Job Openings at RA International School (RAIS)

Job Objective

• To plan and deliver high quality teaching and learning in French (3-11years), in keeping with the school vision of excellence.

Duties & Responsibilities
Teaching and learning:

• Be a positive role model in terms of professional behaviour, work and attitudes.
• Set high standards of work and behaviour in the class and in all other areas of the school.
• Deliver the school curriculum for French as relevant to the stream, age and ability groups taught.
• Plan for progression in French across the age and ability range taught, designing effective lessons/programmes of work in accordance with the needs of individual learners.
• Incorporate and link learning to appropriate elements of the host country curriculum.
• Teach challenging, well organised lessons, using an appropriate range of teaching strategies which meet individual learners’ needs, including children for whom English is an additional language.
• Use an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.
• Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.
• Establish and maintain a high-quality attractive, engaging and supportive learning environment.
• Be fully conversant with the school’s procedures and policies.
• Keep abreast of latest developments in French teaching, IPC and education generally, sharing knowledge with colleagues.
• Develop opportunities for wider learning in French (theme days; guest speakers; special events, etc)
• Look for innovative ways to establish RAIS as a pioneering IPC school.

Appraisal:

• Participate fully with arrangements made in accordance with the RAIS performance management cycle for Teachers.

Professional development:

• Regularly review the effectiveness of personal teaching for learning practice and its impact on children’s progress, attainment and wellbeing, refining approaches where necessary.
• Be responsible for personal continuous professional development and participate fully in training and development opportunities identified by the school or as developed as an outcome of the appraisal process .

Health, safety and well-being:

• Support the school commitment in maintaining a purposeful and safe learning environment.
• Make sure that there is a safe working and learning environment in which risks are properly assessed and children’s well-being is paramount.
• Manage learners’ behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school’s behaviour policy.
• Be responsible for promoting and safeguarding the welfare of children and young people within the school.
• Raise all concerns regarding the behaviour, progress or welfare/child protection of any learner with the school Child Protection Officer.

Team working and collaboration:

• Participate in any relevant meetings/professional development opportunities at the school, which relate to the learners, curriculum or organisation of the school including pastoral arrangements and assemblies.
• Work as a team member and identify opportunities for working with colleagues and sharing the development of effective practice with them.
• Advise and work collaboratively with others on the preparation and development of teaching materials, teaching programmes, methods of teaching for learning and assessment and pastoral arrangements as appropriate.
• Work with the Learning Support Unit and other staff with special educational needs expertise to ensure that education, health and care plans match work well to children’s needs.
• Communicate and co-operate with any relevant external bodies.

Extra-curricular activities:

• Take part in the school’s extra-curricular programme including, when required, running at least one after school activity a week and attending official school meetings and functions outside school hours.

Leadership and management:

• Support the induction of new teachers and the day-to-day management of Learning Assistants, ensuring that colleagues are appropriately involved in supporting learning and understand the roles they are expected to fulfil.
• Take part as required in the review, development and management of the activities relating to the curriculum, organisation and pastoral functions of the school.
• To take responsibility for the coordination of specific areas of teaching for learning or school events to support learning, as designated by the SLT.

Administration:

• Participate in and carry out any administrative and organisational tasks within the remit of expected class teacher duties.

Supervision:

• Register the attendance of and supervise children, before, during or after school sessions as appropriate.

Education

• B.Ed. or B.A. (PGDE/PGCE) in French language and with a minimum of Second Class Honours Lower Division (2.2).

Others:

• Possession of Qualified Teachers Status (QTS) [e.g.be a registered member with Teachers Registration Council of Nigeria (TRCN), have QTS or recognition by a similar international body]
• Possession of NYSC (National Youth Service Corps) Certificate/Exemption Letter

Experience:

• At least 5 years’ post-graduate experience of teaching French in an international school context.
• Minimum of three years’ experience in teaching French across the primary age range.
• Experience of English National Curriculum/International Primary Curriculum.
• Track record of high-quality teaching for learning.
• Proven experience of high-performance schools.
• Not more than 45 years old by September 1, 2022.

Working Hours:

• 7.30am-4.30pm Monday to Friday

go to method of application »

Job Objective

• To plan and deliver high quality teaching and learning in Art (3-11years), in keeping with the school vision of excellence.

Duties & Responsibilities
Teaching and learning:

• Be a positive role model in terms of professional behaviour, work and attitudes.
• Set high standards of work and behaviour in the class and in all other areas of the school.
• Deliver the school curriculum for Art as relevant to the stream, age and ability groups taught.
• Plan for progression in Art across the age and ability range taught, designing effective lessons/programmes of work in accordance with the needs of individual learners.
• Incorporate and link learning to appropriate elements of the host country curriculum.
• Teach challenging, well organised lessons, using an appropriate range of teaching strategies which meet individual learners’ needs, including children for whom English is an additional language.
• Use an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.
• Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.
• Establish and maintain a high-quality attractive, engaging and supportive learning environment.
• Be fully conversant with the school’s procedures and policies.
• Keep abreast of latest developments in Art teaching, IPC and education generally, sharing knowledge with colleagues.
• Develop opportunities for wider learning in Art (theme days; guest speakers; special events, etc)
• Look for innovative ways to establish RAIS as a pioneering IPC school.

Appraisal:

• Participate fully with arrangements made in accordance with the RAIS performance management cycle for Teachers.

Professional Development:

• Regularly review the effectiveness of personal teaching for learning practice and its impact on children’s progress, attainment and wellbeing, refining approaches where necessary.
• Be responsible for personal continuous professional development and participate fully in training and development opportunities identified by the school or as developed as an outcome of the appraisal process .

Health, Safety and well-being:

• Support the school commitment in maintaining a purposeful and safe learning environment.
• Make sure that there is a safe working and learning environment in which risks are properly assessed and children’s well-being is paramount.
• Manage learners’ behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school’s behaviour policy.
• Be responsible for promoting and safeguarding the welfare of children and young people within the school.
• Raise all concerns regarding the behaviour, progress or welfare/child protection of any learner with the school Child Protection Officer.

Team Working and Collaboration:

• Participate in any relevant meetings/professional development opportunities at the school, which relate to the learners, curriculum or organisation of the school including pastoral arrangements and assemblies.
• Work as a team member and identify opportunities for working with colleagues and sharing the development of effective practice with them.
• Advise and work collaboratively with others on the preparation and development of teaching materials, teaching programmes, methods of teaching for learning and assessment and pastoral arrangements as appropriate.
• Work with the Learning Support Unit and other staff with special educational needs expertise to ensure that education, health and care plans match work well to children’s needs.
• Communicate and co-operate with any relevant external bodies.

Extra-curricular Activities:

• Take part in the school’s extra-curricular programme including, when required, running at least one after school activity a week and attending official school meetings and functions outside school hours.

Leadership and Management:

• Support the induction of new teachers and the day-to-day management of Learning Assistants, ensuring that colleagues are appropriately involved in supporting learning and understand the roles they are expected to fulfil.
• Take part as required in the review, development and management of the activities relating to the curriculum, organisation and pastoral functions of the school.
• To take responsibility for the coordination of specific areas of teaching for learning or school events to support learning, as designated by the SLT.

Administration:

• Participate in and carry out any administrative and organisational tasks within the remit of expected class teacher duties.

Supervision:

• Register the attendance of and supervise children, before, during or after school sessions as appropriate.

Education

• B.Ed. or B.A plus (PGDE/PGCE) in Art and minimum of Second Class Honours Lower Division (2:2).

Others:

• Possession of Qualified Teachers Status (QTS) [e.g.be a registered member with Teachers Registration Council of Nigeria (TRCN), have QTS or recognition by a similar international body]
• Possession of NYSC (National Youth Service Corps) Certificate/Exemption Letter

Experience:

• At least 5 years’ post-graduate experience of teaching Art in an international school context.
• Minimum of three years’ experience in teaching Art across the primary age range.
• Experience of English National Curriculum/International Primary Curriculum.
• Track record of high-quality teaching for learning.
• Proven experience of high-performance schools.
• Not more than 45 years old by September 1, 2022.

Working Hours:

• 7.30am-4.30pm Monday to Friday

go to method of application »

Job Objective

• To plan and deliver high quality teaching and learning in computing (3-11years), in keeping with the school vision of excellence.

Duties & Responsibilities
Teaching and learning:

• Be a positive role model in terms of professional behaviour, work and attitudes.
• Set high standards of work and behaviour in the class and in all other areas of the school.
• Deliver the school curriculum for computing as relevant to the stream, age and ability groups taught.
• Plan for progression in computing across the age and ability range taught, designing effective lessons/programmes of work in accordance with the needs of individual learners.
• Incorporate and link learning to appropriate elements of the host country curriculum.
• Teach challenging, well organised lessons, using an appropriate range of teaching strategies which meet individual learners’ needs, including children for whom English is an additional language.
• Use an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.
• Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.
• Establish and maintain a high-quality attractive, engaging and supportive learning environment.
• Be fully conversant with the school’s procedures and policies.
• Keep abreast of latest developments in computing teaching, IPC and education generally, sharing knowledge with colleagues.
• Develop opportunities for wider learning in computing (theme days; guest speakers; special events, etc)
• Look for innovative ways to establish RAIS as a pioneering IPC school.

Appraisal:

• Participate fully with arrangements made in accordance with the RAIS performance management cycle for Teachers.

Professional development:

• Regularly review the effectiveness of personal teaching for learning practice and its impact on children’s progress, attainment and wellbeing, refining approaches where necessary.
• Be responsible for personal continuous professional development and participate fully in training and development opportunities identified by the school or as developed as an outcome of the appraisal process .

Health, safety and well-being:

• Support the school commitment in maintaining a purposeful and safe learning environment.
• Make sure that there is a safe working and learning environment in which risks are properly assessed and children’s well-being is paramount.
• Manage learners’ behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school’s behaviour policy.
• Be responsible for promoting and safeguarding the welfare of children and young people within the school.
• Raise all concerns regarding the behaviour, progress or welfare/child protection of any learner with the school Child Protection Officer.

Team working and collaboration:

• Participate in any relevant meetings/professional development opportunities at the school, which relate to the learners, curriculum or organisation of the school including pastoral arrangements and assemblies.
• Work as a team member and identify opportunities for working with colleagues and sharing the development of effective practice with them.
• Advise and work collaboratively with others on the preparation and development of teaching materials, teaching programmes, methods of teaching for learning and assessment and pastoral arrangements as appropriate.
• Work with the Learning Support Unit and other staff with special educational needs expertise to ensure that education, health and care plans match work well to children’s needs.
• Communicate and co-operate with any relevant external bodies.

Extra-curricular activities:

• Take part in the school’s extra-curricular programme including, when required, running at least one after school activity a week and attending official school meetings and functions outside school hours.

Leadership and management:

• Support the induction of new teachers and the day-to-day management of Learning Assistants, ensuring that colleagues are appropriately involved in supporting learning and understand the roles they are expected to fulfil.
• Take part as required in the review, development and management of the activities relating to the curriculum, organisation and pastoral functions of the school.
• To take responsibility for the coordination of specific areas of teaching for learning or school events to support learning, as designated by the SLT.

Administration:

• Participate in and carry out any administrative and organisational tasks within the remit of expected class teacher duties.

Supervision:

• Register the attendance of and supervise children, before, during or after school sessions as appropriate.

Education

• A University Degree in Computer Science, Electrical Electronics Engineering or any related field with a minimum of Second Class Honours Lower Division (2:2).
• PGDE/PGCE

Others"

• Possession of Qualified Teachers Status (QTS) [e.g.be a registered member with Teachers Registration Council of Nigeria (TRCN), have QTS or recognition by a similar international body]
• Possession of NYSC (National Youth Service Corps) Certificate/Exemption Letter
• Possession of Professional computing Certifications

Experience:

• At least 5 years’ post-graduate experience of teaching computing in an international school context.
• Minimum of three years’ experience in teaching computing across the primary age range.
• Experience of English National Curriculum/International Primary Curriculum.
• Track record of high-quality teaching for learning.
• Proven experience of high-performance schools.
• Not more than 45 years old by September 1, 2022.

Working Hours:

• 7.30am-4.30pm Monday to Friday