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Primary Homeroom Teacher

Primary Homeroom Teacher

ICS Inter-Community School Zurich

Switzerland

Job type:
Full Time, Fixed Term
Start date:
August 2022
Apply by:
31 December 2021

Job overview

The Primary Homeroom Teacher is responsible for creating a rich, inquiry based learning environment that promotes student learning and optimum personal growth, based on individual developmental needs. He or she establishes an effective classroom community and designs learning activities to develop the understanding, skills, attitudes and knowledge identified in the curriculum. The Homeroom Teacher establishes good relationships with parents and works closely with colleagues to develop an efficient academic and pastoral team.


Responsibilities

Learning and Teaching

Create learning spaces that make students feel physically safe and where they can access learning materials, make choices and take risks.

Use a range of appropriate strategies and groupings for teaching and learning and classroom management.

Plan for authentic transdisciplinary inquiry-based learning experiences which include; play, problem-based learning, collaboration, experimentation, and explicit teaching.

Create opportunities for agency in the classroom by involving students in creating shared routines, making decisions about what, why and how they learn.

Provide opportunities for students to develop IT knowledge and skills, and to use technology to communicate, solve problems and be creative.

Monitor, document, measure and report on each child’s progress as part of the development of knowledge, conceptual understanding and skills.

Share learning with the wider community through e-portfolios, grade level sites and learning celebrations.

Support effective collaboration by planning and reflecting on co-designed units with the teaching team, participating in meaningful dialogues, and by setting team goals in line with the IBO philosophy.

Celebrate the cultural diversity of the school population and explore links with home countries and home languages.

Learning Community

Support the ‘Culture of Care’ by developing a positive prosocial learning environment where all students feel welcomed, significant and emotionally safe. 

Implement strategies to ensure the development of children’s cognitive, emotional and social needs.

Recognise students strengths and interests, seeking appropriate support from the Student Support Team to respond to student needs.

Develop Strong collegial relationships within the teaching team including Specialists, Teaching Assistants and Homeroom team to build a team environment that supports students’ learning.

Develop and maintain positive partnerships with families.

Be up to date with Safeguarding processes and procedures.

Contribute to the extracurricular programme.

Professional development

Keep up to date with IBO philosophy and curriculum development and implement change in keeping with the school vision and strategic focus.

Be involved in professional learning activities that support the school and systematic priorities such as working groups, study groups.

Engage in the school's professional growth process.


Requirements

Current classroom teacher qualification 

BA / BSc/BEd or equivalent university degree

"Native-level English speaker" is an advantage

Previous teaching experience within the last 2 years

Experience in an international school environment advantageous

PYP knowledge preferred

Experience with/understanding of Making Thinking Visible, PBL, Responsive Classrooms (Morning Meetings) Fontas and Pinnell baseline assessment system, Seesaw advantageous

Experience in teaching learners with diverse needs

Strong classroom management skills

Strong organisational skills

Reflective and growth mindset

Strong IT skills

The applicant must demonstrate knowledge of the developmental needs of children of 5 -11 years

Strong social and emotional, self-management and communication skills

Documented record of excellence in teaching

Collaboration, teamwork and active participation in school life


Terms and conditions

The initial contract is for two years and is renewable. The generous salary and range of benefits will be commensurate with the qualifications and experience of the successful candidate, with the overall package reflecting the importance of the position.

Next steps

Interested candidates should email a full letter of application, a statement of personal educational philosophy, detailed resume/curriculum vitae, and three referees. The Head of School reserves the right to apply directly to the writers of open testimonials for confidential statements.

Applications should be sent to:


Ms Mary-Lyn Campbell,

Head of School


We are looking forward to receiving your online application.

Attached documents

About ICS Inter-Community School Zurich

The ICS Inter-Community School, situated in Zürich, is a mainstream, mixed gender, all-through school located in Zurich. Established in 1960, the ICS now has over 800 students from 55 nationalities.

At the Primary School level The Inter-Community School covers the following subjects; Mathematics, Reading and Writing, The Arts, and Social Studies,

At the Middle and Secondary School levels, students of the Inter-Community School study English, German, Sciences, Mathematics, French, Spanish, Performing Arts, Design, and Physical Education.

Values and Vision

The Inter-Community School teaches its students to make personal connections to their own learning process, and shows them how to build upon knowledge that they have gained previously. Students are also taught to work as individuals or in groups, teaching them valuable skills that will serve them throughout their lives.

The Inter-Community School believes that its teaching staff should always be striving to learn new methods of education in order to always provide their students with the best possible education. In addition, a high percentage of the school’s staff are International Baccalaureate workshop leaders, who’s special experience help to provide the students with an enriched experience. Teachers are expected to not only support their students academically, but also emotionally, thereby creating a supportive learning environment that keeps students highly motivated and focused.

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Applications closed