Senior Teacher (Young Learners)

Senior Teacher Young Learners

Yangon, Myanmar

 

This is an opportunity to work in a British Council Teaching Centre as a Senior Teacher of Young Learners, employed via a reputed third party, who are able to provide you with a visa to work in Yangon, Myanmar.

 

Role Purpose

• To maintain and enhance professional development and academic quality in the teaching centre, through the management of in-house teacher development programmes and support.
• To promote and ensure quality teaching and effective learning of English.
• To provide learners with a rewarding and stimulating English language learning experience.
• To support the wider aims of British Council and its cultural relations mission

 

Overview

British Council Myanmar has around 1700 young learners who are currently all studying online and have been for the past 36 months. There are around 300 adult learners also studying online.

 

The Myanmar teaching centre is located in Yangon. Young learner and adult classes are typically delivered across three centres in Yangon – at the main office on Kanna Road, at Junction City, and at British School Yangon. At the moment, classes are being delivered online to our YL and adult learners in Myanmar. However, we will be resuming face to face classes in Yangon in the coming months while maintaining some online classes in the evenings.

 

 

In Myanmar there is an approximate 50/50 split between Primary (aged 6-11) and Secondary (12-18). We deliver Primary Plus and Secondary Plus courses with the aim of developing confidence and ability in English whilst considering the child’s development into a well-rounded individual living in the 21st century. The academic year runs from late April to March, with short courses delivered during the summer (Thingyan) break in April. All YL classes are two hours long, and the majority take place on Saturdays and Sundays. There is also a large number of YL classes Monday to Friday.

 

There is a strong culture of professional development amongst our teaching team. Teachers are expected to attend quarterly training sessions and INSET programmes. The academic management team are expected to deliver high quality training and to support teachers via line management and observations.

 

Main Accountabilities

Teacher Support

• Provide effective line management and support for staff including observations as per performance management guidelines, policies and procedures.
• Ensure that all teaching is delivered to standards set out in teachers Role Profiles, the Global Statement of Approach and British Council Global Teaching Standards.
• Proactively monitor the well-being of all line managees and provide an appropriate level of personal support.
• Act as duty officer where appropriate to provide support for teachers, parents, students.
• Assist in the recruitment, induction and onboarding of new teachers.
• Provide or set up mentoring programmes for new teachers/teachers teaching new life stages etc where appropriate

 

Teaching Excellence

• Contribute to the design and implementation of an annual CPD programme which aligns with Regional Teaching Excellence Action Plan.
• Actively identify appropriate opportunities for staff learning and development.
• Act as a role model for good classroom practice by encouraging teachers to observe you or others teaching, doing demonstration lessons, leading teacher development sessions and conducting observations.
• Share thought leadership. Routinely monitor developments in ELT theory and practice and bring these to the attention of your teaching team through presentations, practical sessions, recommended reading.
• Represent the British Council at local ELT conferences, where appropriate
• Proactively look for opportunities to highlight examples of best practice within the centre and externally.

Product and service delivery and development

• Ensure frameworks to support teaching and learning (Statements of Approach, IP, Teaching Standards Framework, Product guidelines, TEAP) are understood and implemented by academic colleagues in their day to day work.
• Ensure other relevant colleagues (e.g. TOps, CS, TAs) are aware of frameworks to support teaching and learning.
• Ensure teachers communicate relevant policies to learners (e.g. statement of approach, behaviour policy, product information, EDI etc) during the course and support and advise other teams with communications (e.g CS and Marketing).
• Work with the Teaching Operations and Customer Services teams to deal with academic enquiries or complaints ensuring teachers are fully briefed and consulted where appropriate.
• Contribute as appropriate to cluster / regional product team.
• Contribute to the regional monitoring and evaluation of global products and related services to meet students’ needs.
• Organise the piloting of new courses and materials where relevant.
• Introduce new products to teaching staff and provide training and support for teachers

 

Safeguarding, EDI and SEND

• Embed Safeguarding culture in teaching and learning through contributing to country safeguarding risk assessment and plan and implementing assigned actions.
• Act as Deputy / Safeguarding Focal point as appropriate to size of country operation and risk profile.
• Embed EDI through delivery of regional EDI objectives and workplans through local teaching teams (e.g. through Teaching Exellence Action Plan - TEAP).
• Act as or support country SEND champion / Country SENCO and work with Teaching Operations, CS and other colleagues as appropriate to ensure teaching centre inclusion policy is effectively embeded in the centre.

 

Key Relationships

Internal

 

• Teaching centre management team
• Cluster team
• Teaching centre operations team
• Sales and Customer Management staff
• Teachers and YLSAs
• BC Digital engagement and Marketing team
• Other wider BC teams
• Wider EFL community

External

• Learners
• Parents
• Partner schools
• Corporate Clients
•  

   

   

  Other important features or requirements of the job

  The working week is defined as any five consecutive days with a two-day weekend and 20 hr teaching delivery each week.  Working hours may involve regular evenings up to 9:45pm and may involve online delivery to our learners in Myanmar. As such you will be working closely with colleagues based in Myanmar or other countries. You will be expected to work from one or two of our three locations in Yangon.

   

   

  Role Requirements

  Language requirements

  Minimum / essential

  Desirable

  Assessment Stage

  Proficiency in English i.e., full mastery of English across all 4 skills equivalent to user (CEFR C2) IELTS Band 8/9 in each of 4 sections of the academic module

   

  Shortlisting

   

  Qualifications

  Minimum / essential

  Desirable

  Assessment Stage

• University degree
• Cambridge CELTA/Trinity Cert TESOL
• 2 years post-diploma (i.e., DELTA/Trinity Diploma TESOL) experience

Relevant masters/post graduate qualification

 

Shortlisting

 

Role Specific Knowledge & Experience

Minimum / essential

Desirable

Assessment Stage

Relevant Young Learner Qualification

 

Extensive knowledge and experience of management and delivery of teacher training

 

Experience of line managing/coordinating teaching teams

 

Note a minimum of 2400 hours of experience should have been gained from teaching the following age groups  

 

Young learners aged 7 -17

 

Effective communication and engagement with children and their families.

Experience with early years (under 7 years of age)

 

Knowledge and understanding of child development and its impact on behaviour.

 

Shortlisting AND interview

 

Role Specific Skills

Minimum / essential

Assessment Stage

Teaching skills (all at an Advanced level):

• Plan and Deliver coherent lessons
• Demonstrate subject knowledge
• Engage and motivate learners
• Create a positive and inclusive learning environment
• Make use of assessment and feedback
• Manage teaching and learning resources
• Uphold professional responsibilities and values

 

Working with Children

 

• Ability to work in a way that promotes the safety and well-being of children Effective communication and engagement with children and their families

• Knowledge and understanding of child development and its impact on learning and behaviour

Shortlisting AND interview

 

British Council Behaviours

Minimum / essential

Assessment Stage

British Council values and behaviours are applicable across our organisation, in all roles and at all levels. They are important because they say what we stand for at the British Council and help us to deliver our strategy. We use them to guide our decision making, as well as guiding how we treat one another and the people we work with. These will be assessed in the selection process.

 

Our values are:

 

Open and Committed; Expert and Inclusive; Optimistic and Bold.

 

• The behaviours for each values pair can be found on our Intranet SharePoint site for internal staff and at our Careers portal for external applicants.

Interview