IB PYP Primary School Teacher

Job Description of PYP (International Co-Homeroom) Teacher

PYP Teachers are supervised by the head of the primary school. They are ultimately accountable to the principal. Besides the requirements outlined in his/her individual appointment terms and conditions of service, each PYP Teacher has the following specific responsibilities. In addition, he/she will undertake any other reasonable tasks assigned by the head of the primary school or the principal.

Minimum Teaching Load:

The minimum teaching load of a teacher is the number of full 40-minute lessons conducted by a teacher over a period of one calendar month.

The teaching load for each teacher varies according to his or her job title.

• 104 periods per month for Primary Co-Homeroom Teacher (96 periods for basic pay, additional 8 classes + Co-Homeroom responsibilities for Co-Homeroom allowance)

The school will prioritize the allocation of each teacher’s core subjects first before assigning him or her with non-core or other subjects such as SDL, Clubs, School Team, Substitute Teaching or Remedial Lessons to fulfill the required teaching load. Co-homeroom allowance is offered 100 RMB for each student you are responsible each month. The allowance is added into your basic pay each month and is taxed.

Co-Homeroom Responsibilities:

Each co-homeroom teacher will have the following responsibilities:

• Follow the guidelines stated in the “Student Holistic Development Record” to manage students’ behavior.
• Reinforce and promote a safe, disciplined and positive classroom environment.
• Interact with the kids during recess time, break time or pick up time in order to create as much English environment as possible.
• Understand each child’s strengths and areas for growth and development and work with the child and stakeholders towards nurturing the IB learner. (IB Learner Profile).
• Set class rules and goals with students and regularly review them with the class.
• Cope with emergent incidents happening at class.
• Work closely together with teacher-counsellors and parents to help pupils who require special attention. 
• Reinforce to students the importance of wearing school uniform according to school’s guidelines.
• Monitor students’ timely submission of homework and train them to organize their own belongings and worksheets in an orderly manner.
• Organize students to do morning reading.
• Organize some activities for students during recess time.
• Class decoration and classroom hygiene management.
• The management of class property and materials.
• Communicate with parents with emails, WeChat and meetings.
• Safety is the most important. Pay attention to student safety, safety education, and identify potential safety hazards promptly.
• Keep informed by viewing the notices from school and class WeChat group and hand in required materials in time.
• Forward school notices to parents as directed by school.
• Organize students to attend the grade level assembly.
• Organize student folders, including PYP and the subjects taught by the co-homeroom teacher.
• Communicate regularly with single-subject teachers and dorm teachers about student performance.
• Bring students on field trips.
• Organize school/grade activities and make corresponding plans.
• For summer vacation, Christmas vacation and winter vacation trips or trips during normal teaching days, go together with the kids if required. 
• Offer support to local homeroom teachers for school bus, sending kids to the west gate or day kids pick up in the afternoon when it is required.
• Other reasonable tasks assigned by the level head or the principal

The Co-Homeroom Teacher responsibility allowance is not payable when a teacher is not appointed as homeroom teacher or he/she is unable to perform his/her homeroom duty due to personal reasons. A pro-rated homeroom Teacher Responsibility Allowance is applicable for a staff member who takes leave during work time.

Organizational

Each PYP Teacher has the following responsibilities:

• maintaining a personal and professional commitment to the school's core values, as expressed in its statement of philosophy
• maintaining professional ethical standards in all areas, particularly confidentiality
• assisting the principal of the primary school and the PYP coordinator in effectively communicating to parents the information relating to curricular matters in the primary school
• ensuring consistent implementation of school policies and procedures relating to the curriculum
• meeting at various times outside regular school hours in order to develop and improve the school's curriculum
• supporting the school's implementation of appropriate practice in the primary years of education
• compiling accurate reports for all students at specified times in the academic year Supervising learners, before, during or after school lessons as appropriate and as requested
• participating in and carry out any administrative and organizational tasks that are deemed appropriate
• working collaboratively with others to develop effective professional relationships
• communicating effectively with parents with regard to pupils’ achievements and well-being using school systems/processes as appropriate
• communicating and co-operating with relevant external bodies
• making a positive contribution to the wider life and ethos of the school
• Espousing the traits of the IB learner profile
• maintaining ongoing data which gives evidence for report grading.
• ensuring that daily practice represents the high standards of research supported instruction.

Planning

Each PYP Teacher is accountable for:

• planning collaboratively for student learning
• planning which is based on agreed student learning outcomes, in the context of the school-wide programme
• involving students in planning for their own learning and assessment
• planning work which builds on students' prior knowledge and experience
• planning significant units of inquiry, to be explored in depth
• addressing assessment issues through the planning process
• planning work which emphasizes connections between and among curriculum areas
• planning work which accommodates a range of ability levels
• planning for ESL bilingual teachers where appropriate

Teaching

Each PYP Teacher is accountable for:

• using a range and balance of teaching strategies
• creating a stimulating classroom environment
• grouping strategies using a variety of different learning situations
• viewing students as thinkers with their own emerging theories
• building on what students bring to the learning experience in the way of prior understanding, knowledge and skills
• using a variety of resources representing multiple perspectives
• empowering students to feel responsible and to take action
• involving students actively in their own learning
• pursuing open-ended inquiry and real life investigations
• maintaining constant awareness of the needs of the children to whom English is a second language
• addressing the individual needs of students with different levels and types of abilities
• devoting extra time to students who may be struggling academically or who may need further challenging
• ensuring that children with learning differences are provided with appropriate programmes
• delivering the curriculum as relevant to the age and subject/s that you teach
• the attainment, progress and outcomes of students taught
• being aware of students’ capabilities, their prior knowledge and planning teaching and differentiation as appropriate 
• demonstrating an understanding of and taking responsibility for promoting high standards of literacy
• ensuring the documentation of curricula units and lesson plans on ManageBac and within the timelines set forth by the administration
• use the learner profile to guide the appropriate student development of internal control and self-confidence

Assessment

Each PYP Teacher is accountable for:

• viewing planning, teaching and assessing as interconnected processes
• using an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives for students and monitoring students’ progress and levels of attainment
• making accurate and productive use of assessment to secure students’ progress
• giving pupils regular feedback, both orally and through accurate marking, and encourage students to respond to 
the feedback, reflect on progress, their emerging needs and to take a responsible and conscientious attitude to their own work and study
• using relevant data to monitor progress, set targets, and plan subsequent lessons
• setting homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding students have acquired as appropriate
• maintaining students' individual records of achievement
• involving students, parents and colleagues in the assessment process
• involving students in shared reflection during and at the end of each unit of inquiry
• evaluating the programme collaboratively, using approved, flexible systems
• enabling students to see assessment as a means of describing their learning 
• assessing the levels of students' current experience and understanding before embarking on new learning

Professional Appraisal and Development

Each PYP Teacher is accountable for:

• active participation in constructive professional appraisal based directly on the points in this job description, thus continually working to improve learning for students
• reading good professional literature on a regular basis
• utilizing any professional development allowances granted, in order to grow and develop professionally
• actively seeking professional development in any of the above points which are considered by either the teacher or the administration as being factors in need of strengthening Behaviour and Safety
• Establishing a safe, purposeful and stimulating environment for students, rooted in mutual respect and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• Managing classes effectively, using approaches which are appropriate to students’ needs in order to inspire, motivate and challenge pupils
• Maintaining good relationships with students and exercising appropriate authority
• Being a positive role model and demonstrating consistently the IB learner profile traits and attitudes
• Having high expectations of behaviour, promoting self-control and independence of all learners
• Carrying out west gate, playground and other duties as directed
• Being responsible for promoting and safeguarding the welfare of children and young people within the school, raising any concerns following school protocol/procedures

Team Work and Collaboration

• Participating in any relevant meetings/professional development opportunities at the school, which relate to the learners, curriculum or organization of the school including pastoral arrangements and assemblies
• Working as a team member and identifying opportunities for working with colleagues and sharing the development of effective practice with them
• Contributing to the selection and professional development of other teachers and support staff including the induction and assessment of new teachers
• Ensuring that colleagues working with you are appropriately involved in supporting learning and understand the roles they are expected to fulfill
• Taking part as required in the review, development and management of the activities relating to the curriculum, organization and pastoral functions of the school
• Covering for absent colleagues