Teaching Position- Career Development Teacher

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The Maranyundo Girls School is a private secondary boarding school located in Nyamata Sector, Bugesera District, Rwanda. The school offers a rigorous program for Ordinary Levels (S1-S3) and Advanced Levels (S4-S6).  It follows the Rwanda National Curriculum, infusing student-centered teaching strategies designed to develop critical thinking and leadership skills. Open to all faiths, the Maranyundo Girls School is owned and operated by the Benebikira Congregation, who took over operation of the school from the Maranyundo Initiative in 2010. The school originally opened its doors in 2008 to its pioneer class of 60 students. Each year, out of hundreds of applicants, only 60 students are admitted in a highly competitive application process that takes into account national primary school leaving exam grades, student merit,  school fit, extracurricular activities, and financial need. 

Deadline: July 5, 2018

Expected Start Date:  August 5, 2018

Position Title: Career Development Teacher (1)

Reporting to:  Director of Career Guidance and College Counselling

About the Positions

We are looking for a committed Career Development Teacher to complement our qualified workforce of educators. As a member of our faculty, the Physics Teacher will be responsible for preparing and implementing a full educational teaching plan according to the school’s requirements. It will be fundamental to provide knowledge and instruction to students while also helping them develop their personalities and skills. The ideal candidate will be passionate for the job with an ability to reach out to students and create a relationship of mutual trust. They will know how to organize a class and make learning an easy and meaningful process.The goal is to help cultivate the students’ interest in education and be their dedicated ally in the entire process of learning and development.

MINIMUM QUALIFICATION STANDARDS

Knowledge, Abilities and Skills

  • Knowledge of best practices in education;
  • Ability to demonstrate best practices and teaching methods and to model a repertoire of teaching skills;
  • Demonstrated ability to analyze student results and achievement data and to implement appropriate strategies to meet student needs;
  • Excellent communications, interpersonal, and leadership skills;
  • Facility to observe the student learning cycle and provide meaningful coaching students teachers;
  • Strong managerial skills;
  • Better understanding of vision and mission of MGS; and
  • Willingness to go an extra mile.

Education, Training and Skills:

  • Bachelor’s degree in college counseling, educational psychology, career development, sociology of education, or a any related field. A master’s degree in one of these fields would an added value ;
  • A minimum of three years of successful career guidance and college counselling experience;
  • Experience in modeling teaching skills with female learners in a variety of settings (e.g. project -based learning, seminars, courses, etc.);
  • Experience with using technology in education and in teaching;
  • Evidence of instructional leadership (e.g. team leader, resource teacher, interdisciplinary resource teacher, department chair/leadership, etc.);
  • Proven experience working in girls-only schools.

DUTIES AND RESPONSIBILITIES

Each MGS Faculty is required to perform to the best of his/her abilities all assigned duties specifically including, without limitation, the following:

Lesson Planning and Preparation

  • Plan and prepare for lessons using their extensive knowledge of the content area, the relationships among different strands within the content and between the subject and other disciplines, and their students’ prior understanding of the subject;
  • Clarify instructional outcomes and align them with REB curriculum as these represent important learning in the subject;
  • Make sure that the instructional design includes learning activities that are well sequenced and require all students to think, problem solve, inquire, and defend conjectures and opinions;
  • Design formative assessments to monitor learning, and use the information to differentiate instruction;
  • Ensure measures of student learning align with the curriculum, enabling students to demonstrate understanding in more than one way;
  • Demonstrate effective pacing, incorporate cooperative learning and emphasize student centered learning;
  • Create and distribute educational content (notes, summaries, assignments etc.); and
  • Plan and execute educational in-class and outdoor activities and events.

Instruction

  • Present lessons in a comprehensive manner and use visual/audio means to facilitate learning;
  • Ensure students are highly engaged in learning;
  • Assess and record students’ progress and provide grades and feedback;
  • Provide an opportunity for students to make significant contributions to the success of the class through participation in high-level discussions and active involvement in their learning and the learning of others;
  • Provide clear explanation and invite student intellectual engagement;
  • Ensure that the instruction is not reflective of gendered patterns, such as girls being praised for their appearance, or the appearance of their work;
  • Provide specific feedback to learning goals and rubrics and offer concrete suggestions for improvement;
  • Support students to understand their progress in learning the content and explain the learning goals and what they need to do in order to improve;
  • Recognize his/her responsibility for student learning and make adjustments, as needed, to ensure student success; and
  • Create situations that allow students to work independently to develop confidence and self-trust.

Classroom Management

  • Organize their classrooms so that all students can learn;
  • Maximize instructional time and foster respectful interactions with and among students, ensuring that students find the classroom a safe place to take intellectual risks;
  • Make sure students are inspired by high and equitable expectations and do not slip into gender stereotypes impacting instructional contact time, asking and answering questions and levels of feedback;
  • Make sure that students themselves make a substantive contribution to the effective functioning of the class by assisting with classroom procedures, ensuring effective use of physical space, and supporting the learning of classmates;
  • Work with students in ways that demonstrate their belief that hard work will result in higher levels of learning;
  • Observe and understand students’ behavior and psyche and report suspicions of neglect, abuse,etc.; and
  • Make sure that student behavior is consistently appropriate, and the teacher’s handling of behavior is subtle, preventive, and respectful of students’ dignity.

Professional Responsibilities:

  • Have high ethical standards and a deep sense of professionalism, focused on improving his/her own teaching and supporting the ongoing learning of colleagues;
  • Ensure effective record-keeping and communicate with other stakeholders in the student's education clearly, frequently, and with cultural sensitivity;
  • Assume leadership roles in both school and special academic projects including special academic programs, and engage in a wide range of professional development activities to strengthen his/her practice;
  • Reflect on his/her own teaching, resulting in ideas for improvement that are shared across professional learning communities and contribute to improving practices;
  • Develop and enrich professional skills and knowledge by attending all professional development programs, seminars, conferences, etc, organized by the school or its stakeholders as it may be required; and
  • Attend all faculty meetings and other events organized by the school.

Other Responsibilities

  • Manage student issues (academic), conducting student course surveys, class meetings, and any other student related responsibilities as necessary;
  • Ensure effective use of the teaching aids assigned to him/her (curricula, students’ handbooks, relevant textbooks, reference books, projectors, etc);
  • Work in collaboration with the Dean of Academics to develop ambitious goals for his/her students;
  • Work in collaboration with the Dean of Academics and other MGS faculty in order to create a student support plan for all struggling students;
  • Report to the Head of Department on required academic and/or training materials in accordance with the budget;
  • In the absence of teachers in his/her department, serve as substitute teacher; and
  • To comply with the MGS Employment Policies.

Note: These tasks and responsibilities constitute the employee’s key performance requirements, which will be evaluated as required by the MGS Performance Management Procedures.

How to apply:

If you are interested in one of the teaching roles above, please send the following to hr@maranyundogirlsschool.org. Please type the phrase “Teaching Position” in the subject line followed by the position title for the specific teaching position you are applying for. Example: Teaching Position - Foundation English Teacher.

  1. Cover letter explaining why you think you are a great fit for the position you are applying for.
  2. A resume which shows your academic qualifications and professional experience. Please focus on your academic and professional achievements. You do not need to mention professional references at this stage.

Hiring process

  1. First screening: Our designated person will examine all applications during a period of one week after the application closing date and will send you an email confirming that you have been selected for a phone interview. If you do not hear from us within a period of two weeks after the closing date, just consider that we will not be proceeding with your application for now.
  2. Phone interview: This helps us to have a sense of who you are and what you career aspirations are. The interview is usually 20-30 minutes.
  3. Oral interview: After successfully passing a phone interview, you will be invited for a tour of the school and an oral interview afterwards. This will be a chance to know the school a little better and meet some its senior staff.
  4. Demo lesson: After an oral interview, successful candidates will be invited to do a demo lesson. Details on how this shall be done will be given in due time to allow enough time for preparation.
  5. Job offer notification: When you receive a job offer notification, congratulations! This means you have been given the job. In the notification, you will be shared a copy of your contract for reading.
  6. Contract signing: After confirming that you have accepted the offer, you will be invited to sign a contract and discuss you onboarding plan.

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