Current Openings
Teacher Assistant (commences 1 August 2012)
SMIS employs Teacher Assistants, preferably qualified and experienced, to support classroom teachers in their educational role. This responsible position includes small group teaching, classroom resource preparation, duties , involvement in committees and contributing to the co-curricular life of the school.
Duties include and are not limited to:
Discuss activities with the teacher to help coordinate the teaching and learning
Prepare materials as needed
Present and work with children on activities as directed by the teacher
Assist students individually or in small groups to reinforce teaching points already made by the teacher
Teach specific programmes and activities to small groups of children
Supervise students around the school, at break times and on field trips, under the direction of staff
Follow school policies, rules and professional standards
Present a good role model to students
Ensure student health and safety
Provide extra assistance to students in need
Carry out bus supervision duties as assigned by the school
Assist the specialist teachers and the librarian when needed
Attend meetings as required
Participate in the Annual goal setting and Teacher Assistant Review process
Degree qualified
Previous experience in an educational setting
Experience with and/ or qualifications in ESOL ESL
This e-mail address is being protected from spambots. You need JavaScript enabled to view it titled TEACHER ASSISTANT Application. Referees should be listed.
Please submit your applications by 17 February. We encourage suitably qualified candidates to submit applications as soon as possible.
Candidates will be shortlisted as they are received. Interviews will take place on an on-going basis and we reserve the right to appoint should a suitable candidate be found.
Please note that this position is a LOCAL HIRE contract and the position receives such conditions as a salary, school holidays and pension and health with a local public transport allowance.
ESOL (English for Speakers of Other Languages) Specialist Teacher:
• young learners’ second language acquisition;
• methods for teaching young learners speaking, listening. reading, and writing;
• second language research;
• and appropriate assessments for programme placement and monitoring student achievement.
• Implement all ESOL procedures in order to be in compliance with responsibilities as outlined in this document;
• Accelerate the ESOL students’ learning/acquisition of English;
• Support and motivate ESOL students’ learning of English;
• Serve as a liaison between the ESOL students specified above and all his/her classroom teachers.
• Provide rigorous and appropriate instruction to ESOL students that supports the acceleration of English;
• Monitor ESOL students’ progress in English;
• Maintain appropriate documentation on every ESOL student;
• Provide written notification to parents that he/she is working with their child;
• Write progress report cards for all of the students he/ she comes into contact with;
• Teach groups of ESOL students in the ESOL classroom
• Teach individual students (i.e. intensive students) according to their individual needs. Set homework, as necessary and mark promptly.
• Plan and prepare lessons appropriate for the students and their current level of English;
• Use a variety of teaching styles, and methods so as to enhance students’ opportunities to learn English;
• Inform parents of the ESOL students’ progress at parent teacher meetings;
• Keep up-to-date with the latest research, most effective practices, and issues in the field;
• Provide in-service training as requested by Head of School on the second language acquisition, the latest research, and most effective practices in teaching ESOL students;
• Participate in meetings/workshops/courses both specific to ESOL and generic in order to be connected to and knowledgeable of the most current trends, practices, and procedures;
Enrolment and admissions Support
• To assess all students including ESOL students for eligibility in their application for admissions to SMIS.
a comprehensive curriculum vitae and
letters of reference/ recommendation,
including a recent photograph to
EYFS/ KS1 Teacher and Coordinator
and
KS2 Teacher and Coordinator
St. Michael’s International School is a well-established and popular International Primary School located in the attractive and International city of Kobe, Japan. We are accredited by Western Association of Schools and Colleges (WASC), Council of International Schools (CIS) and are members; of Japan Council of International Schools (JCIS) and East Asia Regional Council of Schools (EARCOS). Additional to this we are member sof the Council of British International Schools (COBIS) and Independent Schools Association (ISA)UK.
By regularly reviewing, updating and trialling curriculum units, the Key Stage coordinator can develop, with staff, an engaging curriculum. They must also keep themselves and staff up to date with current procedures / thinking. Regular meetings should be held to discuss specific areas of the curriculum and to help all staff have ownership of the school curriculum. The maintenance, ordering and storage of resources, relating to the curriculum, are also the coordinator’s responsibility.
Internal benchmarking should be maintained and monitored each term, to keep track of individual, year group and whole school progress. Staff should be supported in the administration of these tests, to ensure the process is consistent through out the key stage. External benchmarking should be coordinated in conjunction with the head of school, to give a clear indication of the school’s performance Internationally.
The Key Stage coordinator is responsible for maintaining their own professional development, so as to be up to date with current practices and must also disseminate this annually with INSETs and workshops. They should also coordinate PD courses for all staff, supplying the staff with training courses that reflect the targets outlined in the CSIP and teachers specific needs. A database of PD opportunities should also be maintained.
Key Stage coordinators are responsible for supporting, guiding and creating a team of teachers specific to their Key Stage. This is done through creating a staff spirit throughout the key stage, meeting regularly with teachers and TAs in Key Stage meetings, working together to design and review curriculum areas and creating a professional sharing and collegial atmosphere. The Coordinator is responsible, in the first instance, for all matters pastoral care, relating to staff and students within their area of responsible, working closely with the Deputy Head.
a covering letter detailing how you meet the above criteria and the standards of the school,
a comprehensive curriculum vitae and
letters of reference/ recommendation,
including a recent photograph to
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Teachers International Consultancy:
Attn.: DirectorAndrew Wigford
Recruiting at St. Michael's, Japan: Small School, Big Success
Paul Grisewood joined St. Michael's International School in Kobe, Japan as
Head of School last year (2009) "A school is only as good as its staff and
we needed to do something to generate reliable results in a stream-lined
way," says Paul. He had worked with Teachers International Consultancy
during his own recruitment to headship so was familiar with the
organisation's vetting process and the personal and supportive approach TIC
takes with candidates. "It's the approach we wanted our own candidates to
go through," says Paul. "Plus we knew that working with TIC would release a
huge amount of time for the school."
Matching school and candidates[u1]
Paul says that selecting a recruitment company to represent your school
requires some careful selection. "It's not the same as recruiting teachers
for national schools," he says. "International teachers are unique and if
you're selecting from teachers who have never worked abroad before you need
to be able to recognise the crucial qualities. A lot of teachers think they
can do it, but to really fit in to an international school you have to be
emotionally intelligent, culturally sensitive, culturally aware, a team
player, and be able to pack up everything you own, put it in a box and join
us. That's tough. It's just as tough to work out who can actually fit those
criteria."
Making recruitment count
Having a Service Contract with Teachers International Consultancy helped
St. Michael's take a more strategic, results-oriented approach to its
recruitment. "Andrew Wigford at TIC gave us some excellent advice to
improve our recruitment procedure to make it more efficient and more
effective," says Paul. After a thorough selection process, a short-list of
15 candidates participated in a three-day interview in London which was
vastly more cost and time-efficient than flying them to Japan. "TIC
recommended that we use some of this time to paint a clear picture of the
school," says Paul. "Being a small school it is hard for us to keep up with
the big schools on salaries and packages. We're not underpaying; we're in
the middle but we are still managing to attract good quality teachers
because of the lifestyle in Japan and the reputation of the school, which
really is vital to our long-term recruitment success. As well as a detailed
document of the school, we had video footage of the school including a
number of staff talking about working at St. Michael's and living in Kobe.
Not to do a sales job on the candidates, but to make each one of them stop
and think 'why am I doing this?' The approach helped to ensure that no one
was under any illusions about making the move."
Finding the right people
The rigorous three-day interview process directed by TIC also included
candidates being presented with a range of scenarios to test their teaching
and interpersonal skills. "It was through this route that we did find a few
candidates who were not suitable including a couple with something to
hide," says Paul. "The right questioning was key to digging deep. You can't
afford to take a risk with your recruitment. The process we took with the
help of TIC was very demanding but very thorough, very good."
Andrew Wigford
Director
Teachers International Consultancy
http://www.ticrecruitment.com
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