Delhi Teacher Vacancy 2023

Foundation Stage Teacher

Job Details

Job Specific Requirements

• Line manager Foundation Stage Coordinator
• Each Foundation stage teacher is the key worker for 8 children. They are expected to maintain close contact with parents and advise them on all aspects of the child’s progress against the Development Matters matrix
• They are responsible for the education and well-being of their Key Children.
• They are the primary point of contact for their parents and update their parents weekly on the class activities.
• They meet informally at least once a fortnight with the parents of their key Children to update them on progress
• They work collaboratively with their colleagues to ensure that the continuous provision meets the learning needs of their students.
• They record the progress of their students against the Development Matters Matrix

Essential Requirements

• Valid teaching qualification (PGCE or equivalent)
• 2 years of teaching experience

Salary and Benefits

All staff

• Health insurance is provided for up to 400 000 INR per annum. This is sufficient for a short hospital stay and operation. We do encourage and help staff take out the additional cover which is available at very good rates.
• Loans Staff may borrow up to three times their monthly salary in cases of emergency.
• Local salary scale: 50 000 – 1.3 lac rupees CTC PCM

Job Details

• All teachers are expected to comply with and abide by all policies and practices outlined in the staff handbook.
• The maximum contracted contact hours for teachers is 30 x 45-minute lessons per week.
• All teachers are expected to ensure that their planning in line with the DSB curriculum, is recorded on the planning tool Atlas.
• All teachers may be required to provide cover for absent staff as designated as fairly as possible by the Head of Section.
• All teachers at DSB are expected to stay up to date with their child protection training.
• All teachers at DSB are expected to actively contribute to child safeguarding by complying with the school code of conduct and always being mindful of student well-being and health and safety.
• All teachers at DSB are expected to support the school’s policy and practice as outlined in our Diversity and Inclusion Policy;
• All Foundation Stage teachers meet the parents of their key students on a rolling six-weekly basis;
• All teachers meet parents twice a year in child-centered conferences to provide direct feedback to the parents and students about progress.
• All teachers provide written reports on the curricular progress child at the end of terms 1 and 3
• All staff actively engage in the school professional development opportunities and in weekly whole school/section staff and departmental meetings.
• All teachers are expected to offer at least two genuine opportunities for extra-curricular activities per academic year.
• All teachers are expected to do their fair share of duties in line with the duty roster.
• All teachers are expected to have attended some after-school events such as performances during the year and all teachers participate in sports day.

About DSB International School

DSB International School is a small values-based school. It is very important to us that teachers are the right fit for our community. Not all good teachers fit in all good schools. As such, the most important thing for us is that you meet our teacher profile articulated below to ensure we have a harmonious staff that contributes to the holistic development of the students.

As such our teachers are:

Motivated

Encouraged to come up with ideas and suggestions and actively contribute to school initiatives as identified by the school development plan.

Collaborative

Expected to be able to work as a team and to look for opportunities to collaborate with each other and, where relevant, outside partners, locally, nationally, and internationally, for the benefit of the students, school, or their own personal development.

Reflective

Expected to look at activities that they have done and evaluate impact, effectiveness, and success, and suggest improvements; they do not blame others for their own or joint failings.

Respectful

Able to understand that every individual is of equal value as a human being and act accordingly. We do not pull rank on colleagues; we are mindful of the feelings of others – especially students; we do not rush to judgment. We act in accordance with the Diversity and Inclusion Policy ensuring voice and representation for all.

Creative

Encouraged to come up with new ideas or suggestions and take advantage of the ‘can do a culture of the school to innovate.

Independent

Able to work without too much guidance and will take the initiative and will provide leadership because we are a small school that believes in encouraging and empowering teacher agency.

Flexible

Able to modify and adapt to changing circumstances without stress, be able to work with uncertainty, and see others’ points of view.

Authentic

Able to make others feel comfortable and trusting; they are honest about their strengths and weaknesses, are not perfect, and do not think they should try to pretend to be.

Knowledgeable

Sufficiently knowledgeable to teach their subject at the appropriate level in line with the DSB Curriculum and they bring a love of knowledge that extends beyond the syllabus, that enhances the learning experience for students and colleagues.

Skilled

In possession of the job-specific and interpersonal skills needed for their role. They are expected to craft exciting stimulating learning opportunities for students that effectively deliver the content and the attributes of the DSB Curriculum.

Confident

In possession of a strong and positive self-image that enables them to engage with all stakeholders on an equal footing; they are able to lead on learning and projects instilling confidence and trust in learners and colleagues, and are able to advocate for themselves, speak to senior management with honesty, and not afraid to make mistakes; they communicate effectively and are assertive.

Positive

Able to understand that their outlook impacts others; they appreciate the importance of a positive outlook on successful outcomes. We want teachers who can identify solutions to problems and not problems with solutions! A DSB teacher has a positive outlook on life and is happy to come to work every day.

Internationally minded

Aware that cultural differences exist and have strategies to address these; appreciates the validity of other cultures than their own; does not try to impose their home culture on the culture of the school, but sees in it the continuum of diverse perspectives.

A DSB teacher knows the difference between higher skill levels and cultural superiority and is able where necessary, to deliver this message. A DSB teacher is respectful of the culture they live in and those of the other stakeholders and is able to embed their teaching in local and global contexts.

Teaching in India at DSB International School

Students at the school come mainly from the consular and expatriate community in South Mumbai and consequently, student turnover is quite high, about 30% per year. About 30% of the students in the school are host nationals.

Classes are small, ranging from 5 to 16 students. This means that the staff gets to know the students very well. Consequently planning and teaching can be more manageably personalized and differentiated to meet the needs of individuals and small groups. Classes are mixed-ability and there is one class per year group.

The curriculum from 3-16 years, in the international section, is broadly based on the English National Curriculum, including IGCSEs accredited by Cambridge International Education Examination Board. The International Baccalaureate Diploma is offered for 16+ years. The German Section offers a German curriculum in close cooperation with the International Section.

The teaching of the German language and German culture is an important feature of the school and is supported by the German Government. The international section now makes up over 95% of the school population.