THE RESPONSIBILITIES:
1. The Classroom Environment
The teacher:
• Communicates regularly with class Homeroom Teachers so that there is consistency and commonality
of work ethics, routines and expectations for the class
• follows the Essential Agreement about classroom cleanliness for their work space
• follows the Essential Agreement about requirements of displays in their work space
• fosters student independence and resourcefulness
• allows students to work both independently, cooperatively and collaboratively.
2. Behavioural Management
The teacher:
• follows the Behavioural Management Policy
• collaboratively creates and dispalys an Essential Agreement about how teachers and student
work in the teaching space if outside the homeroom. Students will need to register their
agreement formally.
• records behaviour of students and communicates with Homeroom Teachers.
• supervises and monitor students to and from of the classroom
• is attentive to the behavior of all PYP students in their line of vision throughout the day
3. Teacher Requirements by RFLS
The teacher:
The teacher:
• follows the required time to start and end work in the school.
• is passionate about and are able to fulfil the mission and vision of the school.
• follows the school’s regulation and dresses appropriately in school (i.e. no low-cut shirt). While suits and ties are not
required, tortured jeans are not; a professional appearance is desirable.
• is motivated, proactive, resourceful and a creative problem solver.
• possesses and utilises strong organisational skills and meets deadlines.
• complies with all RFLS school policies and strives to uphold the name of the school.
• administrates a class WeChat page for parent communication
• checks his/her RFLS e-mail and We Chat groups regularly and responds to all e-mails within 48 hours upon receiving them.
• follows the school calendar and weekly class schedule as established by the RFLS
• conducts himself/herself professionally and in an appropriate manner at all times
• maintains open regular communication with parents
• actively checks communication of We Chat groups to ensure all requirements are met
• sends out school information to parents as required
• Collects all children’s information at the start of the year and ensure any changes are updated throughout the year.
• all exam results need to be uploaded to CMIS and the Digital Campus system
4. Teaching Single Subject PYP Department
The teacher:
• Agrees to and follows the Ethical Conduct contract including modelling the attributes of the
Learner Profile.
• has a specialised knowledge of single subject’s content and researches to develop knowledge
further.
• uses the RFLS selected curriculum outcomes to plan and implement
• attends weekly Instructional Learning Team meetings in their subject area or as a Specialist
teacher
• works collaboratively to liaise and plan with partner teachers, co-teachers, other grade level
teachers and with the whole PYP team on the PYP curriculum and program development.
• uses the RFLS Inquiry Model of teaching
• designs central ideas for each grade level which covers all curriculum that cannot be linked to
the POI
• writes overview planners, showing links to POI and when they are using their own Central Idea.
• communicates competently both orally and in writing, for different purposes.
• participates in Grade level collaborative planning as required, offering thoughts and ideas
• completes collaborative grade level work documents each week so all teachers know what
other teachers are doing
• develops transdisciplinary skills as part of regular teaching
• attends educational excursions as required
• writes lesson plans, including reflections, using a set template according to standards discussed
by subject ILT Leader.
• lesson plans are informed by multiple formative assessments of student work and learning.
• meets the objectives as set out in lesson plans and consistently deliver effective lessons.
• may design homework tasks related to classroom work and in accordance with the Homework
Policy
• provides feedback to students on work undertaken within a week.
• ensures students are responsible and active participants in their own learning. The students are
engaged in reflecting on how, what and why they are learning.
• ensures students have the opportunity to interact with many people (partners, groups, whole
class, students from other classes, the school community, parents, etc).
• ensures that teaching and learning addresses the diversity of student language needs.
• ensures that teaching and learning promotes the understanding and practice of academic
honesty.
• teacher ensures students are able to explain and justify their work and their answers.
• contributes ideas for special events or group activities and ensures parent communication of
their requirements is clear.
• documents students’ learning through the Student Portfolio, among other methods.
5. Professional Development
The teacher:
• shows commitment and motivation toward continual professional development
• attends IB workshops, normally held on weekends, as required
• attend weekly PD sessions
• completes a self-assessment using TAPGG at the start of the year.
• completed end of semester Reflection Summary Reports
• actively observes others’ lessons to have academic discussions and improve teaching and
learning
• writes and reflects on 10 week personal goals as and when required as part of the review cycle
• is a competent user of basic technology and is able to use technology to assist in planning and
implementing the curriculum.
6. Engagement in the Professional Community
The teacher:
• contributes to the school culture by working in the grade level/subject team appropriately,
collegially, collaboratively and with shared responsibility.
• registers with My IB to access important information and resources, blogs, etc
• participates in RFLS Professional Learning opportunities
• participates in networking with other PYP schools