The fundamental responsibility of every elementary teacher is to espouse the values of the Primary Years Program [PYP], model the Learner Profile, promote international-mindedness and constantly translate these tenets into daily classroom practice. The job profile is aligned with the PYP’s three central questions of learning: What do we want to learn? How will we know what we have learned? How best will we learn?

Key Duties and Responsibilities

WHAT DO WE WANT TO LEARN? 

• Use the PYP Unit Planner and design process to co-create engaging, rigorous learning which is conceptually based, and aligned to the guaranteed, and viable curriculum and the PYP Framework.
• Utilize the guaranteed and viable curriculum to ensure the progression of learning for all students is articulated, comprehensive and promotes deep, transferable understanding.
• Collaborate with peers in the design, documentation and reflection on the Program of Inquiry and units of study ⎯ Involve students in planning for their own learning and assessment through facilitation, consultation, goal setting, feedback and metacognition.
• Design Learning which builds upon students’ prior knowledge, cultural background, experience, readiness and personal learning profile.
• Address assessment issues throughout the design process by using a ‘backward design’ model. (Central idea- summative assessment- learning engagements).
• Design curriculum which emphasizes connections across learning areas, is relevant and explicitly focuses on transdisciplinary skills and the essential elements of the PYP. 
• Design learning based on the premise that all students can learn at high levels, by ensuring individual learner challenges are addressed including language [ELD] and the social emotional needs of students.
• Plan for inquiry across the curriculum in authentic and relevant ways. ⎯ Utilize a reading and writing workshop model to promote literacy and language across the curriculum ⎯ Plan in a professional, collaborative manner adhering to the school-wide meeting norms and essential agreements. 

HOW WILL WE KNOW WHAT WE HAVE LEARNED? 

• View planning, teaching and assessing as interconnected processes.
• Understand and implement the School-wide and IBO-PYP Principles and Practices of Assessment. Principles and Practices that promote a greater emphasis on ‘Assessment for Learning’ and ‘Assessment as Learning’ above ‘Assessment of Learning’.
• Use a photo-album of assessment methods to provide a valid and balanced body of evidence to inform teaching and learning, and evaluation.
• Maximize feedback to students as a confirmed means to progress and promote learning.
• Use a range and balance of recording and reporting tools, including the use of checklists, anecdotal records, continuums, rubrics to document and communicate learning in a timely, and targeted manner. 
• Involve students, parents and colleagues in the assessment process on a regular basis ⎯ Involve students in shared reflection and consultation on an ongoing, regular basis to enhance learning. 
• Enable students to see assessment as a means of describing their learning and understandings, to set further goals and monitor progress. 
• Use a range of strategies to assess students’ current and prior knowledge, readiness, interests and understanding before embarking on new learning. 
• Prepare students to share their learning through student-led portfolio conferences as a means of metacognition, demonstrating understanding, progress and development. 
• Analyse and communicate (to parents, students and stakeholders) external data to progress learning and develop timely, targeted interventions. 
• Use a range of data and learning evidence, including the triangulation of data to inform teaching and learning.

HOW BEST WILL WE LEARN?

• Utilize inquiry-based pedagogies that promote students’ curiosity and capacities to learn
• Facilitating learning by using a range of strategies appropriate to the needs, readiness and interests of students.
• Use the Readers and Writers Workshop model.
• Utilize inquiry across trans-disciplinary and stand-alone learning areas ⎯ Incorporate research-based strategies that promote high levels of learning, including visible learning strategies and processes.
• Use flexible grouping strategies to promote learning and social interaction.
• View students as thinkers with their own emerging theories and ideas.
• Build on what students know – prior knowledge, and differentiate to meet student needs and cultural background. 
• Using a variety of resources to represent multiple perspectives. 
• Empower students to be responsible, entrepreneurial and to take action. 
• Involve students actively in their own learning through discussion, conferencing, choice, and decision-making.
• Pursue open-ended inquiry and real-life investigations. 
• Integrate technology to create, collaborate, communicate and enhance learning.
• Promote language across the curriculum, mother tongue and the needs of English Language Learners.
• Address the needs of all students with responsive assessment and intervention to tailor, differentiate and personalize learning pathways.
• Collaborate, co-teach and facilitate learning in a vary of modalities to provide flexible learning options and meet the challenges inherent in multi-grade classrooms.

COLABORATION AND INNOVATION

• Participate in constructive, reflective, professional conversations to grow professional expertise and improve learning for students. 
• Actively seek professional learning to grow expertise and seek inspiration.
• Communicate openly and constructively with all constituents of the school and community.
• Model the IB Learner Profiles and YPJ Core Values.
• Seek innovative ideas to promote the realization of the school vision. 
• Engage and communicate effectively with all stake-holders to communicate the successes of YPJ programs and initiatives.
• Communicate with parents around the learning of their children in a timely, and responsive manner.
• Attend and actively participate in all faculty meetings to facilitate information sharing, surface new ideas and innovate sustainable school improvement. 
• Participate/ lead extra-curricular activities where appropriate. 
• Maintain professional integrity and values in a remote, corporate and culturally sensitive environment.

Qualifications, Experience and Skills

• Bachelor’s degree (S1) in Primary School Teacher Education, preferably with a minimum of 2 years of teaching experience.
• Understanding of the IB Curriculum and National Curriculum frameworks.
• Open-minded, creative, and reflective professional attitude.
• Strong technology integration skills and willingness to innovate.
• Demonstrated ability to collaborate in a multicultural school environment.
• Proficiency in English (spoken and written).