Job Description
Plan lessons in advance and send plans via email to the Head of Level and Academic Coordinator.
Prepare and organize the necessary materials for classes.
Fulfill the objectives outlined in the general plans distributed at the beginning of the year.
Maintain the grade book up to date. Enter grades at the end of each evaluation period and semester, on or before deadlines.
Design and prepare monthly assessments for each topic.
Grade all assigned work.
Keep the classroom decorated with materials related to lessons, activities, and holidays.
Perform assigned playground supervision duties.
Collaborate with the Psychology Department to support students with academic or behavioral issues.
Work with the Academic Coordinator and psychologist to support students with special needs, including gifted learners.
Attend meetings with teachers, academic coordinators, and assistant principals.
Attend institutional workshops.
Participate in parent meetings and special school activities.
Comply with the established work schedule (departure time varies by grade level).
Act as a mediator between students and inform the psychologist of conflicts and/or refer students experiencing emotional, personal, or family issues.
Collaborate with the psychologist to organize community service projects and fundraising activities.
Assist and/or organize student participation in fairs and other activities.
Contact parents/guardians to invite them to meetings or special events when necessary.
Record daily attendance in the system or submit forms to the Academic Support Department.
Collect subject‑specific assignments for portfolio organization according to level criteria, each evaluation period.
Assign a student to record homework and monitor the Homework Board, ensuring its proper use every two weeks.
Encourage student participation in subcommittees to promote teamwork and school activities.
Promote open communication with students and parents.
Encourage parents/guardians to attend meetings organized by ISP CBNH and PTA.
Consider students’ special learning and socio-emotional needs and refer them to the Psychology Department.
Attend school in proper uniform and/or according to institutional policies.
Perform other duties related to the position.
Organization (Level 4)
Planning (Level 4)
Leadership (Level 3)
Analytical Skills (Level 4)
Ability to Work Under Pressure (Level 4)
Communication (Level 4)
Strategic Thinking (Level 4)
English Level: Advanced (must be fluent in speaking, reading, and writing)
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.
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 post holders 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’ 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.
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