The NAS Guangzhou Moral Education teacher promotes the knowledge and understanding, skills, capabilities and aptitudes that students need for character, mental, emotional, social and physical wellbeing, now and in the future. The Moral Education teacher with has a qualification certificate of moral education teacher issued by Department of National Education. The role includes working partnership with staff who have duties and responsibilities for student pastoral support. In the context of the campus student support model, the role of the Moral Education teacher includes, but is not limited to, leading, guiding and supporting the development of the student wellbeing learning programme. The specified aspects of the role may be varied by the School Leadership Team in consultation with the Moral Education and in response to changing priorities within the school community and beyond.
Additional experience or training in high school and related areas for Moral Education or its equivalent will also be considered a plus. Teaching duties will include teaching in the Moral Education programme of learning. Under the guidance of China's New National Curriculum Standards, Moral Education teachers must make major changes in teaching concepts and teaching methods. They must guide students to learn in practice, learn with individuality, focus on enriching and integrating teaching materials, pay attention on cultivating students’ learning interest and transforming student’s learning methods, by encouraging students’ cooperative learning, to achieve mutual knowledge exchanges. The incumbent is an experienced Moral educator.
Duties and Responsibilities
It will be the responsibility of the Moral Education teacher to develop and maintain a supportive student learning programme and provision for Ideological and ethical learning opportunities across the programme levels of the school. This will be achieved by contributing to each of the following areas:
Define the curriculum and provide guidance and strategic direction for the programme
§ Develop a coherent set of learning aims that complements the mission of the school
§ Contribute to the production, implementation and evaluation of a development plan for student moral education and support in the school
§ Provide guidance and management to the moral education staff and support for teachers in the delivery of moral education learning
§ Assist in ensuring that arrangements are in place for student assessment and reporting in accordance with the NAS GZ Student Support Team Curriculum Framework and campus policy and procedures
§ Support and give direction to staff in the delivery of the moral education programme of learning
§ Contribute to the targeted professional development of moral education staff
§ Develop collegiality and collaboration among teachers for the delivery of the moral education learning programme
§ Support implementation of whole school policies dealing with moral education and together with the Student Support Team and the School Leadership Team.
Planning and setting expectations:
§ Identify clear teaching objectives, content, lesson structures and sequences appropriate to the subject matter and the students being taught
§ Set appropriate and demanding expectations for students’ learning and motivation
§ Set clear targets for students' learning, building on prior attainment and experiences
§ Identify and provide for students who have special educational needs (either in additional foundation learning support or for extending challenging learning opportunities)
§ Where applicable, implement and keep records on Individual Education Plans (IEPs)
§ Liaise with the health and wellbeing teachers to running workshops and seminars for the broader community in developing counselling support and understanding.
§ Additional tasks will include assisting in development of online resources, administration and counselling related applications as well as interdisciplinary course development.
Teaching and managing student learning:
§ Ensure effective teaching of whole classes, groups and individuals so that teaching objectives are met, momentum and challenge are maintained, and best use is made of teaching time
§ Use teaching methods especially aligned with inquiry-based learning that keep students engaged, including stimulating students’ intellectual curiosity, effective questioning and response, clear presentation and good use of resources
§ Set high expectations for student behaviour, establishing and maintaining a good standard of discipline through well-focused and inspiring teaching and through positive and productive relationships
§ Promote positive behaviour patterns, encourage self-esteem, and improve independent working for students to assist their education and growth.
Assessment and evaluation:
§ The assessment and evaluation of moral courses must be based on the requirements of national curriculum standards, focusing specifically on the knowledge application ability of students on solving practical problems
§ Assessment for and of learning in how well learning objectives have been achieved and use this assessment for future learning development tasks and teaching
§ Assessment for and of learning in how well learning objectives have been achieved and use this assessment for future learning development tasks and teaching
§ Mark, record and monitor student class and homework providing constructive oral and written feedback, setting appropriate targets for student progress
§ When applicable, understand the demands expected of students in relation to the international standards and alignment.
Relations with parents and wider community:
§ Know how to prepare and present high quality informative and appropriate reports to parents
§ Recognize that learning takes place outside the school context and provide opportunities to develop student understanding by relating learning to relevant, authentic, real and context related examples
§ Understand and act upon building effective relationships with school agencies and partnerships beyond the school, such as patriotic education base.
Managing own performance and development:
§ NAS Guangzhou teachers understand the need to take responsibility for their own professional growth and development and to keep up to date with research and developments in pedagogy and in the courses they teach
§ NAS Guangzhou teachers understand their professional responsibilities in relation to school policies, guidelines and practices
§ NAS Guangzhou teachers set a good example to the students they teach in their presentation and their personal conduct
§ NAS Guangzhou teachers evaluate their own teaching critically and use this to improve their effectiveness.
Managing and developing staff and other adults:
§ NAS Guangzhou teachers establish effective working relationships with professional colleagues, such as, co-teachers, specialist teachers and associate staff to ensure a high quality and engaging professional learning community.
Managing resources:
§ Select and make good use of books, equipment, IT and other learning resources that enable teaching and learning objectives to be met.
§ Assist in maintaining an up to date learning resources and materials inventory including classroom hardware and software
*NAS Guangzhou recognises the special contribution our teachers make to our community and especially in regard to duties other than teaching. Please note that all teachers at NAS Guangzhou participate in duties other than teaching. These duties include roles and tasks as home room teacher, before and after school bus and campus grounds, boarding house study support, play and general facility areas during break times, team and faculty meetings, professional development, school improvement workshops and projects, and support for school community development events such as Open Days and Presentations. These duties are all fairly accounted for in the day to day teaching load assignments. Teacher preparation time is carefully protected to ensure responsible and appropriate professional duty of care for all teachers and staff.Personal Specifications – Skills, Knowledge and Experience§ At least Bachelor’s Degree and Teaching qualification
§ Minimum of 5 years teaching experienceEssential§ International teaching experience
§ Experience in a bilingual language learning environment
§ ESL in the Mainstream certification or equivalentDesirable