Teacher & Teaching Assistant (Kindergarten)

Teacher & Teaching Assistant (Kindergarten)Skip to content
All teachers, teacher assistants, and leaders in Tunku Putra-HELP need to demonstrate the skills and experience necessary to provide educational leadership within their own practice.
They play a key part in raising standards through the quality of their own professional practice and by supporting the professional growth of their colleagues.
TPH staff embody our mission: they are individuals of integrity; compassionate; they have curious minds, and they are dynamic thinkers; they are flexible learners.
All our teachers and leaders are expected to support and contribute to the Strategic Intentions of our School, and to commit to and model our values of integrity, intellectual curiosity, collaboration and teamwork, respect, humility, and compassion.
Reporting Lines
Accountable to: Head of Section; and ultimately, the Executive Principal.
Liaise with: other members of academic staff, particularly in Kindy & IP; support staff.
The Role
Tunku Putra-HELP is seeking to employ a Teacher/Teaching Assistant to teach in our School, within the International Primary and Kindy section for the positions of:
Teaching Assistant (Kindergarten & International Primary)
Start Date:Immediate Hire
Requirements
Bachelor's in education, or
Bachelors in the relevant subject areaanda recognized teaching qualification (e.g.
PGCE, PGDT)
Teaching Experience (ideally minimum 3 years)
Ability to teach across the primary / secondary levels and ability range
High level of proficiency in English
Experience and knowledge of the International or Malaysian curriculum is desirable.
Job Description Teacher
Plan and deliver engaging, differentiated teaching and learning, setting clear learning intentions and ambitious expectations for students, incorporating key content, skills, and concepts through a variety of learning activities.
Commit to knowing students and our context well, ensuring that learning can be personalized so students can take their own next step in their learning journey.
Maintain and continually develop written schemes of learning, linked to Section and School development aims, which take account of our local and global context.
Continually look for opportunities for innovation, trying new teaching and learning strategies in the classroom, contributing to a culture of experimentation and risk-taking.
Demonstrate confidence in the use of learning platforms and technology, completing ongoing professional learning.
Set regular, meaningful, and appropriately challenging homework, according to school policy.
Positively manage behavior in the classroom, involving Head of Section or pastoral staff where necessary.
Always promote the well-being of students, and proactively safeguard students according to school safeguarding policies and procedures.
Liaise with Learning Support regarding provision of Individual Education Plans for students.
Take responsibility for the development of English Support learners in the mainstream including undertaking further training and liaising with the English Support specialist teacher(s).
Providing ongoing, formative assessment opportunities for students, using a variety of methods, so that timely and regular feedback can be given to students about their progress.
Allow for students to be active participants in their own learning, assessment, and reflection, creating a classroom culture where students can use criteria effectively to identify their own next learning steps.
Use baseline data effectively to measure progress for individual students, therefore informing teaching and learning choices and proactively personalizing support.
Utilize practices that promote and model the highest of standards in academic integrity, always adhering to school policies.
Set and mark summative assessments in an accurate and timely manner.
Ensure reporting, grading, and moderation practices are to a high standard.
Provide updates on individual progress to professional colleagues and parents as required.
Job Description Teaching Assistant
This job description generally describes the usual duties of the TA.
However, these duties may vary according to the needs of the students.
Teachers/SLT may delegate additional tasks as necessary.
The Teaching Assistant must be prepared to assist in any of the Kindergarten and Primary or International classes as indicated in the timetable, or when requested to do so by SLT.
Responsibility for planning
It is the homeroom/ specialist teacher's responsibility to plan learning.
TAs are not to be expected to plan full lessons.
However, the homeroom/ specialist teachers and TAs meet to review planning and share feedback on students' learning.
TAs need to enter lessons with a clear understanding of the concepts and information being taught, skills to be learned/applied, intended learning outcomes, and specific learning needs of students they work with.
Roles during homeroom lessons:
The class teacher will initiate and generally oversee the lesson as it unfolds.
They will work with the various ability groups and individuals.
The TA may work with the remainder of the class to ensure that the students are on task, clearly understand the lesson's objectives and expectations, and to help them to make connections to prior learning and understand potential future learning.
Roles during specialist lessons
Be active and alert in lessons to ensure a positive learning environment and work in partnership with the specialist teacher to ensure all students are on task and engaged.
Ask questions related to students' learning, where appropriate.
Assist in the organisation of group activities as required in partnership with the specialist teacher.
Responsibility for assessment
It is the homeroom/ specialist teacher's responsibility to assess students' progress and learning.
TAs will, however, share the responsibility of giving purposeful feedback and guidance to help students to understand how they improve their work/learning following the stated learning outcomes that the teacher has planned.
Classroom displays, preparing resources, photocopying & organising class trips:
The homeroom/ specialist teacher and TAs share the responsibility of creating classroom displays, making resources, and photocopying.
This is not the sole responsibility of the TAs, although they are available to assist the teacher on occasion with these activities.
TAs duty requirements and cover:
TAs are required to undertake duties as per the Daily Systems Update.
In some cases, TAs will be required to cover lessons in the absence of the homeroom teacher.
They will not be expected to plan for these and the teacher/ line manager will provide clear guidance and planning in adequate time before the session.
TAs are expected to participate in the School's ECA programme.
Professional expectations
Take responsibility for upholding health and safety practices, completing risk assessments/near misses or accident reports as appropriate.
Contribute to the development of the department.
Be involved in the delivery and organization of special days, festivals, House events, assemblies, special focus Weeks etc.
Contribute to the provision of trips and expeditions.
Act as a Homeroom Teacher.
Maintain excellent quality displays in classrooms and public areas which relate to the children's learning.
Provide exciting Extra Curricular Opportunities that meet the needs of our students.
Provide occasional cover for absent colleagues.
Attend Parent meetings throughout the year, providing parents and students with constructive feedback and next steps for learning.
Establish and maintain effective working relationships with colleagues.
Supervise students as part of a duty rota.
Supervise examinations, ensuring exam board regulations are adhered to.
Any other reasonable task assigned by the Head of Section or the Executive Principal.
Positively and constructively contribute to professional learning and collaborative development, and seek ambitious professional development opportunities.
Engage positively with coaching, mentoring, and performance management processes to promote professional growth.
Tunku Putra-HELP School is committed to the highest standards of safeguarding and promoting the welfare of children.
Applicants must be willing to undergo child protection screening and background checks, including a criminal record disclosure and other standard pre-employment safeguarding checks.
All successful candidates must provide a UK enhanced DBS Certificate, or equivalent, or Letter of Good Conduct from the relevant authorities.
A reference must be provided by the Principal/ Headteacher of the applicant's current school.
The School has established policies on Child Protection, Safeguarding, and Whistleblowing.
The School recognizes the importance of having a Child Protection Policy to establish clear procedures and practices for the wellbeing of our children on Campus.
The School also commits to integrity and to promoting a culture of honesty, ethical behavior, and conducts in line with good corporate governance.#J-18808-Ljbffr