Description ISP Teacher Role Profile ISP is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. All shortlisted candidates and post holders are subject to appropriate International Criminal and Child Protection Background Checks or equivalent, covering the previous 10 years of employment history. ISP recruit teachers in several ways including direct application to the school and through international teacher recruitment agencies and organizations. The International Schools Partnership (ISP) is a growing group of international schools which believes in amazing learning and is committed to getting better all the time. GROWING LEARNING, GROWING SCHOOLS embodies our journey and is what binds us together. We are developing schools for 2-18 year olds with learning at the heart of each school and helping our children and students learn to levels that amaze them. At the same time, we are listening to our parents and students to broaden the appeal of our schools, with the aim of each one becoming the school of choice in its local area over time. We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that are able to forge successful careers and lives in a rapidly changing world. We are a truly international group working in different cultures and speaking different languages. We work across countries and cultures, too, by working with each other and with other schools and communities. Our schools are located in the UK, the USA, Canada, Spain, Chile, Costa Rica, the United Arab Emirates, Qatar, Malaysia and Mexico. We are constantly enhancing our existing group of schools with new ones including those we develop ourselves, and new schools that want to join our partnership. We put learners and learning first. Learning is affected by both internal factors (such as emotions, motivation and general health and wellbeing) and external factors (such as environment, curriculum and relationships). The external factor that has the most significant impact on our students’ learning is the teacher. At ISP, everyone is a learner. So as one of our teachers, you are also a learner. Together, we will embark on an ongoing process of exploring, expanding and evolving your practice in ways that directly impact and improve student learning. Learner (ISP definition) Everyone at ISP is a learner. The ISP learner recognizes that their mindset, experiences, and actions drive their learning outcomes. With this awareness, they exercise voice, choice, and ownership over their process of learning - leading their learning and the learning of others. ISP Principles Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Well-being and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately. Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others. Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community. Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement. ISP Teacher Role Profile

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  You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere. Your students feel confident to have open and honest conversations about their learning and how they can get better. You create a positive atmosphere by building relationships, behaviors, and inclusive learning experiences that support a good struggle for all your learners. You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better.

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  Shared Ideas. You know and model your school’s values and contribute to its mission and vision through your daily actions. Through all aspects of learning and teaching, you create a strong sense of shared behaviors and purpose for learners and their learning.

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  A Focus on Learners and Learning. You put learners and their learning first. Your understanding of the difference between learning and the factors that affect learning enables you to plan and support a good struggle for all your students to get better. You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self-evaluation. You are an active and valued member of dynamic learning communities,

• Learning and Teaching. You put learners and their learning first in your design and facilitation of learning outcomes, content and experiences, which are underpinned by positive and supportive relationships. You understand the types and phases of learning and apply your knowledge, skills and understanding of these to effectively facilitate learning, teaching, and assessing to meet the personalized needs of each student. You empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in response to feedback. You continuously inquire into the process of learning, making evidence-informed decisions and taking action to further improve learning and teaching.

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  Evidence of Learning. You gather, document and analyses evidence of learning from various sources and use this to identify targets and action steps for improving learning. You support students in knowing the different ways their learning can be evidenced and how to use feedback and learning advice to get better. Evidence enables you to make secure judgments about your students’ learning in line with their personal learning goals, age and stage appropriate expectations, and local, national and international benchmarking. You document and share evidence of learning to answer the questions: “What are my students learning?” and “How do I know?”.

• Leadership for Learning. You see yourself as a leader for learning and demonstrate the same vision, values and commitment as school leaders to support students to continuously learn and get better. You take responsibility for where students are now with their learning and the targets and action steps needed to improve. You support students to become leaders of their own learning by helping them develop their voice, choice and ownership of their learning process.

• Learning Spaces. You create and use spaces to support and demonstrate the school’s shared ideas about learners and learning and the ways in which students are getting better. You ensure learning spaces (physical and digital) are safe, collaborative, accessible and inclusive, and enable students to play an active role in their development.

• In Partnership with Parents and Carers. You work in partnership with parents and carers, communicating with them regularly about their child’s learning, inviting their feedback and using this feedback to improve learning. You help parents and carers understand the school’s shared ideas about learners and learning in ways that help them to engage confidently when talking about what their child is getting better at, what their next steps are, and how they will be supported at home. You ensure that the individual needs of parents and carers are understood and that they feel informed and involved as valued members of the school’s learning community.

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  Improvement Planning. You are committed to learning and getting better and ensure this improvement happens strategically and effectively. You are active and accountable for your contribution in setting your own professional goals, targets and action steps that focus on improving learning and gathering evidence to demonstrate these. You contribute to department and school learning improvement planning where possible and view the school’s learning improvement plan as the central focus for getting better together.

Job Role: Junior Occupational Therapist Type: Permanent Department: Whole School Line Manager: Head of Inclusion Rationale
The Hamilton International School (THIS) provides specialist teaching and therapy for students whose primary need is Behaviour, Speech, Language and Communication. Some pupils are also on the autistic spectrum and have high level sensory needs. The Junior Occupational Therapist’s (OT) priority is to provide clinically effective, person centred, and evidence based occupational therapy assessment and intervention to students at The Hamilton International School. THE junior OT will also provide support and training to all education staff regarding occupational therapy interventions. JOB PURPOSE AND SCOPE:

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  To provide clinically effective, person centered, and evidence based occupational therapy assessment and intervention to children at the Hamilton International School.
• To provide support and training to all education staff with regard to occupational therapy interventions.

FUNCTIONAL LINKS: The Junior Occupational Therapist will be expected to work in collaboration with allied professionals and will need to maintain links with a variety of bodies. These will include:

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  Students and their parents/carers and advocates
• School staff
• Other professionals working with the students
• Relevant Community Services

CLINICAL

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  To provide an Occupational Therapy service to the school, focusing on sensory motor development and functional skills.
• To work as part of the therapy team, assessing pupils OT needs regarding sensory, physical and self-care using both standardised and non-standardised assessments.
• To use clinical reasoning skills, to analyse and interpret assessment results in order to set appropriate therapy goals and outcome measures.
• To monitor, evaluate and modify intervention in order to measure progress and ensure effectiveness of intervention.
• To provide individual or small group therapy, as required.
• To liaise with all team members and family/carers to provide a coordinated approach and ensure occupational therapy treatment is integrated into the student’s targets that support learning and skills for daily living. This could include home visits and monitoring phone calls.
• To contribute to and / or provide training to both school staff and parents.
• To work closely with the Inclusion team, including the speech and language therapists, to ensure provision is child centered and the environment enables them to realise their potential and maximise their academic, social, physical and emotional development.
• To develop and monitor OT programmes implemented by the Special Education Teachers and Learning assistants.
• To support, advise and supervise the same.
• To assess for, advise and order specialist equipment being aware of financial implications and restrictions in liaison with reporting relationships.
• To monitor new developments in specialised equipment and communicate with the SENCO.
• To instruct those working with children how to correctly use equipment and set guidelines for its use.
• To attend school –arranged meetings for children, including IEP meetings, reviews and parent evenings.
• To use IT and other alternative methods of communication to overcome barriers to communication e.g. simple clear language, Makaton, symbols, visuals and objects.

ADMINISTRATION & MANAGEMENT

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  To manage a clinical caseload and time effectively, prioritising work as required.
• To complete and maintain accurate treatment records in accordance with the Standards of Practise set by THIS.
• To write professional reports to be shared at review meetings, and to attend review meetings where appropriate.
• To address issues of confidentiality, consent and sharing information throughout assessment and intervention according to THIS regulations.
• To be responsible for equipment used in carrying out duties, including competence to use equipment and to ensure the safe use of equipment by others through teaching, training and supervision of practice.

PROFESSIONAL

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  To be accountable for own professional action and recognise own professional boundaries, seeking advice where appropriate.
• To be aware of the sensitivity required to work closely, effectively and in a professional manner with our students, parents/ carers and other professionals.
• To respect the confidentiality, individuality, values and cultural and religious diversity of pupils.
• To undertake school induction programmes and continued professional development (CPD), including child protection and safeguarding, health and safety and risk management training.
• To participate in staff meetings, department meetings and liaison meetings with other professionals.
• To promote awareness of the role of occupational therapy within the school and home community.
• To maintain personal development through use of off- site and in-house training, contact and involvement with relevant special interest groups, attendance of CPD, and review of literature as required.
• To maintain own clinical professional development by keeping abreast of new developments within the profession and ensure that practice is based on best available evidence.
• To review and reflect on own practice and performance through effective use of professional and operational supervision.

Health and Safety

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  Emphasizes the importance of safety in all areas of the curriculum, communicating to the pupils the importance of a responsible attitude towards personal safety, the safety of others and respect for The Hamilton International School’s property and equipment
• Perform playground duties on time and with due diligence to safeguard Hamilton students
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
• Assist in implementing all policies and rules governing student life and conduct
• Ensure that, all the necessary health and safety rules and procedures are being followed
• Maintain an awareness of all the health and safety measures to be taken when in school

THIS is fully committed to students’ safeguarding and protection. The selected applicants will be required to take responsibility for promoting and safeguarding the welfare of children and young people within our school, as well as adhere to and ensure compliance with The Hamilton International School’s child protection policies and procedures.
Other duties and responsibilities Any other duties that the Principal may from time to time ask the post-holder to perform. Position Requirements Education:

• Bachelor’s Degree in Occupational Therapy from an accredited institution
• OT Certification

• Child Care and Protection

Experience: Minimum 3 years’ relevant experience Language: English is mandatory
Required Skills and Knowledge Knowledge Competencies

• Outstanding performance in counselling & wellbeing in a school setting
• Excellent communication skills and command of the English language, in spoken and written form
• Organization skills: well organized and able to prioritize, multi tasks and meet deadlines

• The ability to work on a regular and punctual basis

• Flexible and work well under pressure
• Customer service
• Critical thinking
• Ability to negotiate, persuade and motivate others

• Willing attitude to be a part of the school team

• Strong sense of professionalism
• Safeguarding and welfare of children
• A collaborative team-player with excellent interpersonal skills
• The ability to develop good personal relationships within a team
• Behaviour management

• Demonstrated competency to use computer applications related to the role, including word processing and spreadsheet applications
• Record keeping and report preparation methods
• Interpersonal skills including tact, courtesy and patience
• Customer focused
• Willingness to undertake appropriate Professional Development

Attributes

• Empathetic listener
• Integrity and confidentiality
• Internationally minded
• Emotional intelligence
• Intercultural awareness, creative
• Flexible and a can-do attitude
• Passionate about delivering quality education
• Able to command respect of pupils, colleagues and parents
• Driven by wanting to improve quality and develop the school
• Reliable with an attention to detail and a commitment to quality
• An innovator with a willingness to embrace change

Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from a manager to undertake work that is not specified in this job description. Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers. The school will endeavor to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition. This job description is current at the date shown, but, in consultation with you, may be changed by the Principal to reflect or anticipate changes in the job commensurate with the grade and job title.
As a member of the staff of THIS you will need to comply with the below:

• Compliance with the school's Vision, Mission and Policies
• Positive Professional Relationship with all staff members are maintained.
• Contact with students is on a strictly professional basis with the physical and emotional safety of students being of paramount importance.
• The hours of work as arranged with the principal are strictly followed.
• This position entails working with information, much of which is held in confidence. Under no circumstances is this confidentiality to be compromised.

Preferred Requirements:

• Qualifications & experience in areas relating to Inclusive Education
• Qualifications in Occupational/Speech & Language/Behaviour/Music Therapy

Important Note: ISP is committed to safeguarding and promoting the welfare of students and expects all staff to share this commitment. Successful applicants will have to provide Criminal Background Checks for any country you have permanently lived and or worked in over the last ten years.
The International Schools Partnership The Hamilton International School is part of The International Schools Partnership (ISP). The International Schools Partnership (ISP) is a growing group of committed colleagues in financially responsible schools around the world, all of which aim to be the school of choice in their local area. Learning is at the heart of everything we do for our pupils, colleagues and parents. We are committed to getting better, all the time. ISP was founded by an experienced team of committed educationalists and commercial operators who have worked together over many years. Our growing group of private schools located in the UK, the USA & Canada, Europe, Costa Rica, Chile, Colombia, Ecuador, the United Arab Emirates, Qatar, Malaysia, Mexico and Peru educate children and pupils from 2-18 years of age. We have now expanded to 48 schools delivering multiple curricula and building on local brands and reputations with around 45,000 pupils and 7,000 staff located across the globe. We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that are able to forge successful careers and lives in a rapidly changing world. Our goal is to enable our schools as the leading school of choice in their local area. We are a truly international group working in different cultures and speaking different languages. We work across countries and cultures, too, by working with each other and with other schools and communities. At ISP we continue to engage with schools around the world who are interested in becoming part of our global group of schools and look forward to welcoming more pupils and staff to the group. All our schools:

• Help children and pupils learn to levels that amaze them.
• Inspire children and pupils to be successful now and equip them to be successful later.
• Are truly international, working in partnerships within and across regions, cultures and languages.
• Aim to be the schools of choice for children, pupils and their families, wherever we are.

The Hamilton International School is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. All shortlisted candidates and post holders are subject to appropriate International Criminal and Child Protection Background Checks or equivalent, covering the previous 10 years of employment history. The Hamilton International School recruit teachers in several ways including direct application to the school and through international teacher recruitment agencies and organizations.