French Teacher

DESCRIPTION OF POSITION:

The International School of Kuwait (ISK) is seeking an inspirational French
Teachers who can develop the vision and mission, while implementing a rich-
curriculum, which lies beyond the traditional scope of education.

The ideal candidate will be an experienced French Teacher who has a record of
ensuring high academic performance for his or her students in a diverse,
language-rich environment. He or she will be skilled at forming and
maintaining relationships with a broad range of individuals and across areas
of difference such as cultural background, linguistic heritage, race, socio-
economic status and family structure. Teachers are responsible for planning
the indoor and outdoor classroom environments in order to provide a positive,
creative and stimulating context for learning and teaching built on a climate
of trust and teamwork by being fair, consistent, caring, respectful and
enthusiastic. Prospective teachers should be passionate to work in this
incredibly diverse community with cultural competence and placing an emphasis
on integrity, well-being, inquiry, empowerment, inclusivity is a requirement.

The duties and responsibilities of a French Teacher, include:

 Following the School's philosophy of child and adolescent development to
promote the physical, social, cognitive, emotional and spiritual growth of
students;
 Planning and executing a clearly defined environment that is arranged to
promote independence, foster decision-making and encourage initiative and
involvement;
 Creating dedicated learning centers for creative and innovative thinking
 Creating a classroom that promotes and reflects inquiry of the world in
which the students live;
 Creating displays that document the students' learning process and
creativity;
 Observing the students and documenting their progress in order to plan
further learning and to evaluate and assess their development;
 Engaging students in learning by using a variety of contemporary teaching
strategies in order to meet individual learning needs;
 Supporting and enhancing student learning through the use of digital
integration and technology;
 Having daily discussions with members of the teaching team along with
scheduled weekly team meetings to coordinate work and strengthen
collaboration;
 Establishing an inspiring, respectful, positive, safe student-centered
environment that is conducive to learning;
 Developing and using a variety of formative and summative assessment
strategies to guide teaching and learning, while catering for individual
students' needs;
 Promoting a culture where diversity and inclusion are encouraged and
students learn to respect differences, take responsibility for their actions,
exercise leadership, actively build a sense of community and strive for
academic excellence;
 Providing clear structures for lessons maintaining pace, motivation and
challenge;
 Maintaining effective classroom management in accordance with the School's
procedures and encourage good practice with regard to punctuality, behavior,
standards of classwork and homework;
 Setting individual students clear targets regularly that build on prior
performance;
 Using a variety of teaching methods to match approaches to content,
structure information, present a set of key ideas and use appropriate
vocabulary;
 Using effective questioning, listen carefully to students, give attention to
errors and misconceptions select appropriate learning resources;
 Ensuring students acquire and consolidate knowledge, skills and
understanding;
 Encouraging students to think and talk about their learning, develop self-
control and independence, concentrate and persevere, and listen attentively;
 Using a wide-range of technologies and creative teaching styles;
 Ensuring that current and innovative digital learning strategies are
promoted and embedded in practice;
 Ensuring that the Academic Honesty Policy is well-known and recognized by
all students;
 Ensuring the effective use of digital platforms (Google Suite, Microsoft
Suite) in line with School expectations;
 Supporting the School in preparation for evaluation/ accreditation visits;
 Ensuring students have an active and engaged role in developing their own
learning outcomes;
 Undertaking break time and before/ after school duties, as directed to
ensure the smooth running of the school;
 Identifying clear teaching objectives and specifying how they will be taught
and assessed setting tasks, which challenge all students and ensure high
levels of interest setting appropriate and demanding expectations;
 Providing meaningful and constructive, honest and regular feedback to
students about their learning and progress;
 Keeping parents informed of children's progress by maintaining records of
academic performance, attendance, and participation;
 Reporting on all elements of student development at student-parent-teacher
conferences;
 Developing and presenting lesson plans by using a variety of teaching models
(Pathways to Teaching) and techniques (Pathways to Learning);
 Maintaining good disciplinary order and child safety standards in the
classroom, on the school's campus, and while on bus and vigilance duties;
 Maintaining a safe, secure, and healthy educational environment on campus
and on educational visits;
 Updating professional knowledge by attending regular faculty meetings,
participating in educational opportunities, reading professional publications,
maintaining professional networks and participating in professional
organizations that results in enhancement of student learning;
 Using the school's student information system to keep and maintain records
and to facilitate communication;
 Ensuring the classroom physical layout maximizes learning and collaboration
while providing a safe and nurturing environment;
 Facilitating learning through a range of strategies, in individual, small
and large group settings in a positive and differentiated learning climate;
 Participating in the implementation and review of the curriculum;
 Taking on ad hoc tasks as negotiated by the School Principal;
 Maintaining a commitment to professional ethics, international mindedness,
and the school's vision, mission and core values;
 Aligning student assessment with expected learning outcomes and the school's
Assessment Policy;
 Supporting all school policies and procedures;
 Leading community initiatives to develop and building a sense of equity and
inclusion within the school while maintaining a strong sense of community
among staff, parents and students.

QUALIFICATIONS:

Bachelor's degree in French or Education, essential; Master's degree in
Education, highly preferred. Minimum of five years of teaching experience. All
Nationalities considered. Proficiency in the Arabic language preferred but not
required (willingness to take classes leading to proficiency).

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