職位描述
經(jīng)濟(jì)學(xué)高中老師高中經(jīng)濟(jì)學(xué)老師
Job Purpose:
? Responsible for fostering positive self-esteem and supportive relationships for all students, founded upon respect and mutual trust
? Responsible for maximising the academic progress of the students they teach by delivering the very highest standards of teaching and learning
? Promote a positive, purposeful and professional working atmosphere that encourages cooperation and challenge whilst valuing the contribution that individuals make to the success of the school
? Promote equality of opportunity for all regardless of race, religion or gender and encourage excellence, resourcefulness and perseverance
? Empower, inspire, and care for pupils thereby enabling them to achieve their very best as independent and accomplished learners who develop lifelong values, passions and competencies
? Responsible for fostering positive self-esteem and supportive relationships for all students, founded upon respect and mutual trust
? Responsible for maximising the academic progress of the students they teach by delivering the very highest standards of teaching and learning
? Promote a positive, purposeful and professional working atmosphere that encourages cooperation and challenge whilst valuing the contribution that individuals make to the success of the school
? Promote equality of opportunity for all regardless of race, religion or gender and encourage excellence, resourcefulness and perseverance
? Empower, inspire, and care for pupils thereby enabling them to achieve their very best as independent and accomplished learners who develop lifelong values, passions and competencies
Responsibilities:
-Responsiblefor setting high standards of teaching and learning within the classroom, including:
?High expectations of pupils in every aspect of their work.
?A commitment to academic excellence and the development and implementation of schemes of work to ensure that each pupil develops at an appropriate pace through differentiated planning and teaching.
?Achieve excellent public examination results.
?Establish effective methods of formative and summative assessment of pupils’ work and use themto enhance each individual pupil’s learning.
?Use rewards and sanctions effectively.
?Provide high quality written and verbal reports to parents.
?Keep up-to-date with subject developments outside the school.
?Foster a spirit of academic enquiry among pupils.
-Responsiblefor setting high standards of teaching and learning within the classroom, including:
?High expectations of pupils in every aspect of their work.
?A commitment to academic excellence and the development and implementation of schemes of work to ensure that each pupil develops at an appropriate pace through differentiated planning and teaching.
?Achieve excellent public examination results.
?Establish effective methods of formative and summative assessment of pupils’ work and use themto enhance each individual pupil’s learning.
?Use rewards and sanctions effectively.
?Provide high quality written and verbal reports to parents.
?Keep up-to-date with subject developments outside the school.
?Foster a spirit of academic enquiry among pupils.
-Contribute to the development of the subject, including:
?Be actively involved in the development and creation of schemes of work, contributing to subject teaching and pedagogical approaches by sharing knowledge of best practice.
?Be actively involved in the teaching and learning development programme, providing and receiving constructive feedback as appropriate.
?Utilise academic and pastoral data to inform practice.
?Make positive contribution to the subject Super Curriculum and Co-curricular programme;organise competitions or participation on subject related events, Olympiads etc
?Undertake administrative tasks that are designated by the Head of Upper School and contribute to a sense of teamwork and aiding professional development.
?Advise pupils with options choices relevant to the subject and with university applications andsupporting them in preparing for such applications.
?Active involvement in academic and other learning enrichment trips, including residentials.
?Be actively involved in the development and creation of schemes of work, contributing to subject teaching and pedagogical approaches by sharing knowledge of best practice.
?Be actively involved in the teaching and learning development programme, providing and receiving constructive feedback as appropriate.
?Utilise academic and pastoral data to inform practice.
?Make positive contribution to the subject Super Curriculum and Co-curricular programme;organise competitions or participation on subject related events, Olympiads etc
?Undertake administrative tasks that are designated by the Head of Upper School and contribute to a sense of teamwork and aiding professional development.
?Advise pupils with options choices relevant to the subject and with university applications andsupporting them in preparing for such applications.
?Active involvement in academic and other learning enrichment trips, including residentials.
-Offer an effective contribution to pastoral care in the School, including:
?Act as Tutor in the Upper School as designated by the pastoral leadership of the School.
?Implement safeguarding practices and procedures at the School.
Wider role
?Actively participate in all calendarized school events and promote the work of the school
?Conduct duties as designated on the staff duty rota.
?Promote the use of English in a bilingual school setting.
?Act as Tutor in the Upper School as designated by the pastoral leadership of the School.
?Implement safeguarding practices and procedures at the School.
Wider role
?Actively participate in all calendarized school events and promote the work of the school
?Conduct duties as designated on the staff duty rota.
?Promote the use of English in a bilingual school setting.
Required Qualifications and Experience:
-Education: Bachelor’s Degree or above in any field
-Education: Bachelor’s Degree or above in any field
-Qualifications:
? A UK PGCE, or other recognised teaching qualification that permits QTS, from an accredited institution.
? Acceptable personal and professional background checks with the ability to be allocated unsupervised access to children (as reported via an International Child Protection Certificate background check and/or appropriate police and other checks from relevant countries of present and previous residence/work.
? A UK PGCE, or other recognised teaching qualification that permits QTS, from an accredited institution.
? Acceptable personal and professional background checks with the ability to be allocated unsupervised access to children (as reported via an International Child Protection Certificate background check and/or appropriate police and other checks from relevant countries of present and previous residence/work.
-Knowledge:
? A strong understanding of effective classroom pedagogical practice within a secondary school level setting.
? Familiarity with the National Curriculum of England, including subject
specifications at (I)GCSE and A Level
-Experience: a minimum of two years of experience as a classroom practitioner
? A strong understanding of effective classroom pedagogical practice within a secondary school level setting.
? Familiarity with the National Curriculum of England, including subject
specifications at (I)GCSE and A Level
-Experience: a minimum of two years of experience as a classroom practitioner
-Personal qualities:
? Respect for all members of a school community, irrespective of position, gender,age and ethnic background.
? Passionate about teaching and a strong commitment to holistic education.
? The ability to inspire students through a genuine passion for learning and a desire to lead them towards outstanding academic outcomes.
? A positive and solution-focused attitude to working life.
? Highly motivated, ambitious and collaborative.
? Demonstrate empathy, humility and genuinely care about children, taking the time to listen and motivate them
? Respect for all members of a school community, irrespective of position, gender,age and ethnic background.
? Passionate about teaching and a strong commitment to holistic education.
? The ability to inspire students through a genuine passion for learning and a desire to lead them towards outstanding academic outcomes.
? A positive and solution-focused attitude to working life.
? Highly motivated, ambitious and collaborative.
? Demonstrate empathy, humility and genuinely care about children, taking the time to listen and motivate them
工作地點(diǎn)
重慶渝北區(qū)哈羅禮德學(xué)校
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職位發(fā)布者
任芳芳/HR
三日內(nèi)活躍立即溝通
重慶市渝北區(qū)哈羅禮德學(xué)校重慶哈羅禮德學(xué)校(哈羅重慶)坐落于重慶副省級(jí)新區(qū)（兩江新區(qū)）龍興大道，配置為幼兒園到高中的全日制及寄宿制雙語(yǔ)學(xué)校，旨在為西南地區(qū)的適齡學(xué)生提供世界一流的雙語(yǔ)教育，培育出具有“中國(guó)靈魂、國(guó)際視野”的優(yōu)秀領(lǐng)導(dǎo)力人才。哈羅重慶總占地面積約為13.5萬(wàn)平方米，可滿足1200位學(xué)生就讀，配套100位4年級(jí)以上學(xué)生的寄宿服務(wù)。學(xué)校建筑依靠地形，融入自然，在建筑的整體氣勢(shì)上與英國(guó)哈羅公學(xué)呼應(yīng)，整個(gè)校園既有英國(guó)哈羅特色，也有現(xiàn)代教育建筑的學(xué)院氛圍。學(xué)校各區(qū)域設(shè)計(jì)，充分體現(xiàn)“以學(xué)生為本”的自由空間理念，結(jié)合學(xué)生與建筑、學(xué)生與環(huán)境、學(xué)生與交通、學(xué)生與空間以及學(xué)生與老師的互動(dòng)關(guān)系?？傮w規(guī)劃布局上統(tǒng)籌考慮建筑、道路、環(huán)境、山坡、景觀之間的和諧，精心打造校區(qū)內(nèi)景觀設(shè)施，綠地布置結(jié)合分區(qū)功能有序分隔。強(qiáng)化校區(qū)內(nèi)的動(dòng)靜分離設(shè)計(jì)，營(yíng)造既活潑又安靜的綠色自然山景校園。我們深信，重慶哈羅禮德學(xué)校將成為重慶地區(qū)英式雙語(yǔ)教育的標(biāo)桿，為中國(guó)西南地區(qū)樹(shù)立全新的教學(xué)典范。Harrow LiDe School, Chongqing(AISL Harrow Chongqing) is located in the Liangjiang New Area of Chongqing, providing world class K-12 bilingual education to students on an outstanding campus designed for both day students and boarders. AISL Harrow Chongqing enjoys an area of 135,000 sqm. It can accommodate 1200 students, including 100 boarders(from Grade 5 and above). The campus embraces the natural contours and vistas of the site to integrate nature into the daily experience of the students and staff. The architecture of the school’s buildings echoes the original design of‘Harrow School on the Hill’, and their renowned buildings in north London, using contemporary design concepts to create a truly British‘Harrovian’ environment, with an eye to the future. The campus fully embraces Harrow’s requirement to put the students first when considering design, emphasising the relationships between people, buildings, the wider environment and space, carefully connecting these elements. The school’s layout gives a sense of harmony, utilising green spaces to partition different functional areas, accentuating their uniqueness and creating the best possible learning environment for our students. We believe that AISL Harrow Chongqing will represent a benchmark for bilingual British education in the region, achieving a new standard for International Bilingual schools in the south-west of China
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