French Teacher at RA International School (RAIS)

The RA International School (RAIS) is located in Nigeria LNG Residential Area on Bonny Island, which houses the school staff and NLNG staff as well as their families.

The school runs a broad-based curriculum, following the English Curriculum for Mathematics and Literacy, as well as International Primary Curriculum (IPC) for other subjects with local (Nigerian) content included. It currently has over 634 students on roll from 3-11years, from mostly Nigerian backgrounds.

We are seeking to recruit experienced, exceptional and internationally-minded professionals with the ability to work proficiently in a multi-cultural team using an inclusive and multi-disciplinary approach for the position below:

Job Title: French Teacher

Location: Bonny Island, Rivers
Job Type: Full Time

Job Objective

• To plan and deliver high quality teaching and learning in French (3-11years), in keeping with the school vision of excellence.

Duties & Responsibilities
Teaching and learning:

• Be a positive role model in terms of professional behaviour, work and attitudes.
• Set high standards of work and behaviour in the class and in all other areas of the school.
• Deliver the school curriculum for French as relevant to the stream, age and ability groups taught.
• Plan for progression in French across the age and ability range taught, designing effective lessons/programmes of work in accordance with the needs of individual learners.
• Incorporate and link learning to appropriate elements of the host country curriculum.
• Teach challenging, well organised lessons, using an appropriate range of teaching strategies which meet individual learners’ needs, including children for whom English is an additional language.
• Use an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.
• Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.
• Establish and maintain a high-quality attractive, engaging and supportive learning environment.
• Be fully conversant with the school’s procedures and policies.
• Keep abreast of latest developments in French teaching, IPC and education generally, sharing knowledge with colleagues.
• Develop opportunities for wider learning in French (theme days; guest speakers; special events, etc)
• Look for innovative ways to establish RAIS as a pioneering IPC school.

Appraisal:

• Participate fully with arrangements made in accordance with the RAIS performance management cycle for Teachers.

Professional development:

• Regularly review the effectiveness of personal teaching for learning practice and its impact on children’s progress, attainment and wellbeing, refining approaches where necessary.
• Be responsible for personal continuous professional development and participate fully in training and development opportunities identified by the school or as developed as an outcome of the appraisal process .

Health, safety and well-being:

• Support the school commitment in maintaining a purposeful and safe learning environment.
• Make sure that there is a safe working and learning environment in which risks are properly assessed and children’s well-being is paramount.
• Manage learners’ behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school’s behaviour policy.
• Be responsible for promoting and safeguarding the welfare of children and young people within the school.
• Raise all concerns regarding the behaviour, progress or welfare/child protection of any learner with the school Child Protection Officer.

Team working and collaboration:

• Participate in any relevant meetings/professional development opportunities at the school, which relate to the learners, curriculum or organisation of the school including pastoral arrangements and assemblies.
• Work as a team member and identify opportunities for working with colleagues and sharing the development of effective practice with them.
• Advise and work collaboratively with others on the preparation and development of teaching materials, teaching programmes, methods of teaching for learning and assessment and pastoral arrangements as appropriate.
• Work with the Learning Support Unit and other staff with special educational needs expertise to ensure that education, health and care plans match work well to children’s needs.
• Communicate and co-operate with any relevant external bodies.

Extra-curricular activities:

• Take part in the school’s extra-curricular programme including, when required, running at least one after school activity a week and attending official school meetings and functions outside school hours.

Leadership and management:

• Support the induction of new teachers and the day-to-day management of Learning Assistants, ensuring that colleagues are appropriately involved in supporting learning and understand the roles they are expected to fulfil.
• Take part as required in the review, development and management of the activities relating to the curriculum, organisation and pastoral functions of the school.
• To take responsibility for the coordination of specific areas of teaching for learning or school events to support learning, as designated by the SLT.

Administration:

• Participate in and carry out any administrative and organisational tasks within the remit of expected class teacher duties.

Supervision:

• Register the attendance of and supervise children, before, during or after school sessions as appropriate.

Education

• B.Ed. or B.A. (PGDE/PGCE) in French language and with a minimum of Second Class Honours Lower Division (2.2).

Others:

• Possession of Qualified Teachers Status (QTS) [e.g.be a registered member with Teachers Registration Council of Nigeria (TRCN), have QTS or recognition by a similar international body]
• Possession of NYSC (National Youth Service Corps) Certificate/Exemption Letter

Experience:

• At least 5 years’ post-graduate experience of teaching French in an international school context.
• Minimum of three years’ experience in teaching French across the primary age range.
• Experience of English National Curriculum/International Primary Curriculum.
• Track record of high-quality teaching for learning.
• Proven experience of high-performance schools.
• Not more than 45 years old by September 1, 2022.

Working Hours:

• 7.30am-4.30pm Monday to Friday

Application Closing Date
23rd June, 2022.

Method of Application
Interested and qualified candidates should:
Click Here to Fill the RAIS Employment Application Form
And
Send their CV in the format below with copies of supporting documents (mentioned in the CV), the supporting statement by email with "Title of Position Applied for" to: [email protected]

Click here for more information

CV Format

• Name
• Date of Birth (Day/Month/Year)
• Email
• Contact Address
• Telephone Number(s)
• Gender
• Marital Status
• Nationality
• State of Origin
• Local Government Area
• Educational Institutions attended (with dates)
• Educational Qualification(s) obtained with title(s), class of degree(s) & date(s)
• NYSC Status (NYSC Certificate/ Exemption Certificate Available)
• QTS Status (TRCN/Other Certificate(s) Available)
• Years of experience (Post-Graduation)
• Years of experience (teaching in a primary school setting)
• Years of experience (teaching in an international school setting)
• Years of experience (teaching the International Primary Curriculum)
• Years of experience (teaching the National Curriculum of England)
• Job history starting from the most recent employment (with dates)
• Any additional qualification/skill/etc. that makes the candidate stand out

Note

• Applicants should write a supporting statement (no longer than 2 sides of A4/250 Words) entitled: ‘How I will be an effective Teacher at RAIS’.
• Any application with CV not structured in the given format will not be considered.
• Only shortlisted candidates will be contacted.
• Any false information provided during or after the application process will lead to the outright disqualification of such candidate(s).
• Any application received after the deadline will not be considered.