Specific Design Teacher responsibilities include: • Work collaboratively with other middle school teachers to plan technology-based projects and cross-curricular units. • Coordinate with the Head of Middle School and the Director of Technology to refine and implement the Design Technology strategic planning. • Lead and inspire staff to integrate technology into their lessons. • Demonstrate clear and comprehensive computer knowledge and skills. • Keep up to date with the latest developments for use in teaching and learning. • Ensure the safe use of the Design room during lessons. • Work with EBI staff and pupils in the middle school, with responsibility to introduce and develop concepts, processes and skills related to the MYP Design Technology programme. • Work with staff and pupils to introduce and develop concepts, processes and skills related to Information and Communication technology. • Support staff in their planning and use of hardware and software. • Keep up to date with the latest technology for use in teaching and learning. • Develop and run school clubs that make effective use of the range of hardware and software available to the school. • Work in close collaboration with the school’s IT administrator and the school’s director of student technology General Bloomingdale teacher responsibilities include: Planning & Preparation for Learning • Know the subject matter well. • Incorporate International Baccalaureate pedagogy. • Have a good grasp of how students learn. • Backwards plan with big ideas, essential questions, knowledge, and skill goals. • Plan on-the-spot and unit assessments to measure student learning. • Design lessons that target multiple learning needs, styles, and interests. Classroom Management • Foster positive interactions and teach useful social skills. • Have a repertoire of discipline “moves” that can defuse most behavior problems before learning is impacted. • Capture and maintain most students’ attention. • Maximize academic learning time through coherence, lesson momentum, and smooth transitions. Delivery of Instruction • Activate students’ prior knowledge and hook their interest in each unit and lesson. • Use clear explanations, appropriate language, and examples to present material. • Orchestrate effective strategies, materials, and classroom groupings to foster student learning. • Have students think about, discuss, and use the ideas and skills being taught. • Differentiate instruction to accommodate most students’ learning needs. Monitoring, Assessment, and Follow-Up • Provide clear criteria for proficiency, including rubrics and exemplars of work. • Frequently check for understanding and give students helpful information if they seem confused. • Have student set goals, self- assess, and know where they stand academically. • Take responsibility for students who are not succeeding and get them extra help. • Reflect on the effectiveness of teaching/learning and how to improve it. Professional Responsibilities • Complete paperwork, duties, and assignments accurately and punctually. • Demonstrate professional demeanor and maintain appropriate boundaries. • Be ethical and above-board, use good judgment, and maintain confidentiality with student records. • Collaborate with colleagues to plan, share teaching ideas, and look at student work. • Seeks out effective teaching ideas from colleagues, workshops, and other sources. • Willing to participate beyond the academic program