Dutch Teacher

  • 2019-20 Faculty Vacancy
  • Beijing

Dutch Teacher

Job advert

WAB elementary school is looking for a Dutch Teacher. The dutch teacher is expected to work with the Language Department, as well as with Grade Level Teams, planning closely and attending collaborative planning sessions. The Dutch teacher must use an inquiry-based approach and differentiate through various strategies. The Dutch Teacher is expected to keep parents informed and attend parent teacher conferences, as required.
The ES Dutch teacher is expected to coordinate the Dutch After School Programme, and contribute to WAB general extra curricula activities.

The assignment begins 1 August 2019 and further details are available in the attached Job Description.

Requirements

Position: Language Teacher – (Dutch Mother Tongue)
School Section: Elementary School
 

JOB DESCRIPTION
Role Description / Working Relationships
The Elementary (ES) Dutch Mother Tongue teacher is responsible to the ES Language Department Leader.

The ES Dutch Teacher is expected to work with the Language Department, as well as with Grade Level Teams, planning closely and attending collaborative planning sessions. The Dutch teacher must use an inquiry-based approach and differentiate through various strategies. The Dutch Teacher is expected to keep parents informed and attend parent teacher conferences, as required.
The ES Dutch teacher is expected to coordinate the Dutch After School Programme, and contribute to WAB general extra curricula activities.

 

PERSON SPECIFICATION


The successful applicant is expected to have the following skills, abilities, knowledge
and experience:
 

1. Personal Skills and Abilities
• Ability to establish effective working relationships with staff, students and parents
• Ability to communicate both orally and in writing, taking into account ESOL community members
• Skills in working with a range of students of different abilities and backgrounds
• Skills in inquiry based learning
• Skills in ICT
• Empathy for second language acquisition

 

2. Knowledge
• A sound understanding of contemporary teaching and learning theories and
practice in language acquisition
• A sound understanding of collaborative planning
• A sound understanding of differentiation
• An understanding of how students learn within Dutch

 

3. Experience
• At least 5 years successful experience as a Dutch Teacher
• Experience working with ESOL students preferred
• PYP experience preferred
 

4. Qualifications
• Completed Introductory PYP course preferred
• Qualifications in Dutch Language teaching
• Qualified teacher status

 

PERFORMANCE STANDARDS

 

Teaching Methodology
• Demonstrates the ability to prepare and plan effectively
• Demonstrates effective teaching methodologies through a range of appropriate strategies and techniques
• Demonstrates flexibility and responsiveness
• Delivers relevant curriculum content
• Uses appropriate technology and resources
• Reflects on teaching with a view to improvement
• Uses appropriate assessment and reporting procedures
• Demonstrates the ability to use Dutch national testing tools, such as Cito and Diataal

 

Motivation of Students
• Recognizes and supports diversity among individuals and groups
• Engages students in learning
• Establishes high expectations that value and promote learning

 

Communication and Relationships
• Fosters relationships between school and community
• Establishes and maintains good communication processes with colleagues and leaders
• Develops and maintains clear descriptive communications with the community through the reporting system
• Fosters respect, credibility and competence with colleagues and school community

 

Classroom Management
• Manages student behavior
• Organizes a safe physical environment
• Creates an environment of respect and understanding
• Creates a challenging and stimulating learning environment
Contribution to Wider School Activities
• Contributes to activities which enhance the life of the school community

 

Professional Knowledge
• Demonstrates knowledge of relevant curriculum, and of contemporary teaching and learning and assessment theory
• Identifies own professional development needs and takes action to upgrade professional knowledge
• Demonstrates an ongoing developing knowledge of the host country

 

School Development
• Implements required school-wide goals