Assistant Teacher @ Internationalschools

Job Description

Assistant Teacher

Purpose of Role

We require an enthusiastic and energetic teacher with a growth mindset to create exciting and creative learning experiences in a vibrant environment. There is a possibility of additional leadership for suitably qualified and experienced candidates.

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

About Tenby Tropicana Aman

Tenby International School, Tropicana Aman (TTA) is proud to be part of the International Schools Partnership (ISP) a fast-growing global schools’ group in six clusters across the world; Europe, Mexico & Central America, the Middle East, South America, Southeast Asia and the USA. Our regional cluster includes other Tenby schools across Malaysia.

About Us Opening in 2018, TTA is on a purpose-built campus located in an attractive green setting in a suburban area of Tropicana Aman, just outside of Kuala Lumpur. With currently 500+ students on role, age 3 -16 across primary and secondary, our vibrant and dynamic school continues to grow and has already fostered a happy atmosphere and strong sense of community.

Our primary school follows the National Curriculum for England, incorporating the International Primary Curriculum (IPC) thematic approach in teaching and learning activities. Learning in Early Years focuses on the Early Years Foundation Stage (EYFS) Development Matters before the children progress through Key Stages 1 and 2. In our secondary school the National Curriculum for England is delivered at Key Stage 3 leading up to IGCSE. We offer a wide range of IGCSE subjects and are an accredited centre for CAIE, Oxford AQA and Edexcel.

We believe in fostering active engagement in learning, celebrating character strengths and developing authentic leadership skills. We enable students to become happy learners and develop into innovative thinkers, confident young adults, and life-long learners. Our students develop resilience, a growth mindset and deep character strengths that allow them to flourish in an ever-changing world.

Tenby Tropicana Aman is part of ISP Malaysia, one of the leading education groups in Malaysia that operates Tenby Schools, Asia Pacific Schools and Straits International Schools. The nine school campuses are strategically located in the developed areas of Klang Valley in Selangor, Perak, Penang and Johor.

ISP Malaysia is part of ISP, a global community of over 100 international schools across more than 20 countries.

Key Responsibilities

1. Support for Pupils

• To support pupils’ development and promote independence in a safe, secure, challenging environment employing strategies to recognise and reward achievement of self-reliance. • To support the learning of individuals and groups of pupils as identified in the weekly curriculum planning and to act as a role model, setting high expectations. • To focus on individual pupils to ensure their needs are being met within the group. • To encourage pupils to interact and work cooperatively with others. • To observe, record and support the development and progress of pupils to identify individual needs and difficulties and to feedback to pupils in relation to their progress and achievement. • To promote the inclusion and acceptance of all pupils within the classroom. • To participate in pupils' play and extend and stimulate language through conversation.

2. Support for Teachers

• To plan with teachers the daily/weekly programme of lessons, activities and events to support pupils and adjust lessons/work plans as appropriate. • Occasional supervision of the class during short term absences of teachers, focusing on maintaining good order and to keep pupils on task under the guidance of teaching staff and within an agreed system of supervision. • To liaise with other professionals to ensure an appropriate learning environment. • To set out, prepare, use and tidy equipment. • To promote home school partnerships. • To listen, support and discuss issues sensitively with parents and carers under the teacher’s supervision and to participate in feedback sessions/meetings with parents. • To monitor and evaluate pupil’s responses to learning activities through observation and planned recording of achievement against pre-determined learning objectives. • To provide objective and accurate feedback and reports as required to the teacher on pupil achievement progress and other matters ensuring the availability of appropriate evidence. • To be responsible for keeping and updating records as agreed with the teacher, contributing to reviews of systems/records as required. • In class to undertake marking of pupils work as agreed with the teacher and accurately record achievement/progress. • To administer and assess routine tests and assist in the invigilation of exams/tests as agreed with the teacher. • To provide general clerical support, e.g. administer coursework, produce worksheets for agreed activities, photocopying. filing, receiving and passing money to the school office etc. • To work with an established discipline policy to anticipate and manage behaviour constructively, promoting self-control and independence.

3. Support for the Curriculum

• To prepare, plan and manage specific activities/teaching programmes, adjusting activities according to pupils’ responses/needs. • To set out and prepare equipment indoors and outdoors. • To support the use of ICT in learning activities and develop pupils’ competence and independence in its use. • To help pupils access learning activities through specialist support. • To determine the need for, prepare and maintain general and specialist equipment and resources.

4. Support for the School

• To promote the policies and ethos of the school, e.g. personal and social and to promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encouraging pupils to take responsibility for their own behaviour. • To display pupil’s work to reflect their achievement. • To supervise pupils on outings and visits as required. • To supervise pupils at break/lunchtimes. • To attend staff meetings as required. • To be aware of and comply with policies and procedures relating to child protection, health, safety and security and to refer all concerns to the Primary Leadership Team, receiving training where necessary from the school. • To treat all information relating to a pupil as strictly confidential, and to be aware of and comply with school policy and practice, receiving training where necessary from the school. • To be a proactive member of the school and class team. • To participate positively and professionally in effective relationships with team members. • To establish constructive relationships and communicate with other agencies/professionals. in liaison with the teacher, to support achievement and progress of pupils. • To take an active role in school enrichment activities (C.A.S.E).

5. Support for the Assistant Teacher

• To attend relevant courses and learning activities provided by the school to update knowledge as required. • To take opportunities to develop own areas of interest and expertise and to use these to advise and support others or to organise specific projects.

General

The Assistant Teacher may be called upon to perform other duties that the Headteacher / Head of Primary considers reasonable.

Qualifications and Experience

Education: Bachelor’s Degree in Education or any other relevant field.

Experience and Skills:

• Fresh graduates are welcome to apply

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

• Curious and agile

• Learns by questioning, exploring and investigating. • Self-motivated; develops goals, monitors progress and adapts plans as necessary. • Comfortable with uncertainty and ambiguity; stays engaged and curious and effectively balances patience and action. • Open-minded; willing to try and test ideas. • Challenges traditional methods and ways of thinking and encourages new perspectives.

• Creative problem-solver

• Tackles challenges in an organised and systematic way and finds solutions. • Resourceful and imaginative; sees problems as opportunities to explore alternatives and possibilities. • Uses logic to break complex problems down into manageable components. • Interprets and evaluates data and evidence to classify information and recognise patterns and relationships. • Leverages data and information as critical components in decision-making.

Interpersonal

• Empathetic and emotionally intelligent

• Excels at teamwork and building positive relationships. • Motivates and encourages others by sharing positive feedback and recognising and celebrating their contributions. • Understands and respects others’ views, beliefs and feelings, building trust and rapport. • Self-reflects to understand how their actions and behaviour affect others. • Manages and self-regulates their emotions.

• Collaborative and communicative

• Communicates openly, honestly and professionally. • Actively listens and encourages contributions; values others’ inputs and ideas. • Adapts their style, tone and approach according to others’ needs. • Shares relevant knowledge, ideas and information with others. • Handles conflict and disagreements constructively, facilitating dialogue, understanding and resolution. Self-Leadership

• Amazing Learner

• Manages their own personal development, focusing on continuous learning and getting better. • Humble, self-aware and open about their own areas for growth. • Seeks out, welcomes and acts on feedback. • Understands the internal and external factors affecting their learning and takes ownership for mitigating these. • An agile learner who makes connections between experiences and is able to unlearn when new solutions are required.

• Resilient

• Practices self-care and encourages others to do the same. • Organises themselves and their time and resources well to effectively manage challenges and stressors. • Understands their own emotions and triggers and follows healthy habits to help manage stress. • Uses inner strength when times are challenging or when working outside of their comfort zone. • Recovers positively from setbacks, using them as an opportunity to learn and grow. Digital

• Technologically literate

• Uses technology in an ethical way, following cybersecurity and data protection best practice. • Communicates clearly and respectfully across digital and virtual channels. • Possesses strong functional skills, using technology effectively to support them in their role. • Understands different digital tools and systems, selecting and using the appropriate solution for specific purposes. • Keeps up with change, adapting to and embracing new technologies. Global

• Values driven

• Role models the ISP Principles. • Understands their responsibilities and the impact and influence they have. • Demonstrates a multi-cultural mindset and respects the different values, behaviours, attitudes, and practices across cultures. • Prioritises well-being, inclusion and belonging and is caring, considerate and supportive of others. • Considers the environmental and social impact of their actions and finds ways to minimise these.

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 postholders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years of employment history.

ISP Commitment to Diversity, Equity, 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.

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.

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, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, 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.