Teacher (Pre Nursery - Kg2), Early Years - Singapore - Stamford American International School

Stamford American International School

Verified Company

Singapore

1 week ago

Posted by:

Wei Jie

beBee Recruiter

Description

Position Objective

The role of the Early Years Teacher (PreNursery - KG2) is essentially to build and maintain a successful Early Years Age 18 months - 6 year old) program within the school by providing an educational atmosphere conductive to learning and developing through the process of inquiry and in conjunction with the International Baccalaureate PYP and MYP programs.

Responsibilities

The job holder's responsibility for promoting and safeguarding the welfare of children and young person's for whom they are responsible, or with whom they comes into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School's Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Relationships:

Developing trusting and effective relationships with the all the children in the class and their parents
Establishing supportive and positive working relationships with all other members of staff
Becoming a presence across the whole school and a representative of it within its wider community

Educational role:

Developing and executing the preparation, planning and delivery of childcentered learning activities for the children in the class
Being a facilitator in the classroom and taking an interactive role with students
Using a range and balance of teaching strategies
Grouping strategies using a variety of different learning situations, including whole class, small group, partner work and individual work; at desks, on the floor, etc.
Viewing students as thinkers with their own emerging theories
Building on what students know, and differentiating to meet student needs
Making and recording observations about student individual learning progress including recording this progress on Teaching Strategies Gold Software and in Student Portfolios
Ensuring that the classroom environment is wellmanaged, properly ordered and neatly presented
Planning to ensure that 'students achieve more than they think they can', by collecting and using data such as MAP scores, and other formative and summative assessments
Planning in PreK and KG1 which emphasizes connections among curriculum areas and explicitly focuses on transdisciplinary skills and the essential elements of PYP
Ensuring planning incorporates STEAMInn (Science Technology Arts Maths Innovation) across the planned units of work from PreN through to KG
Planning in PreNursery and Nursery has a balance of learning engagements as planned by teachers drawing from Head Start Learning outcomes (Birth to Age 5) while also drawing largely from the USA Creative Curriculum material
Planning in PreK to KG1 (Age 35 year olds) emphasizes has a balance of learning engagements as planned by teachers using the IB PYP framework as well as drawing largely from the USA Creative Curriculum materials
Planning in KG2 (Age 56 year olds) emphasizes has a balance of learning engagements as planned by teachers using the IB PYP framework as well as using AERO (American Education Reaches Out) student standards.
Reporting quarterly on student progress on Gold student achievement standards across 8 domains for applicable grade levels of PreN
KG1 and for all grades conducting quarterly Parent Teacher Conferences or Student Led Conferences; semester 1 & 2 Unified classroom Semester reporting to parents.
Planning which accommodates a range of ability levels and learning styles; teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more of a challenge
Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team's essential agreements at all times
Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate
Involving students in shared reflection during, and at the end of, each unit, on a consistent basis
Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

Extended professional role:

Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of the Stamford American International School