Job Openings at Mpesa Foundation Academy

IB: experienced teachers in the following subjects

• Mathematics
• Head of Biology
• Geography
• Physics
• Spanish

OVERALL PURPOSE

• To prepare and deliver high quality lessons in line with the IB (International Baccalaureate) and school’s vision
• Coach and support colleagues in developing schemes of work for the IB curriculum
• To ensure students acquire excellent knowledge and skills so they make progress, achieve their targets and are prepared for the next stage of their careers

KEY RESPONSIBILITIES

• Planning and Delivery
• Prepare and develop schemes of work, lesson plans and resources based on IB guidance and philosophy
• Produce documents such as Records of Work, Course outlines, class analysis etc
• Differentiate lessons in order to match learners’ needs
• Deliver lessons that incorporate IT, active learning strategies and assessment for learning
• Set meaningful home learning, mostly using the FLIPPED learning approach
• Contribute and participate in intervention programmes
• CLASSROOM MANAGEMENT
• Manage teaching time through punctual and consistent attendance and observance of school timetable
• Manage students’ behaviour in the classroom, on school premises and on trips
• Utilize resources efficiently to enable effective outcomes
• Use Academy data management systems such as LMS and Zeraki
• Develop and maintain a stimulating teaching environment, including producing engaging displays
• OTHER PROFESSIONAL RESPONSIBILITIES
• Undertake pastoral duties, including that of a form tutor so students are adequately supported through their school journey
• Participate in, organise and guide co-curricular and life skills activities
• Actively contribute to subject and pastoral teams
• Take ownership of own professional development and participate in CPD provided by the Academy
• Establish and maintain collaborative working relationships and relevant liaison and communication with staff and other stakeholders
• Attend to duties assigned
• To undertake any other additional tasks as may be reasonably required by the Head of Subject/Department, Head of Academics and Director Teaching and Learning.

ACADEMIC QUALIFICATIONS AND EXPERIENCE

• Bachelor’s degree in Education or its equivalent
• Must be TSC registered
• At least 5 years teaching experience or equivalent in a comparable institution
• Ability to foster a supportive environment for learners and educators to realize their full potential and willingness to work collaboratively
• Ability to maintain professionalism in all areas
• Excellent communication and interpersonal skills; and
• Demonstrably planning and organization skills and ability.

SKILLS AND COMPETENCIES:

• MUST attend and complete in-house CPD programs on skills and competencies for team members
• Embrace champion communicator skills by communicating positively, clearly and effectively
• Superior personal and ethical standards.
• Ability to build rapport quickly with staff utilizing excellent customer service skills.
• Demonstrate the promotion of CLAIRE Values across the department
• Good organisational planning skills and a proven ability to work with a large degree of independence, managing own workload and priorities and identifying opportunities to add value to the Academy
• Building relationships with team, managers, staff and volunteers

ADHERENCE TO THE FOLLOWING POLICIES AND DOCUMENTS:

• Teaching and Learning Policy
• Assessment Policy
• Lesson Cover Policy
• Child Safeguarding and Protection Policy
• Faculty CLAIRE values

ASSESSMENT

• Assess work using a range of assessment for learning techniques
• Develop assessments in line with IB guidance
• Provide effective verbal and written feedback to learners in good time
• Contribute to setting and moderating formative and summative assessments in line with IB guidance
• Analyse learners’ progress to inform future teaching and intervention
• Produce reports for academic clinics, students and parents
• Administer examinations effectively.

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Department: Faculty

Reports to: IB Coordinator

PURPOSE OF THE ROLE:

• To ensure the complete and effective organisation and administration of Creativity, Activity and Service in the International Baccalaureate Diploma Programme (IBDP).
• It is expected that the CAS Coordinator will be on the fore front in the implementation and advancement of the CAS programme by playing the following roles:
• Familiarize students, colleagues, parents and the wider community with CAS
• Promote the importance of CAS to students, colleagues, parents and the wider community
• Identify safety issues (risk assessment and child protection)
• Develop a school-specific CAS handbook and resources
• Administer the CAS budget and manage CAS records and reports
• Periodically engage in interviews with students
• Report on student progress to school and parents
• Promote and publicize student achievements in CAS
• Develop and maintain CAS policy statements
• Provide leadership for the CAS team
• Provide professional development and supervise CAS advisers where appropriate
• Inform and work with CAS supervisors where appropriate
• Ensure consistency across the programme through ongoing contact with CAS advisers and supervisors
• Inform and work with outside providers in their involvement in CAS experiences
• Report completion/non-completion of CAS to the IB on IBIS.
• The CAS coordinator will also work directly with the CAS students (if there are no CAS advisers) to:
  • Educate students on all aspects of the CAS programme
  • Educate students on the meaning and purpose of the CAS learning outcomes
  • Assist students with clarifying and developing the attributes of the IB learner profile
• Support students in understanding ethical concerns and international-mindedness
• Develop purposeful reflection skills through individual interviews, group discussions and teaching strategies (see the CAS teacher support material (CAS TSM) for examples)
• Provide feedback on student reflections
• Assist students in identifying personal and group goals
• Discuss goals and achievements in regular meetings
• Provide ongoing guidance and support to students
• Monitor the range and balance of experiences undertaken by individuals
• Advise and monitor progress towards meeting the CAS learning outcomes
• Periodically review students’ CAS portfolios
•  Meet each student in three formal documented interviews.
• Ensure that students maintain academic integrity.
• Support the IB Diploma Coordinator

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REPORTS TO: DIRECTOR OF TEACHING & LEARNING

OVERALL ROLE PURPOSE

To lead student success through development and delivery of comprehensive School Pastoral Programs of developmental, preventive, remedial and responsive services. To lead pastoral counselling that addresses academic and personal/social development of students.

To collaborate with teachers, parents, and the Academy administration to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students.

KEY RESPONSIBILITIES 

• ACADEMIC AND LEARNING INTERVENTIONS
• To lead a team of counsellors in the provision of counselling services, design and delivery of well-being programs and mentoring for those students struggling with social, emotional, and behavioural problems.
• Increase academics achievement by assessing barriers to learning and determining the best instructional strategies to improve learning.
• Promote wellness and resilience by reinforcing communication and social skills, problem solving, anger management, self-regulation, self-determination, and optimism.
• Conducts comprehensive psycho-educational evaluations of students referred for potential special education services.
• Administer, score, analyse and interpret intellectual, academic, social/emotional/behavioural and other psychometric assessments.
• Lead in the Identification and support for learning and behaviour problems that interfere with students personal success.
• Make referrals and help coordinate learner support service with external agencies
• Work with teachers, school administration and other stake holders
• Consults with teachers, school administration, parents and others, as appropriate, regarding the planning, implementation and evaluation of individual and group interventions designed to address students’ learning and behavioural problems.
• Consults with Faculty staff, administration and parents in resolving students’ academic, social, emotional and behavioural concerns.
• Collaborates with Academy staff and/or parents in developing, implementing, evaluating and maintaining behavioural and other interventions.
• Consults and collaborates with appointed mental health support, medical providers as appropriate.
• Provides technical assistance to Academy staff and parents regarding behaviour management, child development and special education procedures, as necessary and appropriate
• Implementation of the Child Safeguarding and Protection policy; working with the school administration and other relevant internal and external stakeholder to manage cases related to the same.
• Carry out psychological assessment of students and implement the relevant follow-up measures based on the assessments.
• Offer counselling to students referred for hospitalisation and ensuring cases are handled till completion.

ADDITIONAL RESPONSIBILITIES

• Ensuring adherence of the Child Safeguarding and Protection policy
• Supporting Form Coordination especially in special cases where intervention is needed
• Promote school policies and practices that ensure the safety of all students by reducing school violence, bullying, and harassment
• Participates as crisis team member and provides crisis intervention for students in the advent of sudden illness or injury.
• Makes appropriate assessments and referrals for suspected abuse/neglect as a mandated reporter.
• Maintains communication with Academy administration, teachers, and parents/guardians to enhance cooperative
• Lead and initiate programs and actions which will meet the health and safety needs of students.
• Lead and initiate contact with and acts as a liaison between the home, school, appointed health and wellness agencies to enhance the health and wellness of the learners.
• Maintains confidentiality regarding all Academy and health-related issues.

MINIMUM QUALIFICATIONS AND EXPERIENCE 

• Bachelor’s degree in Counselling, Psychology or B.ED majoring school psychology, Master’s degree will be added advantage
• At least 3 years’ experience in a similar role
• Professional KCPA (Kenya Counselors and Psychologists Association) membership that is up to date Valid professional registration with relevant professional body

KEY PERFORMANCE INDICATORS

• Timely and appropriate response to cases and effective follow up
• Well managed counselling programmes within the academy
• A mentally healthy school population with enough pyscho-social support systems
• Proper referral and involvement of relevant stakeholders in cases
• A well-informed staff who are able to do first line management of counseling
• Periodic large group sessions on emerging issues affecting students/the Academy