Qualifications & Requirements:

• Valid certification as a teacher of Business and/or Economics
• Fluent English (native-speaker level), written and verbal
• Minimum of two years full-time experience as a secondary business and/or economics teacher in a K-12 school

Preferences :

• High school experience - Grades 9-12
• International experience. 
• Experience with the IB business programme
• Experience working in a multicultural, diverse environment
• Familiarity with Standards-Based Grading and Reporting

General Description:

The High School plays a significant role in the intellectual, social, emotional and physical growth of each student in our school. Through good teaching practice and modeling, we facilitate the students’ intellectual, social, emotional and physical growth.  Teachers are responsible for the successful creation, delivery and assessment of lessons as well as monitoring and communicating student progress. In addition to the above, we value teachers who strive for excellence, communicate in an effective and timely fashion, have a sense of humor, demonstrate flexibility, accommodate different learning styles and sponsor extra-curricular activities.

• Encouraging increased involvement in activities and opportunities for student leadership
• Providing opportunities for interaction within and beyond school walls, with a focus on cultural celebration and multicultural learning
• Creating an environment that demands excellence as a process as well as an end result
• Recognizing that excellence, in academics and other areas, is defined differently for each person.  

Teaching and Learning

We consider the following necessary for the most effective teaching and learning:

• Standards and benchmarks to guide the curriculum for each course
• Common assessments linked to department benchmarks
• Diverse teaching strategies and assessments to meet the needs of all students
• Excellent lesson organization and time management
• Appropriate intervention when a student is not progressing satisfactorily
• A collegial approach to planning and the moderation of student work
• Additional support for individuals who have not mastered the concepts, skills or knowledge, according to AAS procedures.
• A classroom environment that facilitates and promotes the learning activities that occur
• Utilize and participate in the professional growth opportunities that AAS provides
• Use a variety of teaching strategies and assessment tools with a focus on the whole student as well as deeper understanding
• Effectively differentiate to promote optimal learning for students ready to be further enriched as well as students with learning differences
• Prepare meaningful learning feedback including quarterly student reports as well as mid quarter reports

Professional Expectations

With a view to providing students with a positive and healthy experience at school, faculty members are expected to:

• Be polite and courteous to students, parents and one another
• Create and contribute to a welcoming, professional environment for students
• Supervise a minimum of two co-curricular activities per year
• Attend all faculty, department, and student-based meetings
• Comply with AAS policies and procedures
• Engage in full faculty, secondary faculty, grade level, subject area, and other planning meetings
• Serve on a variety of working committees related to curriculum, policy, student issues, etc. on an as needed basis.

NOTE: The statements herein are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required.