Fountainhead School runs on the strength of its people. Our goal at Fountainhead is to develop the human potential consistent with the stated policies and priorities of the school, in its continuing effort to become and remain an institute of excellence in education.
Education is a field so heavily human resources dependent that as a school we put in our maximum energies and efforts in recruiting, training, enhancing performance and assessing our staff. The following processes are followed:
- Manpower Planning involves the identification of the need for different categories of faculty and staff members at various levels over a period of time.
- Recruitment seeks to translate manpower needs into positions at appropriate levels with suitable compensation packages to attract and retain personnel.
- Training & Development seeks to improve the knowledge and skills of faculty and staff through a variety of internal and external human resource development efforts, such as orientation programs, workshops, and professional development activities, in order to achieve higher levels of performance (details in another page).
- Personnel administration includes activities like establishment, welfare programs and personnel records, etc.
- Evaluation of performance is an important dimension. Career advancement takes place through the processes of evaluation. Evaluation systems are designed to motivate people to perform better. Incentives are based on evaluation.
Growth Path for Teachers
- Trainee Teacher
- Assistant Teacher
- Homeroom Teacher
- Grade Level Coordinator
- Center Coordinator (Early Years, Primary or Middle)
A new entry could be at any of the positions above depending on the experience and quality of the personnel. A fresher teacher would typically start as a Trainee Teacher. The teachers will move ahead in the growth plan taking into account their performance and growth of the school, under the supervision of the PYP Coordinator & Head of School.
Job Description of a Teacher
||Class Teacher / Specialist Teacher
||Coordinator or Director, where there is no Coordinator
||Acts as a facilitator to enable learning process. The teacher will determine the strength, weaknesses and proclivities of each student with regard to specific intelligence.
|Key Competency Requirements
- Excellent communication skills and articulate.
- Displays the ability to train students.
- Passionate about inculcating good values in students.
- Mentoring and coaching skills.
- Good planning.
- Time management, complete tasks on time, quick response time and prioritize tasks.
- Detailed approach to activities look at all finer aspects and dwells deep into a topic / task.
- Displays patience, maturity and use good judgment in situations and decision making.
- Be a role model.
- Good technology inclination and computer literate.
- Good written communication skills.
- High implementation capability.
- Thinks out of the box and provide creative ideas.
- High energy, initiative and drive.
- Possess basic knowledge of Microsoft Windows Windows XP/2000 and Microsoft Office products like Word, Excel, PowerPoint and Outlook.
- Understand how to store and retrieve data using various storage media like floppy, CD, hard drive and using the print media.
- Be able to gather information on the Internet using search engines and send and receive the information through e-mail or other online media.
- Plans and implements a program of instruction that adheres to the school philosophy, goals and objectives as outlined in the adopted course curriculum.
- Makes purposeful and appropriate lesson plans that provide for effective teaching strategies and maximize time on task.
- Lesson plans must integrate offline and online learning.
- Identifies specific intelligence proclivity of child and organizes individual centric learning.
- Creates a classroom environment conducive to learning by employing a variety of appropriate teaching strategies.
- Encourage student enthusiasm for the learning process and the development of good learning habits by assigning individual and group project-based studies.
- Provides progress and interim reports as required.
- Prepares substitute folder containing appropriate information as required by the Coordinator.
- Recognizes learning problems and makes referrals as appropriate.
- Demonstrates a strong grasp of subject matter.
- Uses effective oral and written expressions.
- Provides guidelines for substitutes.
- Plan and participate in projects, experiments, field-trips, day and overnight camps in School and outside School, and any other such activity that promotes integrated learning.
- Keeps current in subject matter knowledge and learning theory and is willing to share this knowledge for continual improvement of the curriculum.
- Assists in the ongoing curriculum revision process, including the revision of written courses of study, and provides regular feedback.
- Becomes acquainted with supplemental services beneficial to students as an extension of regular classroom activities.
- Develops, in accordance with guidelines, stipulated rules of classroom behavior and appropriate techniques that are consistently applied.
- Takes necessary and reasonable precautions to protect students, equipment, materials and facilities.
- Provides for the supervision of assigned students when circumstances require a brief absence from the assignment.
- Acts as a role-model to the students and as a brand ambassador of the school. She/he will uphold the highest standard of personal conduct in private and school life. This will be in consonance with the School Code of Ethics as mentioned in the Code of Conduct Manual.
- Upholds and enforces board policy, administrative procedures, and rules and regulations, and is supportive of them to the public.
- Maintain appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
- Conducts Curriculum and Parenting workshops for Parents as and when required.
- Conduct Home Visits to the houses of every child in your class up to twice a year to understand the child’s home environment and to establish a rapport and comfort level with every child’s parent and other family members.
- Planning and participating in School activities such as the annual day, sports day, special days, and other activities planned out for the benefit of the children and the society at large.
- Strives to communicate the positive aspects of the School program to the public in word and deed.
- Works cooperatively with parents and the community to strengthen the learning program for their children.
- Establishes and maintains cooperative relationships with other staff members.
- Attends staff meetings, parent meetings and all functions, being aware that they may take place outside hours.
- Evaluates accomplishments of students on a regular basis using multiple assessment methods, such as teacher made tests, samples of students work, mastery skill check lists, criterion-referenced tests and norm-referenced tests.
- Prepare detailed assessment reports of each child up to 4 times a year.
- Conduct one-on-one Parents-Teacher conference at least twice and up to four times a year.
- Makes appropriate adjustments in the instructional program as required by the coordinator.
- Respects the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics.
- Commits to at least 21-mandatory days of training through the year and takes up the responsibility of ensuring the same.
- Continues professional growth through attendance at workshops, seminars, conferences, and/or advanced course work at institutions of higher learning.
- Maintains membership in appropriate professional organizations.
- Cooperates with the administration in planning appropriate in-service training program at the School or at any appropriate learning institute all over the world.
- Attends staff, department, and committee meetings.