NLCS (Singapore) believes that each employee makes a significant contribution to our success and that contributions should not be limited by the assigned responsibilities.
Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the employee, nor NLCS (Singapore), to only the work identified. It is the expectation of the school that each employee will offer his/her services wherever and whenever necessary to ensure the success of our organisation.
Our School is committed to safeguarding and promoting the welfare of children and young people. The School expects all teaching staff, non‐teaching staff and volunteers to share and uphold this commitment.
The aim of this role is to be responsible for the rapid and substantial language development of a group of up to 14 students by delivering an after-school programme and supporting them in classes.
Teaching, learning & assessment
1. Tailor and deliver a personalised, intensive English learning experience based on individual student needs to achieve rapid progress through 2-hour sessions on four evenings per week.
2. Take responsibility for the development of tutees' academic English skills to ensure full comprehension and participation in the school curriculum.
3. Use the after-school programme to build BICS (basic interpersonal communication skills) and CALP (cognitive academic language proficiency)
4. Collaborate with subject teachers to align the English program with ongoing curriculum topics and requirements, enhancing preparation for and reinforcement of classroom learning.
5. Use knowledge gained from collaborating with teachers to identify student language needs both from an individual perspective and a subject-specific perspective.
6. Support teachers in understanding the language needs of the students and their progress to date.
7. Maintain consistent communication with parents, involving them in the educational process and keeping them informed of their children's progress and challenges.
8. Provide in-class observations and support of your students in their daily classes to integrate English learning with subject content and ensure that they are demonstrating the progress developed in the intensive after-school programme in their other subjects.
9. Create bespoke language modifications and support that will enable students to increase their engagement in the wider curriculum.
10. Build stretch and challenge into teaching at every opportunity.
11. Use a variety of formative and summative assessment techniques to measure students’ progress and achievement, and inform teaching.
12. Maintain high expectations of the quality of students’ work, and liaise with the Head of Department and other relevant staff to implement support strategies for those who are underperforming.
13. Maintain high expectations of students’ engagement and work ethic, liaising with the Head of Department and other relevant staff to implement support strategies for those who are not meeting them.
14. Maintain high expectations of students’ behaviour, collegiality, attendance and punctuality, in line with School policy, ensuring that relevant procedures are followed if these are not met.
15. Implement classroom strategies prescribed by the Individual Needs Department for students with an Individual Needs Plan (INP).
16. Adopt a positive and developmental approach to academic monitoring activities such as lesson observations, work scrutiny, learning walks and student voice.
17. Keep accurate data on the progress made by individuals, providing reports to the Head of EAL and VP (Academic)
18. Maintain accurate records of student attendance through the School’s attendance system.
Pastoral care
19. Always consider students’ welfare and best interests, striving to promote both at all times.
20. Develop strong relationships with students, providing guidance and support in academic, pastoral and enrichment matters.
21. Liaise with relevant colleagues with a focus on supporting student’s academic and personal development.
22. Maintain regular and positive relationships with parents with a focus on supporting their child(ren)’s academic and personal development; the spirit of communication should be personal and individual.
23. Liaise with and support the Pastoral Leadership team in all matters pertaining to pastoral well-being, responsibility and strategy.
24. Working alongside the Senior School Management Team to contribute to academic, pastoral and enrichment activities that broaden students’ experiences and enhance the general life of the school.
25. Follow the school’s policies and procedures with regard to pastoral provision.
Enrichment
26. Support the School’s academic enrichment programme by contributing to the McCabe Lecture series, supporting student-led academic societies and delivering taught enrichment sessions.
27. Attend School events and activities as directed by the Principal and voluntarily support events such as trips, Arts Festival events, sports fixtures (home and away) and musical performances by students, after school and at weekends.
28. Deliver co-curricular activities in line with School policy.
29. Support the House Competition by attending events and encouraging student participation.
General responsibilities
30. Play a full part in the life of the School, supporting its distinctive aims and ethos, and be prepared to actively participate and contribute to the community activities that exist within the School.
31. Strive to embody and promote the School’s Guiding Statements at all times.
32. Work effectively as part of a subject and pastoral team.
33. Maintain high levels of professionalism and conduct, acting as a positive role model for students.
34. Carry out supervisory duties as per published duty rotas.
35. Continue own professional development in relevant areas, including subject knowledge, pedagogy and others related to career and personal development goals.
36. Attend staff meetings and training sessions as required.
37. Engage actively in the appraisal process.
38. Contribute to the preparation and implementation of development plans, policy and practice.
39. Treat all students with dignity, build relationships rooted in mutual respect, and at all times observe proper boundaries appropriate to a teacher’s professional position.
40. Abide by the expectations laid out in the Academic Staff Handbook and the Staff Code of Conduct.
41. Maintain familiarity with, and follow, all school policies.
Safeguarding
42. Abide by the School safeguarding policy and keep abreast of any changes
43. Have regard for, and promote, the need to safeguard students’ wellbeing, maintaining awareness of cultural differences and related matters when dealing with students.
This is a new role and the responsibilities and structure of the post will need to be flexible to meet the needs of the students involved.
