Primary School Homeroom Teacher August 2026

PRIMARY SCHOOL HOMEROOM TEACHER JOB DESCRIPTION

MISSION SGS provides a challenging and comprehensive multilingual education within a disciplined and respectful learning environment empowering all learners to reach their maximum academic and personal potential.

VISION A multicultural school community which through an international education will form continuous learners committed to making significant contributions to society by exemplifying core human values disciplined work ethic and the ability to adjust to change.

DEFINITION OF LEARNING Learning at SGS is a collaborative experience where student curiosity drives the inquiry process. Learners apply critical thinking to ask questions conduct research test ideas and create solution to real world issues. Taking measured risks learning from mistakes reflecting on experiences and sharing the knowledge and skills gained take precedence to emphasize the learning process. Our school community values diversity and respects individual differences instilling ethic and values to create a safe and respectful environment where everyone is a teacher and everyone is a learner.

SGS Teacher Profile

At Saint George School (SGS) we believe in fostering a culture where teaching is not just a linear journey but an ongoing cycle of professional growth collaboration and innovation.

Teachers at SGS are committed to high expectations equity cultural competence and developmental appropriateness while also embracing student-centered inquiry-driven learning.

We recognize that becoming an exceptional teacher requires ongoing reflection adaptation and engagement with best practices. SGS teachers actively collaborate with content specialists instructional coaches and colleagues to ensure meaningful learning experiences and curricular coherence. Our commitment is to nurture a professional learning community where each teacher is supported in their continuous journey toward excellence.

POSITION SUMMARY

SGS Teachers are responsible for delivering rigorous engaging and inquiry-based instruction that fosters student agency critical thinking and real-world connections. They create inclusive and dynamic learning environments assess student progress using standards-based evaluation and contribute to a collaborative professional learning culture.

This role integrates:
Student-Centered & Inquiry-Driven Learning Facilitating meaningful and contextualized learning experiences that develop skills knowledge and habits of mind.
High-Impact Teaching Practices Implementing research-based strategies aligned with the SGS Teaching for Excellence Program and NAE Standards.

Data-Informed Instruction Using student assessment data to drive instructional decisions and interventions.

Professional Growth & Collaboration Engaging in ongoing professional learning coaching cycles and peer observations.

Global Perspectives & Cultural Responsiveness Cultivating a learning environment that celebrates diversity and prepares students for a globalized world.

Key Responsibilities

1. Inquiry-Based & Student-Centered Instruction

• Implement the Workshop Model to foster independence and deep engagement.
• Incorporate hands-on inquiry-based learning to promote curiosity and conceptual understanding.
• Design and implement engaging student-centered lessons aligned with SGS curriculum standards (Cambridge IB NAE etc.).
• Use inquiry-based and active learning strategies to foster critical thinking creativity and problem-solving.
• Differentiate instruction to meet the needs of diverse learners including ELLs and students with accommodations.
• Incorporate technology-enhanced learning experiences that support innovation and digital fluency.
• Foster a positive and inclusive classroom culture that promotes student voice choice and engagement.

2. Standards-Based Assessment & Feedback

• Design and implement assessments aligned with clearly defined learning goals and academic standards.
• Use standards-based grading to provide students with clear feedback on their skill development and mastery of concepts.
• Guide students in self-assessment reflection and goal setting to encourage ownership of their learning process.
• Use data-driven insights from formative and summative assessments to adjust instruction and provide targeted interventions.

3. Professional Growth & Collaboration

• Engage in the SGS Teaching for Excellence coaching model actively participating in instructional coaching cycles.
• Collaborate with instructional coaches and PLC teams to enhance curriculum alignment and instructional practices.
• Attend and contribute to professional development sessions workshops and action research initiatives.
• Model a growth mindset by setting and pursuing professional learning goals aligned with SGSs mission.

4. School Culture & Community Engagement

• Uphold SGSs values of integrity responsibility resilience respect and empathy in all interactions.
• Actively contribute to the school community co-curricular programs and student enrichment activities.
• Foster positive relationships with students parents and colleagues maintaining open and professional communication.
• Commit to a culture of collaboration inclusion and continuous improvement.

Core Competencies & SGS Teaching for Excellence Alignment

SGS teachers are evaluated based on the Teaching for Excellence Program Rubric which includes 7 essentials: Essential Standard Key Indicators.

1. Teaching is Thinking: Uses research-based practices inquiry-driven instruction and metacognitive strategies.

2. Uphold Excellence: Sets high expectations for all learners and models academic rigor.

3. Kids Love Learning: Designs engaging student-centered lessons that foster curiosity and ownership of learning.

4. Struggle No Progress: Provides structured challenges and growth-oriented feedback.

5. It Starts and Ends with Student Work: Uses student artifacts and authentic assessments to measure learning.

6. Professionalism Ethical Standards & Community Engagement : Demonstrates professional integrity collaboration and commitment to lifelong learning.

7. Reflective Practice Goal Setting & Professional Growth: continuously seeks to improve practice through feedback and self-reflection.

QUALIFICATIONS & EXPERIENCE

• Degree in Primary Education or a subject-specific field.
• Experience with the Workshop Model inquiry-based learning and student-centered pedagogy (preferred).
• Familiarity with Cambridge curricula and standards-based evaluation (preferred).

Reporting Structure

• Reports to: Primary School Principal
• Collaborates with: Curriculum Coordinator Instructional Coaches Well-being Team

Why This Role is Essential

SGS Primary Teachers equip students with foundational academic and social-emotional skills ensuring they thrive in an inquiry-driven learning environment. The SGS Primary Teacher is at the core of student learning academic excellence and innovation ensuring that every child is engaged in meaningful inquiry-driven learning experiences. By implementing high-impact instructional strategies. SGS teachers foster a culture of critical thinking creativity and student agency that prepares learners for the complexities of an interconnected world. Beyond the classroom SGS teachers play a transformative role in shaping students into ethical globally competent citizens who are resilient empathetic and equipped with lifelong learning skills. Their dedication to equity inclusion and student well-being ensures that every child could thrive in a safe supportive and culturally responsive environment. Ultimately SGS teachers are architects of the future shaping the next generation of innovators problem-solvers and leaders who will contribute meaningfully to society and the world.

Competencies