Reporting:    Coordinator

Position Title: Lead Teacher

Purpose

The purpose of this job is to lead and facilitate student’s learning and success through creative use of progressive learning and development methodology delivered in line with the vision, mission and values of NYA.

Key Accountabilities – Do (Tasks)

Curriculum plan and design

• Demonstrate a deep understanding of various teaching methodologies and progressive methods of teaching appropriate to the grade assigned.
• Adopt a consistent collaborative focus on improving student’s learning outcomes through the modelling of best teaching practice.
• Participate in developing a common understanding of the pedagogy and curriculum, learning goals and strategies and adopt the most appropriate research-based teaching practice at NYA. Preparing the planners and uploading it on Atlas Rubicon.
• Lead the session delivery to ensure the delivery of appropriate, comprehensive, innovative and high -quality pedagogy.
• Be familiar with, and adhere to, all requirements for external and internal quality standards requirements and accreditations like IB and WACS.
• Effectively use digital platforms for teaching delivery. Modulate the resources, methods and teaching aids to be used in digitally conducted sessions.

Student’s success

• Demonstrate deep understanding of foundational concepts of child’s overall development and cognitive abilities.
• Connect with student’s and demonstrate genuine concern and care for their development
• Adopt methods to trigger curiosity and passion for learning and self-development.
• Conduct the class that encourages self-discipline while maintaining healthy discussion and collaboration amongst students.
• Assist students in setting realistic goals for themselves in line with their abilities and interests. Encourage students in pursuing their passion by connecting them to right resources and opportunities.
• Connect regularly with the parents and carry out constructive conversations about the students. Mutually agree on the development plan of the students. Take ownership in preparing and circulating the Progress card and Report cards.
• Be consistent with the overall learning philosophy and practices of NYA

Class management and delivery

• Demonstrate expertise in usage of various learning technique appropriate for the concept, learning goals and teaching philosophy.
• Engage with all students in the grade and encourage participation from them in class activities
• Communicate clearly the concepts and execute the learning methodologies planned for the session.
• Set clear expectations from students on the tasks to be completed to gain deeper understanding of the concepts covered.
• Integrate the concepts the with larger learning goals of the academic year as well as those covered in the past. Show linkage with the future and practical applications of the concepts (where applicable)

Accreditations and extra-curricular activities

• Take active part in planning and executing extra-curricular activities in line with the academic calendar
• Lead the concept design, coordinate with various NYA departments, and support the execution of events at NYA
• Maintain all evidence and documents related to IB and WASC. Assist in the completion of accreditation requirements.

Professional development

• Continuously dialogue with fellow teachers on the usage of learning methods and pedagogy.
• Identify areas of self-development through reflection and discussions with Coordinator. Take active part in discussing the periodic formative observations
• Be curious in learning about progressive methods of teaching and carry out research to update self in those techniques.
• Experiment with new teaching methods appropriate for the concepts covered.
• Identify training and professional development areas and resources.

Key Accountabilities – Display (Competencies)

• Child learning process
• Teaching methodologies
• Communication
• Collaboration
• Instructional design
• Digital literacy
• Coaching and mentoring

Key Accountabilities – Deliver (KPIs)

• Student’s success metrics
• Professional conduct like on-time attendance, communication and adherence to NYA Code of Conduct

Reporting:      Reports to the Principal

Position Title: Math Instructional coach

Department:   Teaching

Position Description: The Math Instructional Coach (MIC) will provide instructional support and coaching to all grades of the School and they work to ensure that each student can reach his or her academic potential. The MIC’s primary role is to work with Homeroom teachers to support best practices in using data, provide analysis of school-wide trends in instruction, and make recommendations about potential next steps to address areas of need. As an advisor to the teachers and principal, the MIC is responsible for four main areas:

a) Working with the academic staff (grade level chairs, assistant principals, principals) in the school to support sharing of best practices.

b) Observing instructional delivery and providing feedback to enhance and support the development of each teacher’s content area.

c) Supporting teachers in the design of units and lessons for the development of their yearlong curriculum.

d) Analysing data to modify curriculum and forms of assessment to meet students’ needs.

The MIC will work collaboratively with the Homeroom Teachers to advise on developing instructional strategies and intervention programs for struggling students. This may include modelling lessons in classrooms, creating system-wide policies and procedures, and facilitating professional development.

Duties and Responsibilities: Essential duties must be performed on-site. Other duties or tasks may be assigned.

• Reports to work as scheduled on a regular and reliable basis.
• Collaborate with Homeroom Teachers to plan and deliver Math concepts.
• Aligning high-priority initiatives and outcomes in the area of Mathematics for new and returning staff members.
• Support the development of high-quality/effective Math instruction in the school; observe and coach developing all teachers to improve instructional planning, teaching practice, and the use of data, assessment, and instructional technology.
• Work with teachers to refine and develop common standards-based pacing plans, and mid-year and end-of-year common assessments for each grade level.
• Work with various teams (leadership, coordinators, administrators, and teachers,) to facilitate the analysis of data provided by diagnostics, common assessments, and formative assessments.
• Help teacher teams develop both school-wide and classroom intervention plans.

Collaborate with Preschool teachers as needed to support students.

• Work with leadership to develop policies and school structures that facilitate the improvement of Math instruction and the appropriate interventions and supports for students. Serve as the project lead for grants geared toward the improvement of Math instruction
• Continuously monitor, track and analyse student achievement data to identify needed supports and strategies.

 Qualifications:

• Master’s or Bachelor’s degree (required)
• Teaching Credentials from a university in the USA ( required)
• IB (PYP or MYP) experience ( required)
• At least 7 years of Math teaching experience required
• At least 3 years of experience leading other teachers to achieve strong academic results
• Experience working with adult learners, coaching teachers, and delivering professional development.
• Ability to communicate both verbally and in writing with teachers, administrators, and students.
• Experience working with adult learners, coaching teachers, and delivering professional development.
• Knowledge of content and pedagogy
• Demonstrated experience in the use and integration of appropriate technology in teaching and learning processes and in managing, evaluating, and improving instruction.
• Ability to effectively use teaching and learning strategies that include consideration of each student’s learning styles, needs, and background.
• Demonstrated ability to maintain a positive, collaborative relationship with colleagues and administration.
• Demonstrated ability to maintain a positive environment in the classroom while achieving order and discipline.
• Strong record of helping students achieve academic success.
• Multi-faceted, multi-skilled, resourceful, and willing to do whatever it takes to help our students reach a level of academic excellence.
• Model positive and healthy character traits and habits, such as being organized, consistent and understanding.

Position Title: English Language Arts facilitator

Department:   Teaching

Reports To:     Principal

Position Description: Responsible for providing instructional coaching and support to the classroom and Homeroom teachers at the elementary, middle & high school levels.

The role of the instructional coach is to provide support to teachers in developing a rich knowledge and understanding of teaching, learning, and assessing English Learners with the goal of improved student achievement.

Duties And Responsibilities: Essential duties must be performed on-site. Other duties or tasks may be assigned.

• Reports to work as scheduled on a regular and reliable basis.
• Provides and demonstrates best practices in instruction as an English Language Arts facilitator (ELA).
• Works strategically with homeroom teachers in planning, monitoring and assessing student learning and reflecting on their teaching.
• Provides teaching demonstrations in instruction and assessment for homeroom teachers. Observes and coach teachers in effective instructional practices for ELA.
• Conducts pre and post-conferences with teachers, including constructive feedback.
• Collaborate on language instruction plans with homeroom teachers.
• Actively participates in collaborative problem-solving and reflective practice which may include professional study groups, peer observations, grade-level planning, and weekly team meetings.

Collaborate with Preschool teachers as needed to support students.

• Assists the leadership in developing a plan for professional development related to ELA
• Participates in ongoing professional growth and training.
• Demonstrates competence in content knowledge appropriate to the position.
• Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
• Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
• Understand and use instructional strategies that are appropriate to the content area.
• The employee is regularly required to verbally communicate and acknowledge communications from all the stakeholders of the school. 

Qualification Requirements: 

To perform this job successfully an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and /or ability required:

• Master’s or Bachelor’s degree (required)
• Teaching Credentials from a university in the USA ( required)
• IB (PYP or MYP) experience ( required)
• At least 7 years of English teaching experience (required).
• 3 years of experience leading other teachers to achieve strong academic results
• Ability to communicate both verbally and in writing with teachers, administrators, and students.
• Experience working with adult learners, coaching teachers, and delivering professional development.
• Knowledge of content and pedagogy
• Demonstrated experience in the use and integration of appropriate technology in teaching and learning processes and in managing, evaluating, and improving instruction.
• Ability to effectively use teaching and learning strategies that include consideration of each student’s learning styles, needs, and background.
• Demonstrated ability to maintain a positive, collaborative relationship with colleagues and administration.
• Demonstrated ability to maintain a positive environment in the classroom while achieving order and discipline.
• Strong record of helping students achieve academic success.
• Multi-faceted, multi-skilled, resourceful, and willing to do whatever it takes to help our students reach a level of academic excellence.
• Model positive and healthy character traits and habits, such as being organized, consistent and understanding.

Reporting:      Reports to the Principal

Position Title: Science Instructional coach

Department:   Teaching

Position Description:

The Science Instructional Coach (SIC) will provide instructional support and coaching to the school as they work to ensure that each student is able to reach his or her academic potential.

The SIC’s primary role is to work with homeroom teachers to support best practices in using data, provide analysis of school-wide trends in instruction, and make recommendations about potential next steps to address areas of need.

As an advisor to homeroom teachers and principal, the SIC is responsible for four main areas:

a) Observing instructional delivery and providing feedback to enhance and support the development of each teacher’s content area.

b) Supporting homeroom teachers in the design of units and lessons for the development of their year-long curriculum.

c) Analysing data in order to modify curriculum and forms of assessment to meet students’ needs.

d) Working with the staff (teachers, coordinators, assistant principal, principal) in the school to support sharing of best practices.

• Prior experience developing units and lessons with the end goal in mind, using standards to develop lessons and familiarity with multiple forms of assessment.
• Experience leading teachers to improve instructional delivery.
• Strong knowledge of science content area and pedagogical practices to ensure high-level engagement and academic mastery for students with low academic performance.
• Provide comprehensive instructional coaching in science.

Support homeroom teachers by providing feedback on lessons and assessments that align with school readiness standards

• Serve as a coach to homeroom teachers by providing expert advice on improving and enhancing individual lessons and units based on ongoing analysis.

This will include but is not limited to: Reviewing lesson plans, unit plans, and assessments and Understanding scope and sequence models. 

Duties and Responsibilities: Essential duties must be performed on-site. Other duties or tasks may be assigned.

• Reports to work as scheduled on a regular and reliable basis.
• Collaborate with Homeroom Teachers to plan and deliver science concepts.
• Aligning high-priority initiatives and outcomes in the area of science for new and returning staff members.
• Support the development of high-quality/effective science instruction in the school; observe and coach developing all teachers to improve instructional planning, teaching practice, and the use of data, assessment, and instructional technology.
• Work with teachers to refine and develop common standards-based pacing plans, and mid-year and end-of-year common assessments for each grade level.
• Work with various teams (leadership, coordinators, administrators, and teachers,) to facilitate the analysis of data provided by diagnostics, common assessments, and formative assessments.
• Help teacher teams develop both school-wide and classroom intervention plans.
• Collaborate with Preschool teachers as needed to support students.
• Work with leadership to develop policies and school structures that facilitate the improvement of science instruction and the appropriate interventions and supports for students. Serve as the project lead for grants geared toward the improvement of science instruction
• Continuously monitor, track and analyse student achievement data to identify needed supports and strategies.

Qualifications:

• Master’s or Bachelor’s degree (required)
• Teaching Credentials from a university in the USA ( required)
• IB (PYP or MYP) experience ( required)
• At least 6 years of science teaching experience required
• At least 3 years of experience leading other teachers to achieve strong academic results
• Experience working with adult learners, coaching teachers, and delivering professional development.
• Ability to communicate both verbally and in writing with teachers, administrators, and students.
• Experience working with adult learners, coaching teachers, and delivering professional development.
• Knowledge of content and pedagogy
• Demonstrated experience in the use and integration of appropriate technology in teaching and learning processes and in managing, evaluating, and improving instruction.
• Ability to effectively use teaching and learning strategies that include consideration of each student’s learning styles, needs, and background.
• Demonstrated ability to maintain a positive, collaborative relationship with colleagues and administration.
• Demonstrated ability to maintain a positive environment in the classroom while achieving order and discipline.
• Strong record of helping students achieve academic success.
• Multi-faceted, multi-skilled, resourceful, and willing to do whatever it takes to help our students reach a level of academic excellence.
• Model positive and healthy character traits and habits, such as being organized, consistent and understanding.

A physical education teacher engages students in physical activity during their school day. Physical athletic activity is a main focus of P.E. classes, as well as educating students in exercise regimens, nutrition and weight control programs.

Candidate Profile:

• Bachelor’s in physical education.
• Minimum of 3years’ teaching experience.
• Strong interpersonal and communication skills.
• Ability to set and mark examination papers.
• IB Experience Mandatory.

Assessing the students and developing lesson plans and curricula.

Pronouncing words and phrases and explaining their meanings to students.

Using both in-class activities and online resources and platforms to create a blended learning environment.

Candidate Profile 

• Bachelor’s or Master’s Degree in French Language or Literature.
• Degree in Education or a teaching certificate may be required.
• Proven proficiency in oral and written French.
• IB Experience Mandatory.

The PYP Coordinator is a key and senior member of staff who works closely with all members of the primary team; academy administrators, programme coordinators, lead teachers, and co teachers to coordinate, lead and ensure effective curriculum planning and recording.

The PYP coordinator is a member of the Pedagogical leadership team. The PYP coordinator is supervised by the Principal of the school. The PYP coordinator does not have supervisory authority over any employee, though may be asked to participate in the appraisal process from a curriculum and programme point of view. The PYP coordinator collaboratively works with the BODs, the Principal, and all Teachers and Administration staff.

PYP Coordinator diligently working with administration officials to enhance student learning through effective instructional support. Adept at planning and executing developmental programs. Committed to effective coordination to ensure the effective application of educational resources.

Interfaces with: PYP students, teachers, parents, senior leaders, finance department, IBO, BC Association of IB World Schools

PYP Coordinator Job Summary:

The PYP coordinator together with the Principal will be responsible for the pedagogical leadership within the school. Also, she will prove her versatile teaching ability.

A commitment to collaborative planning is central to the philosophy of the PYP. The PYP coordinator has a crucial role in this process and will take responsibility for ensuring that pedagogical and curriculum aspects are discussed; information is disseminated, and the programme is planned, taught and assessed collaboratively.

Duties and responsibilities:

• Together with all the members of the Pedagogical Leadership and school‘s management team, the PYP coordinator will be involved and responsible for the development and whole- school implementation and organization of the programme.
• Besides maintaining contact with the Principal and the BOD, the PYP coordinator should communicate and collaborate directly with all members of the teaching team and be involved in whole-school planning, as well as in-school and out-school professional development.
• Maintain and implement Regulatory & Quality Frameworks – Early Years Learning Framework – EYLF.
• Lead the planning and implementation of quality educational programs.
• Lead the promotion of health and safety of all staff and children
• Lead the unit to build positive relationships with all stakeholders
• Lead the effective administration and management of the School.
• Monitor the allocation and enrolment of children in the services within the preschool
• Represent preschool services at relevant forums or groups.
• Develop and implement efficient and effective administrative systems.
• Attend correspondence and general enquiries as appropriate units.
• Develop strategies to ensure forward planning, evaluation and review of the service.
• Ensure all aspects of the preschool program are inclusive and equitable for all students.

Staff Management and Development:

• Provide leadership, motivate and encourage staff to perform their responsibilities effectively and efficiently.
• Develop an effective team, encouraging team participation in problem solving and developing improvement in operational practices.
• Participate in the orientation, recruitment and selection of staff.
• Support the professional development of staff.
• Ensure services are adequately staffed in accordance with required ratios at all times.

Financial Management:

• Participate in the development of the budgets within the preschool unit. Monitor the adopted budgets and advise the Early Years Learning & Development Service Manager of existing or anticipated variations.
• Prepare relevant budget reports and financial statements for the School.

Documentation: 

• Ensures that copies of IBO publications pertaining to the PYP section of the school are available to all staff members.
• Establishes and maintains a record of completed planners.
• Publishes the school’s programme of inquiry.
• Leads the process of developing or reviewing the school’s scope and sequence documents.
• Ensures that essential agreements are formulated for assessment and for teaching and learning language.
• Participates in the formation of the school’s strategic development plan.
• Observes teaching, learning and assessing and collects all necessary information considering the status and changes of the programme.

Professional Development:

• Encourages teachers to collaborate and to develop their professional skills.
• Ensures that staff members are made aware of professional development (online or face-to face) opportunities.
• Makes recommendations regarding professional development opportunities on and off the school.
• Keeps a record of workshop attendance and school visits to ensure equality of opportunity and identify ongoing needs.
• Assists teams or individuals in developing units of inquiry.

Resource Management:

• Makes recommendations for the purchase of suitable resources to support the implementation of the programme.
• Establishes an inventory of resources to facilitate efficient management.

Communication:

• Consults teachers about different questions concerning their daily schedules.
• Works collaboratively with parents, education specialists and other organizations.
• Sets up systems for communication and collaboration among all staff members involved in implementing the programme.
• Attends weekly grade planning meetings.
• Attends meetings with parents so that they have some understanding of the goals of the School.
• Publishes articles pertaining to the programme in the school newsletter.
• Circulates all relevant information received from the Principal.
• Prepares and submit any documentation required for authorization and evaluation.
• Ensures that all school members are familiar with the requirements of the Aero Standards & IBO concerning the implementation of the programmes and that those requirements are adhered to.
• Responds to requests for information (for example, questionnaires) from the IBO.
• Provides a liaison between the school and the IBO.

Preferred Attributes:

• Strong communication skills in English
• Strong organizational, administrative and interpersonal skills
• The ability to work both independently and collaboratively as part of a team

Qualifications:

• Valid Teaching Certificate
• 5+ years of successful IB teaching experience (preferred)

All other terms of employment not covered in this job description are outlined in the teaching job

description, and the Employment Contract.

Application process:

All applicants should submit a current CV/résume and cover letter to careers@newyorkacademy.com