ISP Teacher Role Profile Purpose of Role The Inclusion Teacher supports the Head of Inclusion to ensure that Special Educational Needs and Disabilities (SEND) provision is both efficiently and effectively managed. It is expected that all legal and statutory requirements as per Qatar MOEHE are met. The Inclusion teacher, with the support of the Head of Department and Principal, takes responsibility for the day-to-day operation of provision made by the school for students with SEN and provides professional guidance to HODS & teachers in the area of SEN in order to secure high quality teaching and the effective use of resources to bring about improved standards of achievement of all students. 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 SEN Teacher Key Responsibilities LEARNING AND TEACHING Set high expectations which inspire, motivate and challenge students
Establish a safe and stimulating environment for students, rooted in mutual respect
Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
Demonstrate consistently the positive attitudes, values and behaviour which are expected of students
Promote good progress and outcomes by students
Be accountable for students’ attainment, progress and outcomes
Be aware of students’ capabilities and their prior knowledge, and plan teaching to build on these
Create, develop and review IEPs
Attend all relevant meetings relating to student progress
Guide pupils to reflect on the progress they have made and their emerging needs
Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
Encourage pupils to take a responsible and conscientious attitude to their own work and study
Demonstrate good subject and curriculum knowledge
Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings.
Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy, and the correct use of standard English, whatever your specialist subject
Plan and teach well-structured lessons
Impart knowledge and develop understanding through effective use of lesson time
Promote a love of learning and children’s intellectual curiosity
Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
Reflect systematically on the effectiveness of lessons and approaches to teaching
Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
Contribute to the development of schemes of work and department resources
Create and deliver highly structured lessons to meet all needs.
Adapt teaching to respond to the strengths and needs of all pupils
Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.Often modifying a lesson/subject area to suit individual needs.
Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support students’ education at different stages of development
Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
Make accurate and productive use of assessment
Know and understand how to assess the relevant subject and curriculum areas, including internal and external assessment requirements
Make use of formative and summative assessment to secure students’ progress
Use relevant data to monitor progress, set targets, and plan subsequent lessons
Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
Manage behaviour effectively to ensure a good and safe learning environment
Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
Maintain good relationships with students, exercise appropriate authority, and act decisively when necessary
Fulfil wider professional responsibilities
Make a positive contribution to the wider life and ethos of the school, including fulfilling extra-curricular activity expectations and other ‘out of hours’ requirements
Support staff in the secondary school with professional development in the area of Special Educational Needs
Teach across many subject including but not limited to English, Math and Science.
Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
Deploy support staff effectively
Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
Contribute fully to the extra-curricular program within the department and assist in the organization and running of curriculum days such as Language Day
Communicate effectively with parents with regard to students’ achievements and well-being
General
To complete all other tasks that can be reasonably expected of a teacher
To be fully aware of Health and Safety across the school
Health and Safety
Emphasizes the importance of safety in all areas of the curriculum, communicating to the students the importance of a responsible attitude towards personal safety, the safety of others and respect for The Hamilton International School’s property and equipment
Perform playground duties on time and with due diligence to safeguard Hamilton students
Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
Assist in implementing all policies and rules governing student life and conduct
Ensure that, all the necessary health and safety rules and procedures are being followed
Maintain an awareness of all the health and safety measures to be taken when in school
PERSONAL AND PROFESSIONAL CONDUCT All teachers are expected to demonstrate consistently high standards of personal and professional conduct. Teachers must maintain high standards of ethics and behavior, within and outside school, by:
Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
Having regard for the need to safeguard students’ well-being
Showing tolerance of and respect for the rights of others
Not undermining fundamental values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
Ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead them to break the law
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality
Teachers must have an understanding of, and always act within, the cultural expectations of Qatar and the policies and expectations of the school which set out their professional duties and responsibilities. Other duties and responsibilities Any other duties that the Principal may from time to time ask the post-holder to perform Skills, Qualifications and Experience Education:
Bachelor’s Degree in teaching from an accredited institution
Required teaching certification for Qatar MOEHE
Meet professional teacher education requirements of school
Child Care and Protection
Experience: Minimum 3 years’ relevant experience Language: English is mandatory Required Skills and Knowledge Knowledge Competencies
In-depth knowledge and understanding of School and associated assessment methods
Up to date curriculum developments
Application of effective teaching and learning theory and practice of providing effectively for the individual needs of all children (e.g. classroom organisation and learning strategies)
Proven management skills
Excellent communication skills and command of the English language, in spoken and written form
Presentation skills with the ability to present information in a concise and professional manner to a variety of audiences
Organization skills: well organized and able to prioritize, multi tasks and meet deadlines
The ability to work on a regular and punctual basis
Flexible and work well under pressure
Customer service
Critical thinking
Ability to negotiate, persuade and motivate others
Willing attitude to be a part of the school team
Strong sense of professionalism
Safeguarding and welfare of children
A collaborative team-player with excellent interpersonal skills whilst recognizing and transcending cultural differences
The ability to develop good personal relationships within a team
Behaviour management
Demonstrated competency to use computer applications related to the role, including word processing and spreadsheet applications
