School Section: Elementary School (Start at August)
Reports to: School Section Principal or delegate
Working Relationships: Works collaboratively with the Head of School, Leadership Team, administration and support staff, teaching teams, IB Coordinators, Students.
Working Hours: As per contract.
Qualifications Required: Bachelor's Degree or equivalent
Compensation and Benefits: As per contract.
Child Protection
BRES (Beijing Royal Experimental School) is committed to the safeguarding and well-being of all children and young adults and we expect all staff to have the same commitment. Safe recruitment practice and pre-employment background checks will be undertaken before any appointment is confirmed. Appointment is subject to a criminal/police or equivalent background check.
Description of the Role
The teacher has the responsibility for delivering a high-quality teaching and learning programme, providing a safe, caring and supportive learning environment and for modelling the BRES mission in their work.
While teachers have primary responsibility for the children in their classes, they are also responsible for the care and safety of all students in the School.
Teachers who work for BRES are responsible for delivering a differentiated, inquiry-based learning programme and where students can demonstrate the values and principles of the IB Learner Profile. Teachers will recognize and value our host nation’s rich linguistic and cultural history and support the ethos of their school through their work. Teachers are expected to contribute to extra-curricular, community and service activities, in accordance with their contract and school requirements.
ROLES AND RESPONSIBILITIES
PROGRAMME PLANNING
• Teachers plan using the designated school curriculum, resources and evidence of learning to meet the needs of all students.
• Collaborates and co-plans all teaching units with teaching teams, and single subject teachers, as necessary
• Uses the unit planning templates provided by the school
• Considers the meaningful integration of Chinese language and culture throughout the planning process
• Considers the language strengths and needs of all students in planning for curriculum delivery
• From formative and summative assessments, uses evidence of student learning to guide planning and to differentiate instruction
• Participates in the implementation and review of the curriculum
PROGRAMME DELIVERY
• The teacher effectively engages students in learning by using a variety of contemporary teaching strategies in order to meet individual learning needs.
• Facilitates learning through a range of strategies, in individual, small and large group settings in a positive and differentiated climate of instruction
• Works closely with their teaching team to ensure effectiveness of the delivery of the teaching and learning programme.
• Builds upon students’ existing knowledge and skills (including knowledge and skills in their mother tongue)
• Uses a variety of resources
• Uses digital integration/learning technology to support and enhance student learning
• Communicates clearly and checks for understanding
• Participates in reflection discussions and provides feedback for curriculum review
• Where appropriate, alert students to opportunities to undertake meaningful action
THE LEARNING ENVIRONMENT
• The teacher establishes an inspiring, respectful, positive, safe student-centered environment that is conducive to learning.
• Promotes and models the IB Learner Profile in all teaching and learning
• Ensures the classroom physical layout maximizes learning and collaboration while providing a safe environment
• Establishes clear expectations, with student input, for classroom essential agreements and monitors them consistently and fairly
• Maximizes learning time and minimizes disruptions
• Establishes a climate of trust and teamwork by being fair, consistent, caring, respectful and enthusiastic
• Respects students’ diversity, including language, culture, race, gender and learning needs
• Make use of the local and national environment, both human and physical, to enrich the learning experiences of the students.
ASSESSMENT FOR LEARNING
• Teachers systematically gather, analyse and use evidence of learning to measure student progress, guide teaching and learning and provide timely feedback.
• Uses pre-assessment information to guide planning and teaching
• Aligns student assessment with expected learning outcomes and the school’s Assessment policy
• Develops and uses a variety of formative and summative assessment strategies to guide teaching and learning, and cater for individual student needs.
• Gives constructive, honest and regular feedback to students on their learning
• Regularly communicates with parents and students on student learning progress and adheres to school procedures for assessment and reporting.
• Uses the school’s student information system to keep records and to facilitate communication

Professionalism
• Maintain a commitment to professional ethics and international mindedness; and take responsibility for professional learning that results in enhancement of student learning.
• To be a positive representative in the community by reflecting the values of the school’s Guiding Statements (BRES mission, motto and values and the IB Mission Statement and Learner Profile)
• Supports and upholds all school policies
• Positively collaborates and communicates effectively and appropriately within the school community
• Actively participates in professional learning opportunities
• Participates as required in the preparation for IB authorisations and evaluations, as well as for accreditation visits

Additional Responsibilities
To take on ad hoc tasks as directed by the Head of School