Ypj Pyp Elementary Teacher

Yayasan Pendidikan Jayawijaya [YPJ] is a school set over two campuses: Kuala Kencana and Tembagapura in Papua, Indonesia. The school provides an inclusive education for PT Freeport Indonesia [PTFI] employees. The student population has a diverse range of needs from various parts of the Indonesian archipelago.

PURPOSE

The fundamental responsibility of every elementary teacher is to espouse the values of the Primary Years Program [PYP], model the Learner Profile, promote international-mindedness and constantly translate these tenets into daily classroom practice. The job profile is aligned with the PYPs three central questions of learning: What do we want to learn? How will we know what we have learned? How best will we learn?

Key Responsibilities

WHAT DO WE WANT TO LEARN?

• Involve students in planning for their own learning and assessment through facilitation, consultation, goal setting, feedback and metacognition
• Plan for inquiry across the curriculum in authentic and relevant ways.
• Utilize a reading and writing workshop model to promote literacy and language across the curriculum
• Address assessment issues throughout the design process by using a backward design model. (Central idea- summative assessment- learning engagements)
• Plan in a professional, collaborative manner adhering to the school-wide meeting norms and essential agreements.
• Design curriculum which emphasizes connections across learning areas, is relevant and explicitly focuses on transdisciplinary skills and the essential elements of the PYP.
• Collaborate with peers in the design, documentation and reflection on the Program of Inquiry and units of study
• Use the PYP Unit Planner and design process to co-create engaging, rigorous learning which is conceptually based, and aligned to the guaranteed, and viable curriculum and the PYP Framework
• Design Learning which builds upon students prior knowledge, cultural background, experience, readiness and personal learning profile.
• Design learning based on the premise that all students can learn at high levels, by ensuring individual learner challenges are addressed including language [ELD] and the social emotional needs of students
• Utilize the guaranteed and viable curriculum to ensure the progression of learning for all students is articulated, comprehensive and promotes deep, transferable understanding

HOW WILL WE KNOW WHAT WE HAVE LEARNED?

• Use a range of strategies to assess students current and prior knowledge, readiness, interests and understanding before embarking on new learning.
• Use a range and balance of recording and reporting tools, including the use of checklists, anecdotal records, continuums, rubrics to document and communicate learning in a timely, and targeted manner.
• Prepare students to share their learning through student-led portfolio conferences as a means of metacognition, demonstrating understanding, progress and development.
• Enable students to see assessment as a means of describing their learning and understandings, to set further goals and monitor progress.
• Involve students in shared reflection and consultation on an ongoing, regular basis to enhance learning.
• Involve students, parents and colleagues in the assessment process on a regular basis
• Use a photo-album of assessment methods to provide a valid and balanced body of evidence to inform teaching and learning, and evaluation
• Understand and implement the school-wide and IBO-PYP Principles and Practices of Assessment. Principles and Practices that promote a greater emphasis on Assessment for Learning and Assessment as Learning above Assessment of Learning
• Analyse and communicate (to parents, students and stakeholders) external data to progress learning and develop timely, targeted interventions.
• Maximize feedback to students as a confirmed means to progress and promote learning
• View planning, teaching and assessing as interconnected processes.
• Use a range of data and learning evidence, including the triangulation of data to inform teaching and learning

How Best Will We Learn?

• Empower students to be responsible, entrepreneurial and to take action.
• Build on what students know prior knowledge, and differentiate to meet student needs and cultural background.
• Use flexible grouping strategies to promote learning and social interaction
• Integrate technology to create, collaborate, communicate and enhance learning
• Using a variety of resources to represent multiple perspectives.
• Use the Readers and Writers Workshop model
• Promote language across the curriculum, mother tongue and the needs of English Language Learners
• Facilitating learning by using a range of strategies appropriate to the needs, readiness and interests of students.
• View students as thinkers with their own emerging theories and ideas
• Collaborate, co-teach and facilitate learning in a vary of modalities to provide flexible learning options and meet the challenges inherent in multi-grade classrooms
• Utilize inquiry-based pedagogies that promote students curiosity and capacities to learn
• Address the needs of all students with responsive assessment and intervention to tailor, differentiate and personalize learning pathways
• Utilize inquiry across trans-disciplinary and stand-alone learning areas
• Incorporate research-based strategies that promote high levels of learning, including visible learning strategies and processes
• Involve students actively in their own learning through discussion, conferencing, choice, and decision-making.
• Pursue open-ended inquiry and real-life investigations.

Qualifications

• Technology Integrator
• Willing to adapt with the school's leave system which must refer to the school academic calendar
• Willing to be placed in a remote area
• Effective communicator
• Flexible, Collaborative, and Open-minded
• Master's or bachelor's degree in education or equivalent.
• Cultural sensitivity
• Contemporary Educator

Dateline: July 1, 2023