Mathematics Teacher - African Leadership Academy

As a Mathematics Teacher, you will be committed to collaborating with students, faculty, and families to create a vibrant and inclusive community that celebrates diversity and empowers every individual to reach their full potential. 

Together, we uphold the values of integrity, excellence, compassion, curiosity, diversity, and humility, fostering an environment where each student feels valued, supported, and inspired to make a positive impact in their communities and beyond.

KEY RESPONSIBILITIES:

Teaching

• Teach students according to their educational needs, including the personalized planning and marking of work to be carried out by each student in accordance with school policy.
• Set appropriate, realistic yet demanding expectations for each student's learning, building on their prior attainment/knowledge.
• Ensure that the seven traits are reflected in the learning experience of students.
• Assess, record, and report on the attendance, progress, development, and attainment of students and to keep such records as are required.
• Ensure a high-quality learning experience for students that meets internal and external quality standards.
• Use a variety of delivery methods which will stimulate learning appropriate to the student's needs and demands of the syllabus.
• Track student progress and use information to inform teaching and learning.
• Maintain discipline in accordance with the school’s procedures, and encourage good practice with regard to punctuality, behaviour, appearance, and standards of work.

Planning and preparation

• Assist in the development of appropriate syllabuses, resources, schemes of work, marking policies, and teaching strategies in the curriculum area and department.
• Contribute to the curriculum area and department’s development plan and its implementation.
• Plan and prepare carefully differentiated courses, lessons, and resources that follow the school’s approach to curriculum design and implementation.
• Contribute to the whole school’s planning activities.
• Assist the Head of Mathematics and Director of Teaching and Learning in ensuring that the curriculum area provides a range of teaching that complements the school’s strategic objectives.
• Assist in the process of curriculum development and change so as to ensure the continued relevance to the needs of students, examining and awarding bodies, and the school’s mission and strategic objectives.
• Co-Curricular activities
• Lead one co-curricular activity to support the holistic development of students. 
• Student success/advisory
• You may serve as a faculty advisor for up to 12 students as they navigate the transformative journey of academic, personal, and social growth.  

In this role, you will be expected to: 

• Promote the general progress and well-being of all students, but particularly those within the designated Advisory Group. 
• Liaise with the Student Success Team and Heads of Year to ensure the implementation of the school’s student support system. 
• Evaluate and monitor the progress of students and keep up-to-date student records as may be required. 
• Contribute to the preparation of individual education plans, progress files, and other reports. 
• Alert the appropriate staff to problems experienced by students and make recommendations as to how these may be resolved. 
• Apply the school’s behaviour management and safeguarding systems effectively and accurately. 
• Communicate effectively with the parents of students as appropriate. 
• Where appropriate, communicate and cooperate with persons or bodies outside the school. 
• Follow agreed policies for communications in the school. 
• Take part in community activities, including, but not limited to, parents’ conferences, open days, and parental workshops. 
• Staff development and growth
• Ensure continual professional development through the identification and implementation of your own Personal Development Plan 
• Take part in the school’s staff development programme by participating in arrangements for further training and professional development. 
• Continue your own professional development in the relevant areas, including subject knowledge, teaching methods, and curriculum-based training provided by examination boards. 
• Engage actively in the performance management review process. 
• Contribute to the process of monitoring and evaluation of the curriculum area/department in line with agreed school procedures, including evaluation against quality standards and performance criteria.  
• To seek/implement modification and improvement where required.

MINIMUM REQUIREMENTS AND SELECTION CRITERIA

• Required Education and Experience: 
• Bachelor’s degree.
• Qualification in education.
• Minimum 3 years of teaching experience.
• Required experience in the Cambridge curriculum or equivalent.
• Experience in international education.
• Previous experience working with students for whom English is not their first language.

COMPETENCIES: 

Technical competencies: 

• Must be SACE accredited.
• Proven track record in teaching Cambridge.
• Safeguarding, child protection, and compliance experience.
• Knowledge of the rapidly changing sector internationally.

Generic Competencies

• A clear understanding of the needs of older teenagers and their developmental stages.
• Ability to work in a way that promotes the safety and well-being of older teenagers.
• ALA is academically rigorous. All staff need to be comfortable guiding highly able students, supporting their progress to the world’s best universities.
• The ability to work with other subject areas to “blend” student learning.
• The ability to facilitate learning in older students.
• Effective communication and engagement with children and their families. 
• Open to exploring innovative approaches from across the educational field.

Attributes

• Uphold the values and ethos of the school by actively promoting an emotionally secure, warm, stimulating, and safe environment appropriate to the needs of the individual pupils and their families. 
• A commitment to safeguarding and promoting the welfare of children.
• Professionalism and consideration of the well-being of children.
• Respect for all members of the community, irrespective of position, gender, age, ethnicity, and sexual orientation.
• A positive, resilient, and solution-focused attitude to working life.
• A flexible approach and a willingness to get involved wherever needed.