Teacher of Geography (starting in Aug 2026) Island School

Role Name

Main Scale Class Teacher

Role Summary

The main role of the classroom teacher is to maximise student learning and development through the planning preparation and teaching of programmes which meet students individual learning needs and achieve specific student outcomes. Teachers teach a range of student abilities and classes and are accountable for the effective delivery of their programmes. The classroom teacher engages in critical reflection in order to improve their knowledge and skills to better engage students and improve their learning.

Classroom teachers assume roles beyond the classroom in endeavouring to maximise students learning. These roles include working collaboratively with colleagues and other members of the school community and communicating with parents and care-givers.

The classroom teachers contribution to the school goes beyond the classroom. They participate in the development of the school policies and programmes and assist in the implementation of school priorities. All classroom teachers may be required to undertake other duties in addition to their teaching duties.

Main Accountabilities

Teaching and Assessment:

• Plan lessons and sequences of lessons to meet students individual learning needs and to ensure students progression.
• Use a range of appropriate strategies for teaching and learning and classroom management.
• Use flexible groupings and structured inquiry to deliver high quality lessons in line with the IBO philosophy.
• Maintain a well organised and stimulating learning environment.
• Use learning technologies such as the EWB and the CLC to enhance learning.
• Use information about prior attainment to set expectations for students.
• Use a range of assessment and reporting methods that show students achievement in relation to learning outcomes.
• Provide clear and constructive feedback to students their parents and caregivers.

Wider professional roles:

• Plan and engage in professional learning activities that support school and systematic priorities.
• Take responsibility for own professional development and use the outcomes to improve teaching and students learning.
• Make an active contribution to the policies and aspirations of the school.
• Ensure administration of classroom procedures are completed efficiently.
• Collaborate with members of the school community to build a team environment that supports students learning.

Additional responsibilities may include:

• Manage a year level or subject area.
• Assist with or managing an aspect of daily school management.
• Assist year level co-ordinators curriculum co-ordinators student management co-ordinators principal and vice principal with the performance of specific functions.
• Assist with or managing a specialist function such as sport careers student welfare excursions or camps co-ordination.
• Supervise a range of student activities including support and welfare programmes.
• Develop a school transition programme and facilitate the associated orientation programme.
• Manage and supervise a team of teachers in the planning implementation and review of teaching and learning programmes.
• Lead the development of curriculum policies and programmes.
• Contribute to the Foundation-wide professional development programme.
• To perform other duties and assume accountabilities as apparent or as delegated including mutually agreed upon objectives

Typical reporting relationship

School Leader

Minimum typical education

Bachelor Degree in Education or

Bachelor Degree in any subjects with PGCE (Postgraduate Certificate of Education) or equivalent

Minimum typical experience

1-3 years teaching experience within a recognised educational organisation

Core Professional / Technical Competencies required

Abilities

• Adaptability
• Analysis / problem solving
• Collaboration
• Communication
• Team centred
• Self-reflection

Knowledge

• Having a thorough and up-to-date knowledge of the teaching of their subject(s) their students curriculum pedagogy education-related legislation and the specific teaching context.

Core Soft / Transferable Competencies required

• Planning & Organising Work
• Translating Strategies into Plans & Actions
• Valuing & Integrating Diversity
• Learning Agility
• Leading Change
• Written Communication
• Work Standards/Quality Orientation
• Creativity/Innovative
• Formal Presentation
• Developing Talent

Development / Training to support role competencies

Development activities and access to courses are negotiated as part of the performance management process

Notes: Two Years Finite Contract

All teachers are expected to contribute to the school extracurricular programme throughout the year