Our Teaching Profile

TEACH WORLDWISE

Dulwich College International is One Family of Schools focused on every student achieving his or her very best in school and life beyond, which is why all our students Graduate Worldwise, ensuring they are confidently prepare for the uncertainties of the future. To guarantee this experience for all our students, we look to recruit the very best practitioners in international education so that, with us, they continue to develop as Worldwise Teachers.  

OUR VISION OF TEACHERS

Our Worldwise Teachers:

• Display self-control and flexibility and nurture these skills in learners
• Promote a love of learning and student wellbeing
• Show professional initiative and perseverance
• Get on with others  and have highly developed communication skills
• Are committed to internationalism and equity
• Are committed to sustainability and global citizenship
• Promote academic rigour and holistic learning

A Worldwise Teacher values:

• Evidence-based pedagogy and personalised student learning
• A compassionate approach to complex problem-solving
• High levels of student motivation and engagement
• Professional collaboration and collective efficacy

A Worldwise Teacher’s practice:

• Lifelong learning and reflective practice
• Reveals the complex and inter-disciplinary nature of learning content
• Nurtures supportive and dynamic learning environments
• Maximises every student’s opportunity to learn
• Activates hard thinking processes and skills

Duties and Responsibilities

Professional Requirements

• Actively promote the well -being of all students and be familiar with, and uphold all, safeguarding policies and reporting lines and procedures within the college.
• Take responsibility for upholding health and safety practices, completing risk assessments/near misses or accident reports as appropriate and ensuring that registers as appropriate are completed accurately.
• Be familiar with processes and expectations in place so that students requiring additional support (language or AEN) are well supported and that teaching and learning is adjusted accordingly.
• Act as a Form Tutor or cover a Form Tutor as required (please see specific responsibilities).
• Undertake student supervisory duties as required and necessary, ensuring effective ‘duty of care’.
• Follow behaviour management policy and procedures, focused on restorative solutions.
• Communicate effectively and respectfully with all stakeholders, in person and in writing.
• Collaborate effectively with colleagues within the Senior School, across the college and EiM.
• Participate in, and support, the broad range of activities and extra-curricular events and service learning that takes place in the Senior School, completing a minimum of one hour of extra-curricular activity per week.
• Attend Parent Teacher Student Consultation interviews throughout the year, providing parents and students with constructive feedback and next steps for learning.
• Establish and maintain effective working relationships with professional colleagues, within DCB and the Dulwich group.
• Meet the requirements of annual performance review, setting measurable objectives and evaluating progress as a reflective, self-directed, practitioner.
• Complete relevant professional learning as required by the college and maintain a personal record of professional learning activities.
• Contribute to the improvement plan of the Senior School and contribute to the whole college aims as appropriate.

Leadership and Management

• Lead the EAL testing process for student applications working in collaboration with Admissions and SSLT.
• Ensure that all learners with EAL needs are well supported throughout their Senior School experience, appropriately challenged in mainstream classes, follow the correct curriculum pathway based on their needs and ensure that accurate assessment records are maintained.
• Lead the Senior School EAL department improvement plan based on evidence (Assessment data (internal and external), lesson observations, student and staff feedback), incorporating, Senior School targets and whole college aims as appropriate.
• Lead and manage a team of teachers ensuring that the quality of teaching and support, learning and assessment (both online and on campus) is both high quality and aligned to mission, guiding statements and Senior School policy and practices.
• Lead EAL curriculum review and oversee the ongoing development of curriculum planning in the department.
• Ensure the consistent use and management of assessment data to support student entry, student progress (quantitative and qualitative) and effective report writing.
• Manage the department annual budget and the ordering and deployment of resources.
• Lead regular, effective department meetings with an operational and strategic focus.
• Support the professional development of team members, providing support and challenge within the department and appropriate external professional development.
• Lead professional development for mainstream teachers.
• Partner with subject leaders and teachers to enhance the learning experience of EAL learners through resource development and effective differentiation teaching strategies.
• Meet regularly with EAL/Student support leaders in the Early Years and Junior School to enable smooth transition and connected student journey.
• Collaborate with EAL leaders in Early Years and Junior School and across the EiM network.

Teaching and Learning

• Recognise that students’ learning can be influenced by their physical, intellectual, emotional, social development and their cultural background, making a commitment to ‘knowing the child’.
• Nurture positive relationships, ensuring that every child understands that they are valued and ‘heard’ by providing authentic opportunities for student agency.
• Embed the college learning principles into everyday teaching and learning practice and vocabulary.
• Keep up to date with curriculum development and educational research so that teaching and learning is based on evidence and best practice.
• Encourage students to take responsibility for their learning, ensuring that they understand the importance of what they are learning and why and giving them involvement in the planning and evaluation of learning.
• Devise learning opportunities which develop inquiry and problem-solving skills.
• Plan and deliver a rigorous, differentiated learning programme which incorporates key content, skills and engaging learning opportunities, identified in curriculum planning.
• Create structured lessons with clear learning intentions, which maintain pace and challenge for students, incorporating a variety of learning activities incorporating context, ‘real world’ and experiential learning.
• Demonstrate flexibility, adopting a responsive approach to teaching and learning, seizing opportunities for innovation and re-enforcing learning as needed, based on assessment and feedback.
• Integrate learning technology into teaching and learning, selecting the most appropriate tool to enhance the learning experience.
• Demonstrate confidence in the use of learning platforms and technology, completing ongoing professional learning as required to facilitate excellence in face to face or hybrid learning.
• Ensure that home learning is meaningful and appropriately challenging, as pre-learning, to consolidate or extend learning and that timely and constructive feedback is given.

Assessment, Monitoring, Recording and Reporting

• Use baseline and teacher assessment to inform teaching and learning, setting individual student targets throughout the academic year to ensure that all students make progress.
• Use a variety of methods to assess learning both formative and summative to build a picture of student progress.
• Provide regular, timely, written and verbal feedback to students and parents on learning, so that students can clearly identify and articulate how to improve their performance, taking ownership for learning and developing greater independence.
• Uphold and promote policy and practices related to academic integrity, fully utilising ‘software’ and scrutinising externally assessed learning.
• Ensure that student examination (IGCSE and IB) assessed work, receives timely and appropriate feedback.
• Follow school policy on assigning levels and grades and communicating performance to students and parents.
• Accurately report on student progress throughout the academic year, providing personalised feedback on learning and concise actionable steps for improvement.
• Provide updates on individual progress to professional colleagues and parents as required.