Primary School Homeroom Teacher (f/m/d) - tentative

BBIS Berlin Brandenburg International School GmbH; Kleinmachnow; Vor Ort; EUR 20.000 - 40.000; Vollzeit

Zusammenfassung

An international primary school in Kleinmachnow is seeking a dedicated Primary School Homeroom Teacher to provide high-quality teaching in an inclusive environment. The ideal candidate will have a recognized teaching qualification, experience with inquiry-based pedagogy, and a commitment to student-centered learning. Responsibilities include planning engaging lessons, assessing student progress, and creating a positive classroom atmosphere. The role offers full-time hours starting August 1, 2026, and is limited until July 31, 2028.

Qualifikationen

• Experience with inquiry-based pedagogy.
• High level of English proficiency.
• Experience in multicultural environments.

Aufgaben

• Plan engaging learning experiences aligned with IB PYP framework.
• Differentiate instruction for diverse learners.
• Create a safe and inclusive classroom environment.

Kenntnisse

Inquiry-based pedagogy

Effective communication skills

Student-centred instruction

Collaboration

Ausbildung

Recognised teaching qualification in Primary Education

Jobbeschreibung

BBIS has a tentative opening for a Primary School Homeroom Teacher (f/m/d)

Full-Time: 30 teaching hours per week / 40 working hours per week
Start date: 1. August 2026
Limited initially: 31. July 2028

The Primary School Homeroom Teacher plays a key role in delivering high-quality teaching within an inclusive, inquiry-driven international school environment. Working within the IB Primary Years Programme (PYP), the teacher designs engaging learning experiences that are conceptually driven, student centered and responsive to the diverse strengths and needs of learners.

YOUR QUALIFICATION

Required

• Recognised teaching qualification in Primary Education
• Experience with inquiry-based pedagogy
• Demonstrated experience using workshop model for teaching and learning
• Experience working in multicultural and multilingual environments
• High level of English proficiency

Preferred

• Experience in international or IB World Schools
• Strong understanding and application of Universal Design for Learning (UDL)

Professional Competencies

• Student-centred, reflective teaching practice grounded in inquiry and continuous improvement
• Strong interpersonal and cross-cultural communication skills
• Collaborative, flexible, and solution- and growth-focused mindset
• High levels of initiative, professionalism, and adaptability in a dynamic school environment
• Commitment to inclusive education and educating the whole child
• Ability to promote empathy, respect, and positive relationships within the school community
• Positive outlook, resilience, and a sense of humour
• Commitment to upholding and promoting the BBIS values, mission, and vision in daily practice

OUR OFFER

YOUR RESPONSIBILITIES INCLUDE THE FOLLOWING ACTIVITIES

1. Teaching and Learning

• Plan and deliver engaging learning experiences aligned with the IB PYP framework and concept-based inquiry.
• Design units and lessons that activate prior knowledge, develop conceptual understanding, and promote deep thinking.
• Implement Readers’ and Writers’ Workshop to support differentiated, student-centred literacy instruction.
• Apply Universal Design for Learning (UDL) principles to proactively plan for learner variability and remove barriers to learning.

2. Assessment, Differentiation and Student Support

• Plan, assess, and report against clear learning outcomes using a balance of formative and summative assessment practices.
• Differentiate instruction to meet a wide range of academic, social, and emotional needs, including through intentional conferring with students.
• Use a range of data sources to inform instruction and identify next steps for learning.
• Work collaboratively within an inclusive, Multi Tiered System of Support (MTSS) informed environment, using data to plan, review, and adjust supports for all learners.

3. Collaboration and Professionalism

• Collaborate closely with grade-level colleagues, learning support teachers, EAL teachers, and specialists.
• Engage in co-teaching, team teaching, and shared planning to strengthen learning outcomes and support diverse learners.
• Communicate effectively and respectfully with families as partners in learning.
• Contribute positively to a collaborative professional culture focused on reflection and continuous improvement.

4. Learning Environment and Student Wellbeing

• Create a safe, inclusive, and engaging classroom environment where all students feel valued, supported, and ready to learn.
• Promote and manage behaviour using a Positive Behaviour approach, with an emphasis on teaching social skills, self-regulation, and problem-solving.
• Use Positive Behaviour strategies to support respectful relationships, emotional regulation, and a strong sense of belonging.
• Encourage student agency, voice, and shared responsibility for learning and behaviour within clear, consistent expectations.

YOUR PEOPLE AND CULTURE CONTACTS FOR FURTHER QUESTIONS: