Uncategorized Archives - Aurora International School of the Arts

Head of Primary & Middle School

The Head of Primary & Middle School is to take full responsibility for running Primary & Middle. This means ensuring world-class education for learners, with a strong commitment to building character, learner identity and leadership development.

REPORT TO: Head of School

WORKING RELATIONSHIP: Work effectively with the principal and other Heads.

– The Primary and Middle Head will be responsible to the parents, the leaners, the staff, and the Board of Governors and will need to regularly report and communicate effectively with each group.
– The Primary and Middle Head will make a semesterly report to the Head of School and attend Board meetings. As required the Head of Primary will also attend Board sub-committees.
– The Primary and Middle Head will be required to work closely with members of staff at all levels of the organization.

1. VISION AND LEADERSHIP
– Provide strategic and dynamic leadership for the running of Primary & Middle School.
– Co-ordinate and take responsibility for all school programs and plannings including celebrations, exhibitions and other enrichment programs.
– Direct planning within the Primary & Middle School: Ensuring staff plans suitable for the curriculum and their teaching. The Primary and Middle Head plans for the site, staffing needs, and curriculum development.

2. STAFF:
– Lead the Primary & Middle team to ensure the effective management of the Primary & Middle School.
– Ensure that current and future staffing needs are met by advertising, arranging interviews, and selecting suitable people alongside the Head of School.
– Work with the Head of School to ensure that all staff have relevant job descriptions and allocate appropriate salary scales to staff that ensure staffing costs remain within the budget.
– Oversee the induction and training of new staff.
– Create an ethos and PD program within which all staff are motivated and supported to develop their skills and subject knowledge, and to support each other.
– Identify emerging talents, and coach current and aspiring leaders in a climate where excellence is the standard, leading to clear succession planning.
– Establish rigorous, fair, and transparent systems and measures for managing the performance of all staff, addressing any under-performance, supporting staff to improve, and valuing excellent practice.
– Apply disciplinary measures, when necessary, in consultation with the Head of School and the management team.

– Provide support, advice, and encouragement for colleagues at all levels in the performance of their duties including, on occasion, the need to counsel staff, or to resolve problems between them.
– Ensure the maintenance of good communication through one-to-one contact at different times of the day, staff meetings, written correspondence, and the use of the school’s digital platforms.
– Instilling a strong sense of accountability in staff for the impact of their work on learners’ outcomes and holding all staff to account for their professional conduct and practice.

3. LEARNERS OUTCOMES AND EXPERIENCE (TEACHING AND LEARNING; PASTORAL CARE, SPIRITUAL GROWTH AND ENRICHMENT)
– Demand ambitious standards (both in terms of behavior and academic achievement) for all learners, so that each learner is challenged to achieve their personal best.
– Track the progress of learners across their subjects as well as their involvement in extracurricular activities; develop effective intervention strategies where necessary to maximize progress for all learners.
– Take responsibility for the discipline issues within Primary & Middle School, maintaining high standards, dealing with misdemeanors promptly and according to school policies, and communicating with staff, learners, and parents about disciplinary measures.
– Ensure that suitable child protection policies are in place and effective to ensure staff keep abreast of New Zealand curriculum developments.

4. RESOURCES AND INFRASTRUCTURE
– Ensure that the school’s systems, organization, and processes are well-considered, efficient, and fit for purpose, upholding the principles of transparency, integrity, and probity.
– Work with the School Management team to prepare an annual budget for the Primary & Middle School and manage expenditures within this budget.
– Evaluate all resources and systems to ensure they enable effective running of the Primary & Middle School.
– Take responsibility for ensuring development work in Primary & Middle School is completed.

5. EXTERNAL RELATIONS
– Liaise regularly with current parents on issues to do with their children and schooling.
– Lay out expectations with parents.
– Market the Primary & Middle School effectively to ensure good recruitment.
– Organize an effective selection and enrolment process for all learners and conduct new parent and learner interviews and orientations.
– Welcome strong governance and actively support the school management team to understand its role and deliver its functions effectively –in particular its functions to set school strategy and hold the Head of Primary & Middle to account for learners and staff performance.

6. GENERAL
– Provide a safe, calm, and well-ordered environment for all learners and staff, focused on safeguarding learners and developing their exemplary behavior in school and the wider society. The Primary and Middle Head holds ultimate responsibility for securing the safety of all learners under school care at all times.
– The post holder will be expected to undertake any other duties or tasks as reasonably directed or requested by the Head of School.

7. REVIEW AND AMENDMENTS
This job description should be seen as enabling rather than restrictive and will be subject to regular review in consultation with the postholder.

8. QUALIFICATIONS & SKILLS:
– Bachelor’s degree in education/ educational management/ educational leadership, and at least two or more years of relevant experience you have.
– Sound knowledge of The New Zealand Curriculum, Te Whāriki the New Zealand Early Childhood Curriculum and the Project of Reggio Emilia is an advantage but not a requirement.
– Excellent communication and interpersonal skills, with the ability to build positive relationships with children, families, and colleagues.
– Strong leadership skills, flexible and adaptable.
– Ability to work collaboratively as part of a team and contribute to a positive and supportive work environment.

Nursery Lead Teacher

ROLE OBJECTIVE

As a Nursery Teacher you will be responsible for providing a nurturing and stimulating environment for infants and toddlers. You will play a vital role in implementing the principles of education project of Reggio Emilia, fostering the holistic development of young children, and supporting their early learning experiences.

The role of teacher as a co-constructor of knowledge, a creator of the environment as the third teacher, a supporter of the competent child, a documenter and researcher, and a partner with parents.

RESPONSIBILITIES

1. Care and Development

– Provide a safe, secure, and nurturing environment for infants and toddlers, meeting their physical, emotional, and developmental needs.

– Establish positive relationships with each child, building a sense of trust and attachment.

– Support the development of fundamental skills, including language, communication, fine motor, and gross motor skills.

2. Curriculum Planning and Implementation

– Create a stimulating environment that encourages exploration, sensory experiences, and social interactions.

– Facilitate age-appropriate explorations and play opportunities that promote cognitive, physical, social, and emotional development.

– Collaborate with the teaching team to develop and implement an emergent curriculum that aligns with the Reggio Emilia Experiences, Te Whāriki: Early Childhood Curriculum of New Zealand, and the specific needs and interests of the children in your care.

– Engage in ongoing observations of children’s explorations, interests, and developmental progress to inform planning.

– Design the learning contexts and facilitate learning experiences that promote exploration, creativity, problem-solving, and critical thinking.

3. Relationship Building and Communication

– Build positive and responsive relationships with parents and families, fostering open lines of communication and collaboration.

– Regularly communicate with parents about their child’s daily explorations and growth.

– Involve parents in their child’s learning journey, seeking their input and insights into their child’s development and interests.

– Maintain accurate records of each child’s progress, including observations, developmental milestones, and individual goals.

4. Environment Design and Documentation

– Create an inspiring, inviting, and aesthetically pleasing learning environment that supports the unique needs and abilities of infants and toddlers.

– Set up the transformative spaces and design the learning contexts together with children through open-ended materials, resources, and provocations that encourage exploration, sensory experiences, and imaginative play.

– Documenting and researching children’s learning journeys through observations and learning contexts. This includes listening, capturing the children’s voices, thoughts and ideas, valuing the hundreds of language of children.

– Forms of documentation include Storypark (group and individual learning journey), the annual project publication and the documentation panels in classrooms and the school.

5. Professional Development and Collaboration

– Engage in professional development opportunities to deepen your understanding of infant and toddler development, the education project of Reggio Emilia, RIE approach, and best practices in early childhood education.

– Collaborate and research with colleagues to share ideas, resources, and strategies for supporting young children’s learning and development.

– Reflect on your own practice and participate in ongoing self-assessment and goal setting to enhance your teaching skills and approaches.

6. Qualifications and Skills

– A recognized qualification in Early Childhood Education, in accordance with Vietnam regulations….3 year’s experience

– Experience working with infants and toddlers in an ECE setting, with a strong interest in Education project of Reggio-Emilia, R.I.E Respectful Infant Care, knowledge of Te Whāriki: Early Childhood Curriculum of New Zealand is an advantage.

– Sound knowledge of infant and toddler development, attachment theory, and best practices in early childhood education.

– Excellent communication and interpersonal skills, with the ability to build positive relationships with children, families, and colleagues.

– Strong observation, research and assessment skills, and the ability to use documentation as a tool for reflection and communication.

– Creativity, flexibility, and adaptability in designing and implementing developmentally appropriate experiences.

– Ability to work collaboratively as part of a team and contribute to a positive and supportive work environment.

Primary/ Secondary Lead Teacher

ROLE OBJECTIVE

To provide the highest possible quality education and care experiences in collaboration with colleagues and families. As a lead teacher you will be responsible for creating a nurturing and stimulating learning environment within a specific classroom or group of children. You will play a crucial role in implementing the principles and teacher responsibilities of Aurora International School of the Arts and the Education Project of Reggio Emilia, fostering children’s holistic development, and guiding their learning experiences.

The role of teacher as a co-constructor of knowledge, a creator of the environment as the third teacher, a supporter of the competent child, a documenter and researcher, and a partner with parents.

RESPONSIBILITIES:

1. Curriculum Planning and Implementation:

– Collaborate with the teaching team to develop and implement an emergent curriculum that aligns with the Reggio Emilia Experiences, Te Whāriki: Early Childhood Curriculum of New Zealand, and the specific needs and interests of the children in your care.

– Engage in ongoing observations and assessments of children’s learning, interests, and developmental progress to inform planning.

– Design and facilitate learning experiences that promote exploration, creativity, problem-solving, and critical thinking.

2. Environment Design and Documentation:

– Create a welcoming, inspiring, and aesthetically pleasing learning environment that encourages children’s curiosity, autonomy, and engagement.

– Set up the transformative spaces and design the learning contexts together with children through open-ended materials, resources, and provocations that reflect children’s interests and promote hands-on exploration.

– Documenting and researching children’s learning journeys through observations and learning contexts. This includes listening, capturing the children’s voices, thoughs and ideas, valueing the hundreds language of children.

– Forms of documentations include Storypark (group and individual learning journey), the annual project publication and the documentation panels in classrooms and the school.

3. Relationship Building and Communication:

– Build positive and respectful relationships with children, families, and colleagues, fostering a sense of belonging and trust within the community.

– Collaborate with families to gain insights into each child’s background, interests, and cultural identity, and incorporate this knowledge into the learning experiences.

– Maintain regular and open communication with families, sharing information about children’s learning, and upcoming events.

4. Individualized Support and Differentiation:

– Recognize and respond to the unique strengths, needs, and interests of each child in your care, providing individualized support and scaffolding as necessary.

– Foster a learner-led and inquiry-based approach to learning, encouraging children to explore their own questions, ideas, and hypotheses.

5. Collaboration and Professional Development:

– Collaborate with colleagues within school to share ideas, resources, and best practices, and contribute to a cohesive and supportive team environment.

– Engage in professional development opportunities to enhance your understanding of the Reggio Emilia experiences, child development theories, and effective teaching strategies.

– Reflect on your own practice and participate in ongoing self-assessment and goal setting, continuously striving for professional growth and improvement.

6. Qualifications and Skills:

– A recognized qualification in Early Childhood Education, in accordance with Vietnam regulations 3 years experience.

– Experience working in an ECE setting with a focus on the Reggio Emilia approach or a strong interest in Reggio-inspired education.

– Sound knowledge of child development theories, pedagogical practice. Knowledge of Te Whāriki: Early Childhood Curriculum of New Zealand is an advantage but not a requirement.

– Excellent communication and interpersonal skills, with the ability to build positive relationships with children, families, and colleagues.

– Strong observation, research and assessment skills, and the ability to use documentation as a tool for reflection and communication.

– Creativity, flexibility, and adaptability in designing and implementing learning experiences.

– Ability to work collaboratively as part of a team and contribute to a positive and supportive work environment.

Nursery & Preschool

Children in our Nursery and Preschool develop number sense and literacy skills through everyday projects and provocation in their daily exploration.

Play sets the foundation for the development of critical social and emotional knowledge and skills. Through play, children learn to forge connections with others and to share, negotiate and resolve conflicts, as well as learn self-advocacy skills. Play also teaches children leadership as well as group skills. Furthermore, play is a natural tool that children can use to build their resilience and coping skills, as they learn to navigate relationships and deal with social challenges as well as conquer their fears.