MYP Physical and Health Education (PHE) Teacher

Subject teachers are central to the effective implementation of the School’s Mission and Vision. The role requires a holistic understanding of the needs of students, both academically and pastorally. Teachers are expected to work collaboratively in teams. 

Candidates should be familiar with the IB PHE expectations.

Skills and Qualifications

• Qualified teaching degree (Master’s preferred)

• Recognized teaching qualification in home country

• Two years minimum experience 

• Experience in teaching IB MYP PHE

• Commitment to ongoing IB and other professional development

• Willingness to develop and promote a growing school, staff, and student body

• Able to provide evidence of differentiated and scaffolded curriculum/lessons

• Experience in an international school context is essential

• Commitment to diversity and inclusion in addition to adapting and developing pedagogy

• Sense of humor!

Specific Responsibilities

Area 1: Planning and Preparation

The teacher is expected to: 

• Demonstrate knowledge of subject area content. 

• Demonstrate effective use of available materials and resources, including technology.

• Plan effective lessons, units, and differentiation to meet individual students’ needs. 

• Construct learning experiences that challenge students, support the diversity of learners in each classroom, and demonstrate a strong commitment to concept-based teaching and learning.

• Plan collaboratively for student learning.

Area 2: Teaching, Learning, and Assessing

The teacher is expected to: 

• Deliver curriculum relevant to age and subject, using a range and balance of teaching strategies. 

• Ensure consistent high expectations for academic achievement, building on students’ previous knowledge and experience.

• Embed IB approaches to teaching in classroom practice in order to facilitate inquiry based, concept driven units and lessons. 

• Develop strategies that will actively promote the IB Learner Profile.

• Use a range of appropriate assessment tools and reporting methods to gauge student progress. 

• Provide regular, prompt, clear, and constructive feedback to support and improve student learning. 

• Address the needs of students who are not proficient in the language of instruction.

• Encourage students to actively participate in their own learning. 

• Engage students in becoming creative and critical thinkers. 

• Provide students with regular opportunities for reflection on their learning.

• Use a range of formative and summative assessment strategies to inform and modify teaching and learning. 

• Display qualities such as patience, empathy, interest, and concern for students. 

Area 3: Learning Environment

The teacher is expected to: 

• Provide students with a safe, supportive, and stimulating learning environment.

• Collaborate and work constructively with all members of the school community.

• Demonstrate effective classroom management that shows an understanding of the academic, social and emotional dimensions of learning.

• Manage classroom procedures and routines.. 

• Use positive behavior management approaches.

• Recognize and prevent potential behavior problems.

Area 4: Professional Responsibilities

The teacher is expected to: 

• Reflect on the effectiveness of his/her teaching.

• Participate in team planning and collaboration. 

• Communicate effectively and clearly with all stakeholders. 

• Maintain professional and constructive relationships with parents, staff, and students. 

• Teachers should keep parents informed about the learning of their children, and be proactive in communication with parents.

• Keep up-to-date records using school platforms.

• Be proactive in keeping abreast of pedagogical developments that support student learning. 

• Contribute to the current and ongoing development of the school.

• Support the school in various capacities, including supervision duties on a rota basis, teach classes allocated by the School Principal, support students with the Personal Projects, Service as Action, Homeroom teacher, etc. 

• Demonstrate a commitment to continuing professional development. 

• Attend pre-school year development meetings.

• Liaise with the learning support department in regard to students of academic concern and those students who may benefit from additional support.

• Highlight and communicate to the school counselor and/or Senior Leadership Team, when a student is considered to be at-risk.

• Communicate changes of individual students behaviour or welfare as needed.

General
The teacher is expected to: 

• Support community and school related activities in the promotion of school life. 

• Provide support for other activities or duties, as deemed appropriate by the School Principal, within the scope of responsibilities as a teacher. 

Employer Practices

To support the teacher in the fulfillment of the terms of this Job Description, Anton Bruckner International School will provide, within the limits of available resources: 

• A full induction program.

• Ongoing professional development opportunities related to the School’s mission, strategic plan, and vision. 

• Personal and professional support, as needed. 

• Equal opportunity in career progression.