Online High School | SENIOR isiXhosa (FAL) Teacher

SUMMARY:
Online High School | SENIOR isiXhosa (FAL) Teacher

POSITION INFO:

Our client has partnered with a top South African University to accelerate access to world-class high school education, so that we can unleash South Africa''s potential. Their proprietary learning technology, analytics and learner support model are at the forefront of online education. By equipping teachers and parents with state-of-the-art technology, the Institute empowers learners with the skills they need to flourish in an increasingly digital world.

The outcome is an online high school that not only expertly prepares learners for tertiary education, but provides every learner with a highly engaging, social, and personalised learning experience at an affordable price.

The Senior Teacher role is primarily responsible for motivating, inspiring and empowering their students with high-quality individual and group instruction so that they can reach their full potential. In addition, the Senior Teacher will be responsible for overseeing a team of Tutors and Subject Assessors, and will be responsible for ensuring the delivery of quality tuition and the student experience. The incumbent should be extremely detail orientated, passionate about helping students succeed, well organised, and familiar with online learning management systems and data management. The ideal candidate should have experience managing a team, a positive personality and growth mindset, excellent interpersonal skills, and an unbridled passion for – and commitment to – changing the world (yes, the world) through high-quality education.

DAY-TO-DAY RESPONSIBILITIES INCLUDE:

Teaching:

• Significant contact with students to encourage, motivate and empower them to achieve their best.
• Employ a variety of teaching and instructional methodologies to individuals and groups of students.
• Conduct lesson planning within your subject to develop appropriate teaching solutions and strategies that target the specific student needs that arise as they progress through the course.
• Take ownership of assigned students and monitor their academic performance within your subject using data and metrics aligned with key performance indicators (KPIs). These KPIs primarily reference a student’s demonstrated learning gain as a result of the Senior Teacher’s guidance and support.
• Monitor at-risk students and the effectiveness of planned interventions (according to our remediation policy which uses RTI) and employ bespoke remediation strategies to enable student academic progress.
• Work with our Student Mentors and School Counselor to oversee the progress of all students on Individual Support Plans within the allocated student group.
• Review holistic performance of students on a regular basis.
• Facilitate and participate in extracurricular activities such as social activities, clubs and student organisations.

Leadership:

• Mentoring, coaching, developing, and motivating the Tutors in your team to enable them to facilitate transformative learning experiences.
• Moderate all summative submissions graded by the Subject Assessors.
• Update student records with socio-emotional, behavioural and academic insights gained through teacher-student interactions.
• Meet weekly with the Tutors and Subject Assessors in your team to identify student progress, trends and at risk-students.
• Using subject specifications to ensure that content meets the required examination standards, peer-review cycle tests and exam papers set by the Learning Designer, and determine the efficacy and suitability of content.
• Consult on the course evaluations process to ensure that feedback is channeled into the Learning Design team according to the ADDIE model.

Community of practise:

• Engage in lesson observations with fellow teachers, tutors and your Faculty Lead to maintain quality assurance of instruction in line with the Teaching and Learning approach and to enable personal and peer improvement through feedback, coaching and mentorship.
• Weekly professional development sessions to develop a deep knowledge of the most recent advances of research in the subject you teach, as well as the research on how something can be taught and learned.
• Engage in the systemic integration of scientific educational knowledge, didactics (or pedagogical content knowledge), and practice to enable teachers to enhance their pedagogical thinking, evidence-based decision making, and engagement in the professional community of educators.

Requirements

• Minimum of 5 years teaching experience at secondary school level, with either BEd or PGCE qualification.
• Experience teaching the CAPS or IEB curriculum will be an advantage.
• Demonstrated experience in working effectively working with young people to promote their individual academic potential.
• Adept in a technological environment.
• Operationally savvy.
• A good feel for working with assessment data and operational data.
• Excellent communication skills, both written and verbal.
• Must be comfortable working remotely and independently.
• Stable internet connection required.
• Police clearance required.

Tech requirements:

• Candidate’s own laptop is advantageous.
• A second screen.
• A stable internet connection (minimum of a 20mbps line).

PERSONAL SKILLS & ATTRIBUTES

• Obsessed with making a lasting, positive impact on the students.
• The ability to elicit the best from students through excellent rapport, meaningful engagement and sincere commitment to their success.
• Knowledge and passion for the subject area.
• Inclusive and dedicated to developing all students.
• Must be able to take initiative as well as self-audit.
• Must be able to work independently as well as part of a team.
• Strong organisational skills and flexibility.

Benefits

• Family member discount
• Remote working
• Voluntary savings programme

NB! This job is now closed. You can apply for other jobs by uploading your CV.