies
• PublicadaNova

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Description

Newton College

Job Description

Early Years Class Teacher

Responsible to: Head of Stage

Our Philosophy For Teaching And Learning

As a school community we are all learners, adults and children alike. We aim to foster in our learners a life-long love of learning while developing the skills, knowledge and understanding to achieve to the best of our abilities. As learners, we thrive best in a welcoming and secure environment where we are accepted and valued, while developing the attitudes and dispositions to be happy, caring and creative learners for life.

Main Purpose Of Class Teacher

• Be responsible for the learning and achievement of all pupils in their class ensuring equality of opportunity for all
• Be responsible and accountable for achieving the highest possible standards in work and conduct
• Treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
• Work proactively and effectively in collaboration and partnership with learners, parents/carers, other staff and external agencies in the best interests of pupils
• Take responsibility for promoting and safeguarding the welfare of children and young people within the school
  
  

• Deliver the curriculum as relevant to the age and ability group/subject/s that you teach
• Be responsible for the preparation and development of teaching materials, teaching programmes and planning
• Be accountable for the attainment, progress and outcomes of pupils’ you teach
• Be aware of pupils’ capabilities, their prior knowledge and plan teaching and differentiate appropriately to build on these demonstrating knowledge and understanding of how pupils learn
• Have a clear understanding of the needs of all pupils, including those with special educational needs; gifted and talented; EAL; disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy including the correct use of spoken English
• If teaching early reading, demonstrate a clear understanding of appropriate teaching strategies e.g. systematic synthetic phonics
• Use an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives for pupils of all backgrounds, abilities and dispositions, monitoring learners’ progress and levels of attainment
• Make accurate and productive use of assessment to secure pupils’ progress
• Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback, reflect on progress, their emerging needs and to take a responsible and conscientious attitude to their own work and study
• Use relevant data to monitor progress, set targets, and plan subsequent lessons
• Participate in arrangements for examinations and assessments
  
  

• Establish a safe, purposeful and stimulating environment for pupils, rooted in mutual respect and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to inspire, motivate and challenge pupils
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
• Be a positive role model and demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils
• Have high expectations of behaviour, promoting self-control and independence of all learners
• Be responsible for promoting and safeguarding the welfare of children and young people within the school, raising any concerns following school protocol/procedures
  
  

• Participate in any relevant meetings/professional development opportunities at the school, which relate to the learners, curriculum or organisation of the school and assemblies
• Work as a team member and identify opportunities for working with colleagues and sharing the development of effective practice with them
• Contribute to the selection and professional development
• Ensure that colleagues working with you are appropriately involved in supporting learning and understand the roles they are expected to fulfill
• Cover for absent colleagues if required
  
  

• Work collaboratively with others to develop effective professional relationships
• Deploy support staff effectively as appropriate
• Communicate effectively with parents/carers with regard to pupils’ achievements and well-being using school systems/processes as appropriate
• Make a positive contribution to the wider life and ethos of the school
• Partake in playground and lunch duties where necessary
  
  

• Regularly review the effectiveness of your teaching and assessment procedures and its impact on pupils’ progress, attainment and well being, refining your approaches where necessary responding to advice and feedback from colleagues
• Be responsible for improving your teaching through participating fully in training and development opportunities identified by the school or as developed as an outcome of your appraisal
  
  

• To have professional regard for the ethos, policies and practices of the school in which you teach, and maintain high standards in your own attendance and punctuality
  
  

• Excellent communication and listening skills
• Good organisational skills to plan the day and respond to the different needs of the children you teach
• The ability to inspire and enthuse young children
• Energy, resourcefulness, responsibility, patience and a caring nature
• An understanding of the needs and feelings of children
• Ability to work independently with children, as well as being able to work in the wider Early Years/school team
• A sense of humour and the ability to keep things in perspective
• Experience and a solid understanding of the EYFS Curriculum
• A demonstrable knowledge of children's development, their needs and the provision of positive play
• QTS or other equivalent Early Years Practitioner qualification.
• A native or C1 level speaker of English
• Satisfactory DBS and reference checks

• Nivell d'experiència---
• Tipus de contracteA temps complert
• Publicada15 de nov.

. Agile Office

ISP School Head of Admissions Role Profile

Purpose of Role

The Head of Admissions consistently works towards outstanding performance across all professional standards, ensuring safeguarding, successful outcomes, and the efficient and effective administrative operations.

To work as part of the administrative team, providing a friendly and welcoming service to students, staff, families, and visitors in a manner that truly reflects the values of our school. The post holder is expected to be able to prioritize tasks and to manage their workload with a minimum of supervision.

The school’s pursuit of excellence begins at our front gates and this role should actively seek to ensure an outstanding public perception of our operations and provision.

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 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.

ISP School Head of Admissions Key Responsibilities

• Advise prospective parents and stakeholders on our value proposition (profile, program, fee structure and all services provided) across communications channels.
• Primary responsibility of implementing the School’s Admission process, including lead generation, family journey, customer service, negotiation and objection handling, call scripts and parent communications.
• Make calls to potential digital and non-digital leads to convert them into school tours and enrolments.
• Organize admissions meetings and open events while displaying excellent customer service.
• Support the School responsible in carrying out assessment of prospective students per the admissions policy.
• Design and implement all policies and documentation related to student admissions (including admissions toolkits, templates, scholarship programs), with the support of stakeholders following ISP guidelines.
• Monitor and develop lead generation activities, work with the ISP Heads of Marketing and Admissions, to ensure admissions targets are met.
• Work with the Head of School and SLT to develop appropriate programs and campaigns, such as referral schemes, scholarships, or working with feeder schools.
• Regularly review and develop admissions documents, parent communication platforms and templates, and marketing collaterals to ensure accurate information and best practice.
• Develop and nurture mutually beneficial relationships with feeder schools, nurseries, universities, local businesses, government entities, education agents and other organizations to maximize student recruitment and retention at the school.
• Support the Head of School to develop the school’s communication and engagement strategy, based on the strengths and development areas, promoting the same within and beyond the school community.
• Support the Head of School with participation in relevant national and regional conferences, events and competitions to raise the profile of the school, students and faculty.
• Work with parent-facing administrative staff closely, to ensure the first impressions of the school are excellent leading to positive visitor experience.
• Lead direct reports in the school to pursue excellence in operational efficiency and customer service delivery. Systems should be reviewed regularly, and written and verbal communication are to be customized to maximize engagement.
• Advise on effective continued support and communication to new families after students enroll at the school - ‘after sales care’.
• Ensure that a customer loyalty programme is in place and aligned with the customer loyalty programme created for the region.
• Take ownership for agreed retention targets. Ensure the school has clear retention data and targets to work towards.
• Ensure the school meets retention targets by developing and implementing a structured and personalized approach to retaining existing families based on gathering the appropriate information and early identification of at-risk families with a clearly thought-out action at the school.
• Ensure that the school implements ISP customer service and customer experience standards and conducts regular training for all new front facing staff as well as refresher training courses for existing staff.
• Carries out an analysis of competitors with the head of marketing
• Data and document management of all students
• Management of Entrance tests and Evaluations for EAL and SEND needs
• Report to the Central Office (KPI reports)
• General Administrative Support across the SPA administration team as needed
  
  

• Native level of English and Spanish.
• Flexible, positive, and “can-do” attitude to work.
• Successful relevant experience.
• Full understanding of Equal Opportunities and able to implement it in everyday practice.
• To communicate clearly and resolve any issues quickly and professionally.
• To have excellent management skills and to be able to follow the school’s disciplinary code.
• Desirable similar experience in a business or academic environment.
• To be approachable to children, families, and staff.
• To be able to work professionally as part of a team.
• To be flexible, friendly, and cooperative when working with colleagues.
• To communicate clearly to families, students and staff and resolve any issues quickly and professionally.
• To communicate effectively and with empathy both verbally and in writing.
  
  

• Collaboration. Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues to solve problems and maximise opportunities.
• Learning & Getting Better. Continually demonstrates personal commitment and passion for learning and getting better using evidence and feedback; supporting others in their continual learning, development and growth.
• Innovation Leadership. Is good at creating an environment where ideas for learning initiatives and services are generated and is able to motivate and inspire others through the process of creation through to completion.
• Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs.
• Resilience. Can deal with setbacks and challenges calmly and effectively.
• Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families.
• Integrity & Ethical Management. Has the ability to work ethically and with integrity; helps others feel valued; upholds and models the ISP Vision, Purpose, and Principles.
• Leading & Inspiring Others. Supports, encourages, and inspires students, colleagues and teams so that they give their best.
• Understanding People. Is a very good judge of talent, can objectively articulate the strengths and motivations of people inside or outside the organisation.
• Influencing & Communication. Consistently informs, influences, and inspires students, parents, and colleagues through timely and effective communication.
• Agile. Responds and adapts to changing circumstances; manages and solves problems by providing solutions in a climate of ambiguity.
• Strategic, Commercial & Financial Awareness. Has the ability to apply understanding of the business and industry to improve effectiveness and profitability.
• Planning & Decision Making. Makes decisions on the best course of action and then plans, organises, prioritises and balances resources to achieve the desired outcome.
• Diversity & Equity. Has the sensitivity, awareness, and skill to understand the values, behaviours, attitudes, and practices across cultures that supports all children and adults to learn and work effectively.