Teaching Jobs at Rainbow International School Uganda

With the focus set on lifelong learning, Rainbow International School is strongly committed to a school environment in which all members of the school are encouraged to pursue opportunities for learning and professional growth and to draw on the school’s own intellectual resources as well as external sources in seeking those opportunities. Such an environment is fundamental to staff morale & retention and to the character of a premier education institution.
While responsibility lies with the employee to seek appropriate learning activities, it is essential for this to occur within a supportive school climate. The management places particular importance on the role of employees in enabling to achieve their educational goals and expects those in supervisory positions to support and encourage the participation of staff members in learning activities as fully as possible within the framework of an effective workplace.

SAFE RECRUITMENT POLICY STATEMENT

Rainbow International School Uganda operates a safe recruitment policy and all candidates must agree to a DBS or similar check being made.

RISU operates a safe recruitment policy. Before employment, at least two references will be required, identity will be established and background checks will be carried out. All candidates must agree to this before we consider your application. RISU is an equal opportunities employer.

CURRENT OPENINGS

TEACHING VACANCIES AT RAINBOW INTERNATIONAL SCHOOL UGANDA FOR AUGUST 2015 RAINBOW INTERNATIONAL SCHOOL UGANDA
Rainbow International School, Kampala is a 2 – 18 co educational day and boarding school serving a mixture of expatriate and Ugandan families based in Kampala, Uganda / East African.
Rainbow is a well established International School following the British curriculum and is an associate member of COBIS – the Council of British International Schools. The school is committed to a two year cycle where we will be fully accredited and inspected by the Independent Schools Inspectorate in 2016. The Secondary School follows the Cambridge I.G.C.S.E and A Level programmes & the Primary School follows the Cambridge and IPC programmes.

SECONDARY SCHOOL POSITIONS

1. Head of Music
Reports to: Senior Leadership Team line manager (assigned in due course)
Start date: August 2015
Salary: School own scale + management allowance

The Role:
To provide positive and dynamic leadership in all areas relating to music teaching and with the
aim of raising the attainment of all students.
The Head of Music is responsible for:
Meeting the SMT’s Leadership Expectations
Promoting the inclusive ethos of RISU up to IGCSE level
Promoting excellence in teaching at post 16 level
All staff in leadership positions at RISU have high expectations of students, colleagues and
themselves. They challenge every individual to make the most of their given talents and they
practise the following behaviours:
Demonstrate high levels of ambition and optimism regarding what the school and its students will achieve
Exemplify school policy and expectations
Exercise leadership in the development policies and plans
Provide strong and positive leadership for the promotion and implementation of policies and procedures
Challenge staff underperformance and failures to implement school policies and initiate difficult conversations as appropriate
Set challenging targets for themselves and their team
Set challenging targets for the staff they line manage and monitor their progress closely
Take full responsibility for all aspects of their area of operations by identifying areas for improvement and instigating action on their own initiative
Promote positivity amongst your colleagues at all times
Demonstrate high quality teaching and student progress in the subject areas responsible for
Ensure the teaching of engaging and effective lessons that motivate, inspire and
improve student attainment
Ensure that all lessons in the faculty are well planned in accordance with the school’s teaching and learning policy
Ensure that quality progression plans and schemes of work are developed, consistently implemented and regularly reviewed
Ensure that students make good or outstanding progress towards individual,
department and academy targets
Ensure that all students receive high quality formative feedback and that this is evident in the marking of books
Provide leadership and direction in the use of data to inform planning, target setting and raising attainment
Lead collaborative planning and development in the department and a professional dialogue informed by lesson observation
Ensure that improvement initiatives promoted through academy learning teams are fully implemented at department level
Ensure that teacher assessments are accurate and regularly moderated within the department and beyond
Ensure that subject based intervention plans are implemented for under-achieving students


2.Geography Teacher

Main responsibility:
Teaching well prepared, engaging lessons across designated Key Stages within the School and acting as a
form tutor to a group of students, thereby becoming the first point of contact with home.
Teach at the times and places as designated by the School timetable.
Teach students using a variety of teaching and learning strategies, ensuring that lessons are
stimulating, differentiated and delivered at pace.
Be responsible and accountable for the learning and progress of every student taught.
Set homework for all students according to the homework timetable and ensure that this is
marked and recorded in line with school policies.
Assess regularly using the School policy
Write formal reports at for every student taught and provide grades as and when directed by
the School’s assessment policy.
To contribute to department planning for learning, this includes writing schemes of work or
long-term plans and creating and sharing resources.
Liaise with the appropriate person (subject Leader, Form Tutor, Director of Learning, SENCO etc) when a student’s achievement or behaviour becomes a cause for concern. In the latter case
following the agreed procedures in the School’s Behaviour Policy.
Respond to request for information (for example, updates on behaviour or academic progress)
about particular students, as necessary.
Attend Parents’ Consultation Evenings and other meetings set out in the directed time calendar.
Maintain an accurate register of students in lessons and form tutor times.
Monitor the overall academic progress of each student in the tutor group.
Ensure that students are aware of and follow the School’s Behaviour Policy, Code of Conduct
and that students are aware of the behaviour expectations, rewards and sanctions.
Monitor, regularly, that uniform requirements and standards of students’ personal appearance
are adhered to, taking appropriate action when necessary.
Check, regularly, the use of student planners and promote strategies for good personal
organisation and homework completion. Receive and initial student absence letters and then
pass these on to reception via the register.
Be the first point of contact for parents and teachers for matters relating to members of the
tutor group.
Adhere to all school policies and procedures.
Work towards meeting the school aims and ambitions as set out in the Strategic Plan, School
Development Plan and Department Development Plan.
Undertake any reasonable duties related to the job purpose and within the remit of the
conditions of service set out in the Schoolteacher’s Pay and Conditions document.

3.Head of PE


4. Chemistry Teacher
Main responsibility:
Teaching well prepared, engaging lessons across designated Key Stages within the School and
acting as a form tutor to a group of students, thereby becoming the first point of contact with
home.
Assess regularly using the School policy
Write formal reports at for every student taught and provide grades as and when
directed by the School’s assessment policy.
To contribute to department planning for learning, this includes writing schemes of
work or long-term plans and creating and sharing resources.
Effectively use the Engrade assessment system adopted by the Secondary school.
Be prepared to offer a second subject at Key Stage 3. Hours of teaching to be agreed
upon with the Headteacher.
Communication
Liaise with the appropriate person (subject Leader, Form Tutor, Director of Learning,
SENCO etc) when a student’s achievement or behaviour becomes a cause for concern.
In the latter case following the agreed procedures in the School’s Behaviour Policy.
Respond to request for information (for example, updates on behaviour or academic
progress) about particular students, as necessary.
Attend Parents’ Consultation Evenings and other meetings set out in the directed time
calendar.
Maintain an accurate register of students in lessons and form tutor times.
Monitor the overall academic progress of each student in the tutor group.
Ensure that students are aware of and follow the School’s Behaviour Policy, Code of
Conduct and that students are aware of the behaviour expectations, rewards and
sanctions.
Monitor, regularly, that uniform requirements and standards of students’ personal
appearance are adhered to, taking appropriate action when necessary.
Check, regularly, the use of student planners and promote strategies for good personal
organisation and homework completion. Receive and initial student absence letters and
then pass these on to reception via the register.
Be the first point of contact for parents and teachers for matters relating to members of
the tutor group.
Attend assemblies, escorting and managing the orderly behaviour of students on their
way to and during assembly.
Carry out the duties of a form tutor as laid out in the Staff Handbook.
Take part in the school’s performance management process.
To ensure that principles of equality are followed at all times in relationships with staff
and students.
To carry out supervisory duties before and after school and at break-time in accordance
with the published rota.
Adhere to all school policies and procedures.
Work towards meeting the school aims and ambitions as set out in the Strategic Plan,
School Development Plan and Department Development Plan.
Undertake any reasonable duties related to the job purpose and within the remit of the
conditions of service set out in the Schoolteacher’s Pay and Conditions document.
Play an active role in the school’s self evaluation process.
Work within the School’s Health and Safety policy and safeguarding Code of Conduct to
help create a safe working environment for staff, students and visitors.
To ensure that at all times you are aware of and adhere to the Teacher’s Professional
Standards and that you seek to actively engage with your learning and development as a
teacher.

PRIMARY SCHOOL POSITIONS

1. Lower Key Stage 2 Teacher
Responsible to: Key Stage Coordinator, Deputy & Headteacher
Responsible for: Teaching assistant(s) and any personal assistants.
Personal Specifications:
Essential:
Ability to plan & deliver well structured lessons with clear learning intentions.
Educated to degree level or have significant experience within an international
school system.
High standard of spoken & written English
Be numerate to at least O’level and able to tackle NC Level 6 tasks confidently.
Experience of differentiation and a variety of teaching styles.
Positive attitude towards learning difficulties and some knowledge of appropriate
strategies to support children with educational needs.

Desirable:
Knowledge & experience of the National Curriculum for England and the methods
used in delivering this curriculum.
Ability to work effectively as part of a team.
Experience of working with people of different cultures and backgrounds
Good organisational skills.
Ability to develop ideas, materials or strategies for stretching the able child.
Professional in attitude & action.

Purpose/Aim:
To create an organised and stimulating classroom environment which encourages and
facilitates independent learning & enquiry and to plan, organise & deliver lessons
appropriate to the age & ability of the children in the class.
Duties:
Teach all agreed curriculum subjects following the guidelines of the National
Curriculum for England & Wales and guidelines agreed in school.
Teach, using a variety of teaching styles and methods to deliver lessons appropriate
to the ability and learning styles of the children being taught.
To conduct regular assessments and use these as a basis for planning further
progression for individuals and the class as a whole.
To plan regularly with year group colleagues. Ensure class planning folders,
assessment folders and records are kept up to date. Attend staff meetings.
Maintain and work towards improving standards of attainment & presentation in
the class & year group.
To build good working relationships with the class and colleagues, sharing good
practice and ensuring policy and decisions are actioned within the class.
Promote good behaviour and positive attitudes to learning.

2. Early Years Class Teacher
Responsible to: Key Stage Coordinator, Deputy & Headteacher
Responsible for: Teaching assistant(s) and any personal assistants.
Personal Specifications:

Essential:
Ability to plan & deliver well structured lessons with clear learning intentions.
Educated to degree level or have significant experience within an international
school system.
High standard of spoken & written English
Be numerate to at least O’level and able to tackle NC Level 6 tasks confidently.
Experience of differentiation and a variety of teaching styles.
Positive attitude towards learning difficulties and some knowledge of appropriate
strategies to support children with educational needs.

Desirable:
Knowledge & experience of the National Curriculum for England and the methods
used in delivering this curriculum.
Ability to work effectively as part of a team.
Experience of working with people of different cultures and backgrounds
Good organisational skills.
Ability to develop ideas, materials or strategies for stretching the able child.
Professional in attitude & action.

Purpose/Aim:
To create an organised and stimulating classroom environment which encourages and
facilitates independent learning & enquiry and to plan, organise & deliver lessons
appropriate to the age & ability of the children in the class.
Duties:
Teach all agreed curriculum subjects following the guidelines of the National
Curriculum for England & Wales and guidelines agreed in school.
Teach, using a variety of teaching styles and methods to deliver lessons appropriate
to the ability and learning styles of the children being taught.
To conduct regular assessments and use these as a basis for planning further
progression for individuals and the class as a whole.
To plan regularly with year group colleagues. Ensure class planning folders,
assessment folders and records are kept up to date. Attend staff meetings.
Maintain and work towards improving standards of attainment & presentation in
the class & year group.
To build good working relationships with the class and colleagues, sharing good
practice and ensuring policy and decisions are actioned within the class.
Promote good behaviour and positive attitudes to learning.

3. Learning Assistant, ASAP
General:
To give a child with special educational needs access to a broad and balanced education,
as provided by Rainbow School.
To support the named child in their learning, their personal organisation and their social
integration as necessary and appropriate.

Specific:
To provide positive reinforcement and encouragement for the pupil in all aspects of school life
and with regard to effort and achievement, however small.
To be a positive role model for the pupil concerned, especially regarding personal, social and
emotional development.
To sit with the child during classroom lessons and facilitate the child with the work planned for
them.
To liaise closely with class/form teacher and Special educational Needs Department.
To work with the pupil on targets set on the Individual Education Plan.
(All of the following points may not be relevant as every child has individual and different needs)
To help the child to work within the boundaries of class rules, maintaining appropriate and
positive behaviour.
To monitor the behaviour of the child during breaktimes and lunchtimes and intervene when
necessary.
To deal with issues of personal hygiene if and when necessary.
To assist the pupil to make and maintain social contact with other pupils.
To deliver a programme of learning involving ‘life-skills’.

Please apply with a detailed C.V (a recent passport size photo included) and a letter of application (no more than two sides typed) stating your current experience, pedagogical strengths and how you meet the job criteria. Please include the names and contact details of 3 references (2 professional line managers and 1 character), of which one must be your current or most recent employer.

An Information pack can be requested from the schools’ Human Resource Manager on the following email address: applications@risu.sc.ug. Please cc all emails to: applicationsrisu@gmail.com.

Send all applications addressed to the headteacher to applications@risu.sc.ug and cc. applicationsrisu@gmail.com.

Applications deadline: Sunday 31st May 2015, however we do encourage early applications as initial interviews will take place as the applications are received.  The Personal Assistant is required to start ASAP, thus this deadline does not apply to Personal Assistant applicants.