Maths/ Physics Teacher

1. Plan and implement student learning:

• Implement the effective planning and delivery of the curriculum within the school and departmental curriculum framework so that students learn to their maximum ability and to a high international standard.
• Maintain up to date knowledge of US trends in curriculum and instruction, including through own research.
• Contribute to annual departmental development, implementation, evaluation and revision of planned courses of student learning (both horizontally and vertically).
• Maintain up to date knowledge of subject area content.
• Include in instructional planning up to date, varied instructional methods to convey content and skills in a clear, comprehensive manner and facilitate active learning, taking into account the varied learning styles, interest levels and language considerations of students.
• Contribute to the review, selection and use of instructional resources as required by the Subject Leader, utilizing fully the resources and facilities available.
• Set and communicate high expectations for all lessons, units, projects, etc and maintain a high quality of teaching to ensure maximized student learning aligned to learning objectives.
• Maintain consistency and appropriate pace in the delivery of the planned curriculum with other members of the department.
• Employ strategies and interventions for students with Limited English Proficiency, mild Learning Disabilities, other Special Educational Needs and other struggling students as required.
• Ensure curricular continuity and smooth transitions for students from grade to grade, including by maintaining an awareness of the whole Elementary/Middle/High School curriculum as necessary.

2. Assess and monitor student learning and development:

• Regularly and effectively assess and monitor student learning and development using effective, fair, school supported methods.
• Participate in and contributed to a planned program for assessing student learning in line with departmental and school policies (formative and summative).
• Ensure students understand the criteria for achievement and how achievement is evaluated, rewarded and communicated.
• Develop and use assessment practices and tools (pre-, during learning, post) which are valid, varied, fair and aligned clearly to curricular learning objectives; use results of varied assessment to inform and guide instruction.
• Keep records of student learning up to date, accurate and accessible to interested parties according to departmental and school policies and deadlines.
• Review the progress of individuals and groups, identifying and seeking solutions to problems or inconsistencies.
• Liaise with appropriate Student Affairs Managers and/or Learning Support Services staff regarding students causing concern, acting on interventions/strategies to correct problems.
• Provide meaningful, timely, constructive feedback to students.
• Ensure that student assessment is used to inform teaching, diagnose difficulties and strengths.
• Inform the Subject Leader/Student Affairs Manager of any irregularities or inconsistencies in the level of achievement in the production/submission of student work, including incidents of cheating or lack of work, so they can be investigated and acted on.
• Follow departmental and school policies regarding the marking of student work.
• Provide break-time support to students according to departmental policies and schedules.
• Assist in the development and writing of final exams in line with departmental and school policy.
• Invigilate internal and external exams, as required.
• Use results of assessment, including internal and external (PSAT/SAT/Stanford 10), to inform instruction and curricular development.

3. Learning Environment:

• Maintain a positive, constructive and supportive learning environment that is conducive to learning and appropriate to the maturity and interests of the students.
• Keep a tidy and attractive learning area, including displays that demonstrate and support student learning and achievement.
• Respond positively and constructively to student questions and comments.
• Maintain a professional and positive relationship with students both inside and outside the classroom.
• Establish and maintain a classroom environment with clear routines and expectations of behavior in line with departmental and school policy.
• Make consistent use of policies and procedures for monitoring social, emotional, behavioral and academic development of students; acting on strategies/advice given when problems are encountered.