Latest Recruitment at The International School of Kenya

Responsibilities:

Every educator’s primary responsibility is to ensure student-learning success and provide for the individual learning needs of each student. Some specific responsibilities include:

• Implement a program of study that adheres to the school curriculum as adopted by the Board of Directors
• Collaborate with your team to design learning that is robust and responsive, and reflects our Values
• Promote a positive learning environment
• Engage in ongoing professional learning
• Differentiate and personalize for diverse learners
• Implement our Strategic Focus Areas (Learning Design, Inclusion, Wellbeing)
• Be an engaged member of the community, including mentoring/coaching extracurricular learning
• outside the school day
• Fulfill supervision duties as assigned, including some evening and weekend events (as well as
• off-campus trips)
• Communicate regularly with families (e.g. conferences, reports)
• Protect the safety and well-being of children
• Perform other duties that may be reasonably assigned by the administration.
• Actively engage in implementing a Humanities curriculum that integrates Social Studies and English
• Language Arts along a conceptual framework

Education/Experience

• University Bachelor's degree, or equivalent (an advanced degree in Education is desirable)
• Teacher certification from an accredited university/college
• Degree/certification should be relevant to the teaching position
• Minimum 2 years relevant teaching experience
• Solid understanding of pedagogy and instructional approaches, curriculum design, and assessment aligned with our mission, vision and educational philosophy.
• Experience with Common Core State Standards for ELA and C3 Framework for social studies

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Responsibilities:

The Life Centered Education (LCE) Teachers’ primary responsibility is to work within an inclusive school to develop and implement highly individualized programs for students with intellectual and developmental disabilities in collaboration with a multidisciplinary team. Student programs focus on academic, social and life skills, with the goal of helping students fulfill their personal and academic potential and attain as much independence as possible.

The MS/HS LCE teacher is part of the Middle School (MS) and High School (HS) divisions and the schoolwide Student Support Services (SSS) Team. This individual is supervised by the Divisional Principals and works under the programmatic direction of the Head of Student Support Services.

• Every educator’s primary responsibility is to ensure student-learning success and provide for the individual learning needs of each student. Some specific responsibilities for the LCE include:
• Plan and implement individualized learning programs addressing academic, social and daily living/life skills, including modifying curriculum and assessments.
• Use a case manager model for leading the development and instruction of students with intellectual and developmental disabilities, including writing Individual Education Plans and progress reports, creating behavior support plans and transition plans, and coordinating
• with related services such as occupational therapy, speech-language therapy, counseling, and psychology.
• Promote a positive learning environment.
• Engage in ongoing professional learning around inclusive education and best practices.
• Differentiate and personalize for diverse learners. Implement our Strategic Focus Areas (Learning Design, Inclusion, Wellbeing).
• Be an engaged community member, including mentoring/coaching extracurricular learning outside the school day.
• Fulfill supervision duties as assigned, including some evening and weekend events (as well as off-campus trips).
• Maintain strong relationships and communication with classroom teachers and specialists, collaborating about student needs as appropriate and providing support to facilitate the inclusion of students with their typically developing peers.
• Maintain close communication and collaboration with parents to build strong home-school relationships and facilitate continuity of care.
• Provide training, leadership, and coaching for teaching assistants to maximize their effectiveness in supporting students within small group and inclusion settings.
• Be an advocate for inclusive education and promote a positive learning and teaching environment to meet the needs of all students.
• Work collaboratively with and provide professional learning to ISK divisional staff and whole school SSS teams to foster greater inclusion of students.
• Protect the safety and wellbeing of children.
• Perform other duties that may be reasonably assigned by administration.

Education/Experience

• Master’s Degree in Special Education, with emphasis on developmental and intellectual disabilities.
• Current teaching certificate from an accredited university/college.
• At least 4 years experience teaching students with intellectual and developmental disabilities in an inclusive setting (ideally international experience).
• Demonstrated ability to facilitate the integration of students with intellectual and developmental disabilities into a general education setting.
• Solid understanding of pedagogy and instructional approaches, curriculum design, and assessment:
  • Cultural proficiency
  • Understanding by Design model
  • Social Emotional Learning
  • Integration
  • Communication skills
  • Student-centered approach
  • Conceptual inquiry

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Responsibilities:

• Every educator’s primary responsibility is to ensure student learning success and provide for the individual learning needs of each student. Some specific responsibilities for the English Language Learners (ELL) Teacher role include:
• Work with the Head of Student Support Services (SSS) to ensure the implementation of the school-wide program as outlined in the SSS manual
• Use the case manager model for the instruction and supervision of students in the ELL program
• Work as a collaborative member of the SSS team and elementary school grade level teams to provide support for ELL students using a variety of service delivery models, including in-class, resource/pull-out, consultation, and enrichment
• Provide appropriate support for students through least restrictive environments
• Develop and monitor Student Profiles for ELL students based on assessment data, teacher input,and other data, such as observations
• Conduct ongoing diagnostic and formative assessment of student progress in academic language
• competence and content knowledge, and use assessment data to inform planning and adjust instruction to meet students’ individual needs.
• Develop students’ use of strategies to comprehend the use of language in a variety of academic settings, to participate in academic discussions, to construct meaning from text, and to express themselves in writing
• Leverage students’ home language, cultural background, and prior knowledge as a bridge to new learning and making content meaningful and comprehensible
• Support homeroom teachers in designing opportunities for ELL students to engage in the curriculum by building conceptual understanding and language competence in tandem Support homeroom teachers in differentiating instruction to address preferred learning styles and
• the needs/readiness levels of ELL students in their classes
• Communicate with and support families
• Co-teach
• Participate in Professional Learning Communities
• Attend relevant departmental, divisional, and K-12 professional meetings
• Assist with accreditation and authorization
• Implement the school’s strategic focus areas (SFAs)
• Provide support to Admissions through application review, language proficiency assessments, and recommendations
• Sponsor a minimum of one extra-curricular student activity
• Perform other duties as may be reasonably assigned by the administration

Education/Experience

• Preferred Master's Degree in relevant subject(s)
• Teacher certification from an accredited university/college
• Minimum 2 years of relevant teaching experience
• Cultural proficiency and understanding of intercultural learning with teaching experience in a multiculturasetting
• Competent in using educational technology, including Google Suite, and experience integrating technology
• Fluent English speaker with excellent writing and communication skills
• Solid understanding of pedagogy and instructional approaches, curriculum design, and assessment:
  • Cultural proficiency
  • Understanding by Design model
  • Social Emotional Learning
  • Integration
  • Communication skills
  • Student-centered approach
  • Conceptual inquiry
• Understanding of learning differences, behavior-based differences, and effective research-based interventions
• Experience interpreting results of educational psychological reports
• Solid understanding of pedagogy and instructional approaches, curriculum design, and assessment:
  • Cultural proficiency
  • Understanding by Design model
  • Social Emotional Learning
  • Integration
  • Communication skills
  • Student-centered approach
  • Conceptual inquiry