INTERNATIONAL PRIMARY TEACHER

What we offer

• An exciting bilingual education environment characterized by openness to new pedagogical insights and the convergence of different curricula
• The opportunity to contribute your own ideas and to contribute to the concept of the school
• A pleasant working atmosphere and good facilities
• Teaching in small classes, and thus the ability to respond individually to each student
• Team teaching and/or close collaboration with the homeroom and subject teachers
• Working hours between 7:50-16:15
• 21 teaching hours (75% contract)
• Initially 1 year contract
• Start date a.s.a.p. latest by 1. April 2020

What you should bring

Qualifications

• University degree in early childhood or primary education (or equivalent)

• Completed teaching qualification

• Ideally 2 years of teaching experience

• PYP experience preferable

• Proven practice of enquiry-based learning

• Native or English first language fluency (in spoken and written form)

• Knowledge of German (min. B1)

• Computer / media proficiency

• Enjoying the initiation, control and accompaniment of learning processes and dealing with children and adolescents

• Interest in working in and being part of an innovative international team

• Interest in bilingual teaching concepts

• Openness for new ideas, readiness for future-oriented education

• Flexible and adaptable to new culture

Planning and Assessment

• Demonstrate knowledge of subject content, relevant research, connections within and across curriculum areas and individual student needs
• Be familiar with relevant IB and NRW publications and curriculum documents. Knowledge of teaching PYP would be an advantage but not essential
• Identify clear teaching objectives and specify how they will be taught and assessed
• Assess prior knowledge and plan differentiated lessons which respond to assessment outcomes
• Provide timely, constructive, and specific feedback to students
• Create a report card for every individual student each term based on schools’ requirements
• Meet colleagues regularly for planning
• Plan effectively to maximize student learning
• Meet parents regularly to share information about students’ progress

Teaching Practices

• Treat all students equitably, fairly, and respectfully
• Inform students of learning goals, big ideas, essential questions and assessment criteria at the beginning of the unit and regularly revisit those elements
• Cover topics in depth, facilitating students’ active construction of meaning and promoting deeper understandings
• Ensure that teaching strategies, activities, and assignments are varied, engaging, and inquiry-based
• Use effective questioning, thinking routines, and feedback to encourage learners to think critically and reflect
• Group and regroup students flexibly, attending to student similarities, differences, and specific learning goals
• Evaluate own teaching critically to assess effectiveness

Class Management

• Model the IB Learner Profile
• Manage time, space, and resources effectively
• Establish a classroom culture conducive to learning with established agreements and a shared sense of purpose
• Ensure that students contribute actively to the effective functioning of classroom routines and share responsibility for making the classroom a safe learning environment

Professional Collaboration

• Participate in regular collaborative curriculum planning meetings with teaching partner and grade level teams
• Seek professional growth and aim to expand own knowledge and skills
• Engage in regular reflective practice and dialogue
• Take leadership and share expertise whenever possible
• Show flexibility by at times ‘going the extra mile’