Design and DTECH Teacher

• Work collaboratively with other middle school teachers to plan technology-based projects and cross-curricular units.
• Coordinate with the Head of the Middle School/coordinator and the Director of Technology to refine and implement the Design Technology strategic planning.
• Lead and inspire staff to integrate technology into their lessons.
• Demonstrate clear and comprehensive computer knowledge and skills.
• Keep up to date with the latest developments for use in teaching and learning.
• Ensure the safe use of the Design room during lessons.
• Work with EBI staff and pupils in the middle school, with responsibility to introduce and develop concepts, processes and skills related to the MYP Design Technology programme.
• Work with staff and pupils to introduce and develop concepts, processes and skills related to Information and Communication technology.
• Support staff in their planning and use of hardware and software.
• Keep up to date with the latest technology for use in teaching and learning.
• Develop and run school clubs that make effective use of the range of hardware and software available to the school.
• Work in close collaboration with the school’s IT administrator and the school’s director of student technology

• Know the subject matter well.
• Incorporate International Baccalaureate pedagogy.
• Have a good grasp of how students learn.
• Backwards plan with big ideas, essential questions, knowledge, and skill goals.
• Plan on-the-spot and unit assessments to measure student learning.
• Design lessons that target multiple learning needs, styles, and interests.

• Foster positive interactions and teach useful social skills.
• Have a repertoire of discipline “moves” that can defuse most behavior problems before learning is impacted.
• Capture and maintain most students’ attention.
• Maximize academic learning time through coherence, lesson momentum, and smooth transitions.

• Activate students’ prior knowledge and hook their interest in each unit and lesson.
• Use clear explanations, appropriate language, and examples to present material.
• Orchestrate effective strategies, materials, and classroom groupings to foster student learning.
• Have students think about, discuss, and use the ideas and skills being taught.
• Differentiate instruction to accommodate most students’ learning needs.

• Provide clear criteria for proficiency, including rubrics and exemplars of work.
• Frequently check for understanding and give students helpful information if they seem confused.
• Have students set goals, self-assess, and know where they stand academically.
• Take responsibility for students who are not succeeding and get them extra help.
• Reflect on the effectiveness of teaching/learning and how to improve it.

• Complete paperwork, duties, and assignments accurately and punctually.
• Demonstrate a professional demeanour and maintain appropriate boundaries.
• Be ethical and above-board, use good judgment, and maintain confidentiality with student records.
• Collaborate with colleagues to plan, share teaching ideas, and look at student work.
• Seeks effective teaching ideas from colleagues, workshops, and other sources.
• Willing to participate beyond the academic program.

Bloomingdale International School