Primary Teacher

Tenby International School Tropicana Aman; Selangor; On-site; MYR 60,000 - 80,000; Full time

Job summary

A vibrant international school in Malaysia is seeking an enthusiastic Primary Teacher to create engaging learning experiences for students. The ideal candidate will possess a Bachelor’s Degree in Education and have 3-4 years of experience in Primary Teaching. The role includes setting high expectations and planning effective lessons, while contributing to a supportive school culture. Competitive remuneration and benefits are offered.

Benefits

Competitive remuneration

School fee discount for children of employees

Medical outpatient and insurance benefits

Qualifications

• Minimum 3-4 years of work experience in Primary Teaching for Key Stage 1 and 2.
• Knowledge of National Curriculum for England and International Primary Curriculum.
• Ability to inspire and motivate pupils.

Responsibilities

• Set high expectations which inspire and motivate pupils.
• Promote good progress and outcomes by pupils.
• Plan and teach well-structured lessons.

Skills

Enthusiasm for teaching

Strong subject knowledge

Ability to create engaging learning experiences

Differentiation strategies

Education

Bachelor’s Degree in Education or relevant fields

Job description

Description

Primary Teacher

Role Profile

Purpose of Role

We require an enthusiastic and energetic teacher with a growth mindset to create exciting and creative learning experiences in a vibrant environment. There is a possibility of additional leadership for suitably qualified and experienced candidates.

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

About Tenby Tropicana Aman

Tenby International School, Tropicana Aman (TTA) is proud to be part of the International Schools Partnership (ISP) a fast-growing global schools’ group in six clusters across the world; Europe, Mexico & Central America, the Middle East, South America, Southeast Asia and the USA. Our regional cluster includes other Tenby schools across Malaysia.

About Us

Opening in 2018, TTA is on a purpose-built campus located in an attractive green setting in a suburban area of Tropicana Aman, just outside of Kuala Lumpur. With currently 500+ students on role, age 3 -16 across primary and secondary, our vibrant and dynamic school continues to grow and has already fostered a happy atmosphere and strong sense of community.

Our primary school follows the National Curriculum for England, incorporating the International Primary Curriculum (IPC) thematic approach in teaching and learning activities. Learning in Early Years focuses on the Early Years Foundation Stage (EYFS) Development Matters before the children progress through Key Stages 1 and 2. In our secondary school the National Curriculum for England is delivered at Key Stage 3 leading up to IGCSE. We offer a wide range of IGCSE subjects and are an accredited centre for CAIE, Oxford AQA and Edexcel.

We believe in fostering active engagement in learning, celebrating character strengths and developing authentic leadership skills. We enable students to become happy learners and develop into innovative thinkers, confident young adults, and life-long learners. Our students develop resilience, a growth mindset and deep character strengths that allow them to flourish in an ever-changing world.

Tenby Tropicana Aman is part of ISP Malaysia, one of the leading education groups in Malaysia that operates Tenby Schools, Asia Pacific Schools and Straits International Schools. The nine school campuses are strategically located in the developed areas of Klang Valley in Selangor, Perak, Penang and Johor.

ISP Malaysia is part of ISP, a global community of over 100 international schools across more than 20 countries.

Key Benefits

• A culture of engagement and trust, where staff contributions are recognised and valued.
• A passionate and motivated team of professionals who put children at the heart of decision-making.
• An embedded commitment to professional development and employee well-being.
• Access to expertise, best practice sharing and learning opportunities across countries and cultures.
• Competitive remuneration.
• School fee discount for children of employees.
• Medical outpatient and insurance benefits.

ISP Principles

• Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.
• Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
• Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
• Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
• Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

For more information visithttp://www.internationalschoolspartnership.com

Primary Teacher – Key Responsibilities

General Expectations

• Set high expectations which inspire, motivate and challenge pupils
• Establish a safe and stimulating environment for pupils, rooted in mutual respect
• Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Pupil Progress

• Promote good progress and outcomes by pupils
• Be accountable for pupils’ attainment, progress and outcomes
• Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
• Guide pupils to reflect on the progress they have made and their emerging needs
• Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• Encourage pupils to take a responsible and conscientious attitude to their own work and study.

Curriculum

• Demonstrate good subject and curriculum knowledge
• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English.
• If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

Teaching and Learning

• Plan and teach well-structured lessons
• Impart knowledge and develop understanding through effective use of lesson time
• Promote a love of learning and children’s intellectual curiosity
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• Reflect systematically on the effectiveness of lessons and approaches to teaching
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Meeting the Needs of all Pupils

• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
• Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Assessment

• Make accurate and productive use of assessment
• Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
• Make use of formative and summative assessment to secure pupils’ progress
• Use relevant data to monitor progress, set targets, and plan subsequent lessons
• Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
• Report to parents in line with school guidelines.

Behaviour and Safety

• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Wider Professional Responsibilities

• Make a positive contribution to the wider life and ethos of the school
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• Deploy support staff effectively
• Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
• Communicate effectively with parents with regard to pupils’ achievements and well-being in accordance with school guidelines.
• Fulfill the working hours stated in the Employee contract.
• Undertake any other reasonable requests by the Headteacher or other line manager.

Line management

The Primary Teacher will report to the Head Of Primary.

Qualifications And Experience

Education: Bachelor’s Degree in Education or any other relevant fields.

Experience And Skills

• Minimum 3-4 years of work experience in Primary Teaching for Key Stage 1 and 2

ISP Core Competencies

You consistently demonstrate and role-model the ISP Core Competencies in all that you do.

Cognitive

• Curious and agile
• Learns by questioning, exploring and investigating.
• Self-motivated; develops goals, monitors progress and adapts plans as necessary.
• Comfortable with uncertainty and ambiguity; stays engaged and curious and effectively balances patience and action.
• Open-minded; willing to try and test ideas. Challenges traditional methods and ways of thinking and encourages new perspectives.
• Creative problem-solver
• Tackles challenges in an organised and systematic way and finds solutions.
• Resourceful and imaginative; sees problems as opportunities to explore alternatives and possibilities.
• Uses logic to break complex problems down into manageable components.
• Interprets and evaluates data and evidence to classify information and recognise patterns and relationships.
• Leverages data and information as critical components in decision-making.

Interpersonal

• Empathetic and emotionally intelligent
• Excels at teamwork and building positive relationships.
• Motivates and encourages others by sharing positive feedback and recognising and celebrating their contributions.
• Understands and respects others’ views, beliefs and feelings, building trust and rapport.
• Self-reflects to understand how their actions and behaviour affect others.
• Manages and self-regulates their emotions.
• Collaborative and communicative
• Communicates openly, honestly and professionally.
• Actively listens and encourages contributions; values others’ inputs and ideas.
• Adapts their style, tone and approach according to others’ needs.
• Shares relevant knowledge, ideas and information with others.
• Handles conflict and disagreements constructively, facilitating dialogue, understanding and resolution.

Self-Leadership

• Amazing Learner
• Manages their own personal development, focusing on continuous learning and getting better.
• Humble, self-aware and open about their own areas for growth.
• Seeks out, welcomes and acts on feedback.
• Understands the internal and external factors affecting their learning and takes ownership for mitigating these.
• An agile learner who makes connections between experiences and is able to unlearn when new solutions are required.
• Resilient
• Practices self-care and encourages others to do the same.
• Organises themselves and their time and resources well to effectively manage challenges and stressors.
• Understands their own emotions and triggers and follows healthy habits to help manage stress.
• Uses inner strength when times are challenging or when working outside of their comfort zone.
• Recovers positively from setbacks, using them as an opportunity to learn and grow.

Digital

• Technologically literate
• Uses technology in an ethical way, following cybersecurity and data protection best practice.
• Communicates clearly and respectfully across digital and virtual channels.
• Possesses strong functional skills, using technology effectively to support them in their role.
• Understands different digital tools and systems, selecting and using the appropriate solution for specific purposes.
• Keeps up with change, adapting to and embracing new technologies.

Global Values driven

• Role models the ISP Principles.
• Understands their responsibilities and the impact and influence they have.
• Demonstrates a multi-cultural mindset and respects the different values, behaviours, attitudes, and practices across cultures.
• Prioritises well-being, inclusion and belonging and is caring, considerate and supportive of others.
• Considers the environmental and social impact of their actions and finds ways to minimise these.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All postholders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years of employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.