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Overview

Secondary English Lite Teacher

– Role Profile Purpose of Role The Secondary English Literature (and First Language) Teacher is entrusted with the design, delivery, and leadership of engaging and impactful language learning across the Secondary School, with a primary focus on Secondary English Literature subject and a secondary focus on Secondary English First Language in line with the Cambridge IGCSE curriculum. By nurturing curiosity, communication, and cultural understanding, the role aims to empower students with a love of literature and lifelong language learning skills. About Tenby International School Setia EcoHill Tenby International School Setia EcoHill follows the international school curriculum comprising IGCSE, beginning from Kindergarten through to Secondary School. With over 800 students, we have gained a reputation for excellence and high standards in education. We champion a transformative approach to learning that goes beyond the classroom. By igniting our students’ curiosity and growing their self-confidence, we empower them to become the next generation of changemakers. Tenby International School Setia EcoHill is part of ISP Malaysia, one of the leading education groups in Malaysia that operates Tenby Schools, Asia Pacific Schools and Straits International Schools. The nine school campuses are strategically located in the developed areas of Klang Valley in Selangor, Perak, Penang and Johor. ISP Malaysia is part of ISP, a global community of over 100 international schools across more than 20 countries. Key Benefits A culture of engagement and trust, where staff contributions are recognised and valued. A passionate and motivated team of professionals who put children at the heart of decision-making. An embedded commitment to professional development and employee well-being. Access to expertise, best practice sharing and learning opportunities across countries and cultures. Competitive remuneration. School fee discount for children of employees. Medical outpatient and insurance benefits. ISP Principles Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately. Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others. Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community. Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools. Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement. For more information visit Key Responsibilities

Plan, prepare and deliver English lessons for Key Stage 3 and 4 (IGCSE) in line with the Cambridge International Secondary curriculum. Assess, record, and report on the development, progress, and attainment of students. Plan and lead extracurricular activities, competitions, cultural events, and enrichment programmes that promote language and cultural appreciation. Collaborate with School Senior Leadership Team and colleagues, year-level teams, and whole school initiatives. Maintain open and effective communication with parents regarding student progress and wellbeing. Engage in continuous professional development (CPD) to remain current with best practices in language pedagogy and international education trends. Plan and lead extracurricular activities, school events, and enrichment opportunities. Uphold the school’s safeguarding and child protection policies at all times. Line management The English Teacher reports to the Head of English and provides leadership and line management to the Secondary School. Qualifications and Experience

Education:

Bachelor’s Degree in Education or a related field. Have a recognized teaching qualification (e.g. PGDT, PGCEi or similar); A Master’s degree in Education or related field would be an advantage. Experience and Skills: Minimum 2 years of teaching experience in English subjects, preferably within an international school setting. Demonstrated experience and strong subject knowledge in teaching IGCSE Cambridge IGCSE Malay across Key Stage 3 and 4. Strong subject knowledge in language pedagogy, assessment, and curriculum planning. Effective leadership, communication, and interpersonal skills. A collaborative mindset, with the ability to inspire and support colleagues and students. ISP Core Competencies

You consistently demonstrate and role-model the ISP Core Competencies in all that you do. Cognitive Curious and agile; Learns by questioning, exploring and investigating. Self-motivated; develops goals, monitors progress and adapts plans as necessary. Comfortable with uncertainty and ambiguity; stays engaged and curious and effectively balances patience and action. Open-minded; willing to try and test ideas. Challenges traditional methods and ways of thinking and encourages new perspectives. Creative problem-solver; Tackles challenges in an organised and systematic way and finds solutions. Resourceful and imaginative; sees problems as opportunities to explore alternatives and possibilities. Uses logic to break complex problems down into manageable components. Interprets and evaluates data and evidence to classify information and recognise patterns and relationships. Leverages data and information as critical components in decision-making. Interpersonal Empathetic and emotionally intelligent; Excels at teamwork and building positive relationships. Motivates and encourages others by sharing positive feedback and recognising and celebrating their contributions. Understands and respects others’ views, beliefs and feelings, building trust and rapport. Self-reflects to understand how their actions and behaviour affect others. Manages and self-regulates their emotions. Self-Leadership Amazing Learner; Manages their own personal development, focusing on continuous learning and getting better. Humble, self-aware and open about their own areas for growth. Seeks out, welcomes and acts on feedback. Understands the internal and external factors affecting their learning and takes ownership for mitigating these. An agile learner who makes connections between experiences and unlearn when new solutions are required. Resilient; Practices self-care and encourages others to do the same. Organises themselves and their time and resources well to effectively manage challenges and stressors. Understands their own emotions and triggers and follows healthy habits to help manage stress. Uses inner strength when times are challenging or when working outside of their comfort zone. Recovers positively from setbacks, using them as an opportunity to learn and grow. Digital Technologically literate; Uses technology in an ethical way, following cybersecurity and data protection best practice. Communicates clearly and respectfully across digital and virtual channels. Possesses strong functional skills, using technology effectively to support them in their role. Understands different digital tools and systems, selecting and using the appropriate solution for specific purposes. Keeps up with change, adapting to and embracing new technologies. Global Values driven; Role models the ISP Principles. Understands their responsibilities and the impact and influence they have. Demonstrates a multi-cultural mindset and respects the different values, behaviours, attitudes, and practices across cultures. Prioritises well-being, inclusion and belonging and is caring, considerate and supportive of others. Considers the environmental and social impact of their actions and finds ways to minimise these. ISP Commitment to Safeguarding Principles ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All postholders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years of employment history. ISP Commitment to Diversity, Equity, Inclusion, and Belonging ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.

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