Position Summary

Pride International School, Myanmar
Position Summary:
(and option of Key Stage Coordinator
with remission of teaching hours)
The opportunity
This is the general Position Description for the post of Teacher/Key Stage Coordinator in:
Key Stage 1
Key Stage 2
Key Stage 3 (English)
Key Stage 4 (English)
Key stage 1 - 4 (Humanities – History & Geography)
Key Stage 1
Key Stage 2
Key Stage 3 - 4 (English/Humanities)
There is the strong possibility that a well-qualified, experienced and enthusiastic Key Stage 1 or 2 could
be offered the role of Head of Primary, with adjustment to contact hours and salary.
About Our School
Pride ISM was inaugurated in Yangon in 2001-2002 and has a growing enrolment of currently 1000
students spread across five campuses, three for Early Childhood education, one for Primary and one for
The sister campus in Mandalay was inaugurated in March 2005 and provides a home for nursery,
kindergarten, primary and secondary education and has an enrolment of around 250, which includes a
significant number of Myanmar Chinese and Chinese.
The school year runs for 190 or so teaching days from late May to March, with an intensive exam
preparation classes for IGCSE candidates during April - May. Class size is set at 24 maximum.
Since inauguration the school has adopted a Singapore based curriculum but will transition to the UK
National Curriculum from 2014 -15 (Secondary) and 2015 – 16 (Primary).
At Secondary, subjects offered at CIE syllabi Key Stage 3 include English, Maths, History, Geography,
Science, ICT/Computing. Non –examination classes are offered in Art, Music and PE.
For Key Stage 4, Edexcel IGCSEs are currently offered in English as a Second Language, Maths, Pure
Maths, Physics, Chemistry, Biology and Economics, while some students take Accounting as independent
candidates for which they pay for private tuition.
The last Edexcel cohort will sit exams in June 2015. Cambridge ICT has already been introduced for
Secondary 3 (= Year 10) this year and will be taken for all subjects from 2016. It is also our intention to
introduce Cambridge CIE IGCSE Business Studies, Human Biology, World Literature, History and
Geography, subject to demand, for 2014-16.
In Yangon the Extra Curricular Programme comprises Photography, Art, Drama, Music, Table Tennis,
Badminton, Basketball, Football and Chess and in Mandalay features Dance, Music, Football, Taekwondo
and Basketball. There are also leadership opportunities overseas and we put back with our Community
Service programme.
Some students continue their studies at A Level, pursuing Maths, Physics, Chemistry and Economics,
with plans to introduce English Language from 2014 - 15. Results in Yangon are good: last year (2013),
96% of candidates scored 5 or more passes at IGCSE while 25% scored 5 or more A* and there is the
expectation that this success can be replicated in Mandalay.
Many students progress to universities in the UK, US, Australia and Singapore.
Our students are well behaved and highly-motivated. Their parents have invested in their child’s future
and we aim to provide the highest quality academic and holistic education which will help them and the
country move forward.
The Role
This is an excellent opportunity for a highly motivated self-starter to work alongside our management
team as we transition to the UK National Curriculum and the associated implications for staff
development, teaching method, resourcing and assessment.
We are also aiming to secure recognition by becoming a Cambridge School and are currently planning to
be one of the first schools in Myanmar to gain Council for Independent School Membership.
For these reasons our Teachers/Key Stage Coordinators must possess a flair for leadership through
forward planning, target setting, the establishment of indicative and accurate recording systems
combined with excellent interpersonal skills.
Our dedicated team of professionals put our students at the heart of everything we do and in turn we
are looking for top quality leadership to take the whole school community forward to new successes.
What we are looking for
We are a comparatively young school that has grown quickly. Our reputation is vital to our success and
we believe in providing the best value to our children and their parents.
We are therefore seeking to appoint colleagues who can:
 Demonstrate through wide knowledge and experience how the National Curriculum works and
willingly share their expertise, ideas and resources with others.
 Help local staff gain further confidence in planning for student centred and activity based
 Develop understanding and application of continuous assessment.
 Go the extra mile to help each of our students succeed.
 Readily adapt to the school and wider Myanmar culture.
 Understand that working in a different culture is as much about the post holder learning from
the environment as it is about the students learning from the post holder.
 Be a great team player, demonstrating ample empathy, patience, tolerance, goodwill…and a
sense of humour!
A degree in education or a degree in a relevant discipline and a recognized post graduate
teaching qualification.
At least 1 years’ teaching experience in a National Curriculum School.
Skills and abilities required by the position
Demonstrated experience in teaching and encouraging learners to reach their full potential and
perform to their highest capability.
Excellent written and spoken English.
Computer skills (Word, Excel, Power Point).
Special requirement
A current passport is essential.
Possess a thorough and up-to-date knowledge of the teaching or their subject and take account
of wider curriculum developments which are relevant to their work.
Consistently and effectively plan lessons and sequences of lessons to meet pupils’ individual
learning needs, differentiating to allow for and support the different levels in the classroom.
Demonstrate that they are effective professionals who challenge and support all pupils to do
their best through:
 inspiring trust and confidence
 building team commitment
 positive action to improve the quality of pupils’ learning.
Use information about prior attainment to set well-grounded expectations for pupils and
monitor/track progress to give clear and constructive feedback.
Regularly assess pupil’s work with constructive feedback that highlight areas of strength and
weakness and possible improvement: all available evidence suggests that high quality, clear,
detailed and sensitively written marking and feedback is the way to maximize student learning.
Monitor student progress regarding examination results and reports.
Record and report on the development, progress and attainment of pupils.
Secure close support and relationship with parents.
Demonstrate that they take responsibility for their professional development and use the
outcomes to improve their teaching and pupils’ learning.
Review teaching materials and teaching methods to improve the overall academic standards.
Take part in the review, development and management of activities relating to the curriculum,
organization and pastoral function of the school.
Ensure the academic integrity of the curriculum and its delivery and the monitoring of the
student outcomes at each level and subject.