PYP English UOI Teacher

This job reports to the PYP Coordinator in regards to academic expectations and the Primary Head of Section for operational process responsibilities. The Teacher is expected to:



 Ensure the physical and socio-emotional safety of every student by following and modeling the operational processes inherent to school policy.

 Act as a role model to students by exemplifying courtesy, honesty, fairness, and dedication to being a lifelong learner.

 Develop an appropriate learning environment in accordance with the institutional guiding statements and IB philosophy.

 Be responsible for the growth and development of every student by supporting all cultural, linguistic, socio-emotional, and learning differences.

 Support bilingualism by consistently providing students with opportunities to develop English language proficiency in both social and academic settings.

 Collaboratively develop units of inquiry with grade level colleagues to ensure transdisciplinary connections between MOET content, international standards, and the PYP themes, central ideas, and lines of inquiry.

 Maintain and develop accurate records of unit development in Managebac and the school-developed PYP planners.

 Design units of study utilizing backwards planning to align learning goals to performance-based summative assessments.

 Ensure performance assessments are valid, relevant, and differentiated to allow every student with the opportunity to demonstrate understanding that individually meaningful.

 Provide students with specific criteria for success by developing performance rubrics, exemplars, and checklists both individually and in conjunction with students.

 Prioritize individual student learning needs by differentiating the instructional process and providing every student with the essential tools and support needed to participate in individual and group learning activities.

 Ensure formative assessment is interwoven into classroom learning activities as a means for identifying individual and group learning needs and the modification of the learning program when appropriate.

 Provide consistent opportunities for students to individually and collaboratively participate in the inquiry process as a means for discovering new content and skills.

 Prioritize learning as a process by fostering student agency through inquiry, discovery, reflection, and opportunities to develop the attributes of an IB lifelong learner.

 Utilize appropriate integration of technology in instructional activities to ensure students are consistently focused on communication, collaboration, creativity, and critical thinking and all relevant 21st century learning skills.

 Consistently gather, analyze, reflect, and report evidence of student learning and provide timely, relevant feedback to all relevant stakeholders within the Tesla community.

 Effectively and consistently communicate, both behaviorally and academically, with the students and parents utilizing school provided learning management and communication systems, parent-teacher and three-way conferences, and thorough completion of mid-semester and semester reports in Managebac.

 Participate in institutional and identified professional development as directed by supervisors and the professional growth plan developed through the teacher appraisal process.

 Participate in school events specified on the academic calendar and make provisions to be available to the Tesla school and parent community when accommodation and participation are appropriate.

 Demonstrate professional and personal responsibility in accordance with the expectations outlined in the employee handbook including a willingness to be involved in extra-curricular activities, field trips and school events.

 Promote the ideals of the IB philosophy in conjunction with MOET expectations to consistently display a positive public image of the school.