Job Description

Agency

Aga Khan Schools

Region

Eastern Africa

The requirements

• University Bachelor’s degree in Education with a specialization in English or a B.A. in any field with a recognised TEFL or TESOL qualification.
• At least 2 years of experience teaching English to non-native speakers of English. Significant experience as an ESL/EAL is an advantage, particularly experience teaching beginners.
• Empathetic, compassionate teacher who is patient with English Language Learners and is able to guide children in their learning.
• Ability to work individually and with small groups of learners.
• Willingness to take direction and learn new ways of teaching learners.
• Strong interpersonal, teamwork and communication skills.
• Experience working with refugees will be an advantage.

The position

AKES, U is a private, not for profit organization committed to enriching the lives of “many generations of multi-racial and multi-cultural student populations” through the provision of quality and affordable education. AKES, U operates schools from Pre-School to High School and offers the British National Curriculum (BNC), International General Certificate of Secondary Education (IGCSE), International Baccalaureate Diploma Programme (IBDP) and the Uganda National Primary and Secondary curriculum.

At Aga Khan School we live by the school mission statement which states, “The Aga Khan Education services will enable many generations to acquire both knowledge and the essential spiritual wisdom to balance that knowledge and enable their lives to attain the highest fulfilment”.

The Special Support teacher (English) will be responsible for supporting a group of English Language Learners in improving their English Language skills.

Major Responsibilities:

• Review diagnostic, student work and teacher reports to determine where each learner stands with respect to their English Language proficiency.
• Develop tailored termly schemes of work, weekly/monthly planners, worksheets and other learning material, as well as learning plans for each session. Use the domains of language learning and of reading to guide this planning.
• Support identified students in-class and with pull-out sessions to enhance proficiency in English to enable them to competently work with the UNEB curriculum with their class.
• Where appropriate, use e-learning tools to enhance reading and English Language skills, after approval from the Head of Operations and Student Affairs with dotted line to the Head Teacher and CEO.
• Monitor each child’s progress on a daily basis and submit an individual student progress report on a weekly basis to the Head of Operations and Student Affairs with dotted line to Head-teacher and CEO.