Secondary School Teacher

Position Title Secondary School Teacher Department Secondary Sub - Function Grade Across Secondary Location Kolkata Reporting To Secondary Principal Number of direct reportees

Job Objective The Secondary Subject Teacher is responsible for designing and delivering high-quality, engaging and suitably challenging learning experiences in a specific subject area. Guided by the Cambridge and IBDP guidelines and frameworks, RPGIS’s mission, vision and values, the Subject Teacher ensures that teaching is inquiry-driven, concept-based and in alignment with the subject guides and guidelines of the Cambridge and/or IBDP. The Subject Teachers collaborate with subject department colleagues, librarian, student support team and coordinators to support student learning, maintain assessment rigour and foster holistic development across the Primary School.

Roles reporting to the Position

Primary Responsibilities Curriculum and Learning Design Collaboratively plan, design and implement learning experiences in your subject area, aligned with the Cambridge, IBDP and RPGIS curriculum standards and unit planners. Apply inquiry-based, concept-driven, interdisciplinary, and disciplinary teaching practices. Differentiate instruction to meet the needs of diverse learners. Incorporate developmentally appropriate technology, resources, and materials to enhance teaching and learning. Contribute to curriculum review, updates and innovation in your subject area. Ensure curriculum design and unit planning are aligned with international benchmarks and global educational standards. Foster critical thinking, academic integrity, and independent learning among students. Demonstrate expertise in inquiry-based, concept-driven pedagogy consistent with Cambridge and IB frameworks.

Assessment and Documentation Provide meaningful opportunities to assess for (formative), of (summative) and as (self/reflection) learning in line with the RPGIS assessment policy. Monitor, document and report student progress through trackers, portfolios and formal reports. Analyse student performance data to inform teaching strategies and interventions. Provide constructive feedback to support student reflection, improvement and growth. Implement formative and summative assessment strategies aligned with IB/Cambridge assessment criteria. Use data and analytics to track, support and enhance student progress. Demonstrate competence in IB documentation, reporting and moderation procedures.

Collaboration and Professional Practice Work collaboratively within and across grade levels to improve student learning. Co-plan and co-teach where appropriate to support teachers and student learning. Participate in subject-specific, grade-level and whole-school meetings. Mentor and support colleagues in effective subject-specific teaching strategies. Maintain professional relationships with colleagues, students and parents, demonstrating the values and ethos of RPGIS. Actively participate in professional learning communities and contribute to collaborative school development. Demonstrate experience in mentoring, team collaboration, and cross-disciplinary initiatives. Exhibit cultural sensitivity and effectiveness in international and diverse school environments.

Student Wellbeing and Supervision Ensure a physically and emotionally safe learning environment for students and colleagues. Act as homeroom advisors in charge of pastoral care and parent communication Supervise students during class, breaks, lunch, co-curricular activities, field/school trips, and school events. Support positive behaviour management in line with school policies. Contribute to students’ social, emotional and ethical development. Demonstrate proven pastoral care experience, ideally as a homeroom or advisory teacher. Engage in student wellbeing, SEL (Social Emotional Learning), and mindfulness initiatives. Actively promote inclusivity, equity, and diversity in the classroom.

Family and Community Engagement Build strong, respectful partnerships with parents to support student learning and wellbeing. Communicate regularly and effectively with parents through conferences, meetings and written updates. Involve families in the learning journey by showcasing student work and encouraging home school connections. Participate in parent workshops, school events and community-building initiatives. Demonstrate strong communication, collaboration and interpersonal skills with parents and the wider community. Engage actively in community programs, co-curricular events, and service-learning initiatives.

Professional Development and School Contribution Stay current with best practices, educational research and developments in your subject area. Attend professional learning, workshops, conferences and training sessions as required. Participate in review and reflection of your professional practice as per the school’s appraisal process. Contribute to school events, initiatives and co-curricular activities as needed. Show evidence of ongoing professional development and participation in lifelong learning. Engage in innovative, research-based pedagogical practices. Participate in IB/Cambridge examiner training, accreditation or authorization processes (IB / CIS / NEASC / Cambridge) where relevant. Contribute to school start-up, enrichment, or program establishment initiatives.

Key Interfaces

Internal

HOS Whole School Principal Secondary Principal Programme Coordinators

External

Parents

Key Competencies Behavioural Student-Centred Mindset Collaboration & Teamwork Reflective Practice Effective Communication Adaptability & Innovation Professional Integrity Cultural Sensitivity & Inclusivity Commitment to equity, diversity, and international mindedness Reflective practitioner mindset and passion for continuous growth Commitment to whole-school initiatives and cross-disciplinary collaboration

Functional Curriculum Design & Implementation Pedagogical Expertise Learning Technology Integration Classroom Management Student Mentorship & Pastoral Care Professional Development Orientation Assessment Literacy (formative, summative, and data-driven instruction) Curriculum alignment with IB/Cambridge frameworks Supervision of Extended Essay, Internal Assessment, or CAS/TOK (for IBDP teachers) Commitment to academic excellence and student achievement in external examinations

Required Qualifications and Experience Qualifications Minimum Bachelor’s degree in Education or in the relevant subject area with a teaching qualification (B.Ed. or equivalent). Master’s degree in Education or in the relevant subject area. Certified/qualified teacher meeting recognised national or international teaching standards. Good to have Additional certifications or training in Cambridge or IB (IBDP) curriculum frameworks. Professional training in inquiry-based, concept-driven, or interdisciplinary pedagogy. Comprehensive understanding of IB philosophy, Cambridge frameworks, and global educational standards. Experience or certification as an IBDP examiner, IBEN member, or Cambridge examiner.

Experience Minimum Demonstrated experience teaching the subject at secondary level in a recognised school setting. Proven ability to design lesson plans, assess learning outcomes, and manage a classroom effectively. Minimum five years of successful teaching experience in IGCSE and/or IBDP programs. Good to have Prior teaching experience within Cambridge and/or IB Diploma Programme schools. Experience using data-driven instruction, differentiated learning, and technology-enhanced teaching. Exposure to curriculum design, student mentorship, and pastoral care roles. Proven record of student achievement and success in external examinations. Experience in Extended Essay, Internal Assessment, CAS, or TOK supervision. Participation in school accreditation, authorization, or program development processes. Leadership experience in professional learning communities or teacher mentoring. Experience in international school environments or start-up settings.