NOREEN SYLVIA WANJIRU WAMBUGU

The role of a Year 5 class teacher involves various responsibilities related to the education, development, and well-being of students in the fifth grade.

My main responsibilities are:

Classroom Management:

• Establish and maintain a positive and inclusive classroom environment.
• Set clear expectations for behaviour and create a structured and supportive atmosphere.
• Address behavioural issues promptly and implement appropriate discipline strategies.

Individualised and collaborative learning:

• Recognise and address the diverse needs of students and group them accordingly.
• Differentiate instruction to cater to various learning levels, needs and abilities.
• Recommend and provide additional support or challenges as needed.
• Learners engage in think-pair-share group activities, discussions and projects with the aim of achieving a shared understanding of the subject matter.
• Parent and Guardian Communication:
• Communicate regularly with parents or guardians about students' progress and behaviour.
• Organise and participate in parent-teacher conferences.
• Collaborate with parents to support students' learning and development.

Professional Development:

• Stay informed about educational best practises and changes in curriculum.
• Attend workshops and training sessions to enhance my teaching knowledge, skills and understanding.
• Collaborate with colleagues to share ideas and strategies.

Counselling and Support:

• Offer guidance and support to students facing academic or personal challenges.
• Collaborate with the school's support staff, such as counsellors and special education teachers, to address individual student needs.

Extracurricular Involvement:

• Engage students in extracurricular activities or projects to enhance their overall learning experience.
• Encourage participation in school events and activities.

Team Collaboration:

• Work collaboratively with other teachers, administrators, and support staff.
• Participate in grade-level or school-wide planning and decision-making.

Assessments:

• Offer continuous assessments such as CAT4, NGRT, and the End of Year Progress Test to determine student progress.
• Use data for teaching and learning. Monitor student progress and adjust instruction as needed.
• Incorporate feedback from these tests into future instruction.
• Provide additional support for gifted and talented, emerging and needy students.

As PSHE (Personal, Social, Health, and Economic) leader, I work hand in hand with the elementary pastoral leader and the Designated Safeguarding Lead (DSL) to promote the overall well-being and development of students.

My main responsibilities are:

Curriculum Development, Review, and Implementation:

• Designing, reviewing, and updating PSHE and RE curriculum to ensure it meets students' needs and aligns with current educational standards, and implementing necessary changes.
• Integrating age-appropriate content related to personal development, social skills, health education, and economic awareness can help learners grow and thrive in various aspects of their lives.

Training and Professional Development:

• Providing training and support for teachers to effectively deliver PSHE lessons.
• By being a member of PSHE Association, keep up with the latest educational trends and research in PSHE to improve teaching techniques. This helps the teaching team stay informed, up-to-date, and better equipped to provide high-quality education to their students.

Assessment and Evaluation:

• Developing methods for assessing students' progress in PSHE, including creation of appropriate evaluation tools
• Analysing data to assess effectiveness of PSHE programmes and making recommendations for improvement.
• Contributing to the development of school policies related to PSHE and RE, including handbooks, and ensuring they are in line with the stipulated national curriculum.

Promoting life skills:

• Integrating life skills education into the curriculum to prepare students for personal and professional success
• Emphasising critical thinking, decision-making, communication, and problem-solving skills.

Community Engagement:

• Facilitating communication and collaboration between the school, parents, and the broader community regarding PSHE initiatives such as community service
• Organising events, workshops, or presentations that involve the community in supporting students' personal and social development.

Supporting Student Well-Being:

• Implementing strategies to support mental, emotional, and physical well-being of students
• Addressing issues such as bullying, peer pressure, and mental health within PSHE framework
• Creating, administering and analysing student wellbeing surveys and Pupil Attitude towards self and school (PASS) tests to identify learners in need of extra pastoral support.

As a wellbeing leader, I promote and support employee wellbeing through the development, implementation, and monitoring of initiatives that will engage employees, enrich their physical and mental health and wellbeing, and continue to cultivate a healthy performance working culture in the long term.

My main responsibilities are:

Whole School Mental Health Advocacy:

• Raise awareness about mental health issues among students and teachers.
• Implement programs, theme days, and initiatives to promote positive mental health.

Education and Training:

• Conduct workshops and training sessions on mental health and wellbeing.
• Educate students about the available support system and coping strategies.

Monitoring and Evaluation:

• Regularly assess the effectiveness of wellbeing programs.
• Collect and analyse data related to student wellbeing through wellbeing surveys.

Professional Development:

• Promoted teacher wellbeing through professional development programmes.
• Established resources and workshops on stress management and work-life balance.

Creating a supportive environment:

• Foster a positive and supportive school and class culture.
• Implement policies that prioritise wellbeing of teachers.

Promoting a Healthy Work-Life Balance:

• Encourage practises that promote healthy work-life balance.
• Provide resources for time management and stress reduction.

Monitoring staff well-being:

• Keep track of teacher morale and wellbeing.
• Implement strategies to identify and address potential issues.
• Established theme days such as whole school fun days, Zumba mornings, wellness week to support well being initiative.

Collaboration with Wellbeing Leads:

• Work closely with student wellbeing lead to create a comprehensive approach to wellbeing within the school community.
• Create a positive and supportive learning environment to contribute to the overall success and wellbeing of students and teachers alike.

As a year 3 class teacher, my responsibility was to teach and develop pupils learning and behavioural attitudes, recognising their educational needs, and achieving the highest possible standards for each child within every area of the curriculum.

Below are my key aspects of my role as a year 3 class teacher;

Curriculum planning and delivery:

• Designing and implementing lesson plans that align with the curriculum for Year 3
• Providing a variety of learning experiences to cater to different learning styles.
• Delivering lessons in an engaging and age-appropriate manner giving learners room for problem solving skill and embrace making mistakes as a form of learning.

Assessment and Evaluation:

• Conducting regular assessments to evaluate students' progress.
• Providing feedback to students and parents on academic performance.
• Identifying students who may need additional support or enrichment.

Classroom Management:

• Establishing and maintaining a positive and inclusive classroom environment where learners can express themselves freely
• Implementing effective behaviour management strategies
• Encouraging positive social interactions among students.

Communication:

• Communicating regularly with parents to keep them informed about their child's progress.
• Attending parent-teacher conferences and meetings.
• Collaborating with other teachers and school staff to support the overall educational experience

Differentiation:

• Tailoring instruction to meet the diverse needs of students.
• Providing additional support or challenges for individual students as needed.

Professional Development:

• Engaging in ongoing professional development to stay informed about new teaching strategies and educational trends
• Collaborating with colleagues to share best practises

Record Keeping:

• Maintaining accurate records of student's academic performance and behaviour.
• Keeping track of attendance and other relevant data

Parental Involvement:

• Encouraging parental involvement in their child's education.
• Providing resources and guidance for parents to support their child's learning at home.

Special Education:

• Collaborating with special education teachers to support students with special needs
• Implementing accommodations and modifications as necessary

Professionalism:

• Adhering to professional standards and ethical guidelines.
• Being a positive role model for students.

Health and Safety:

• Ensuring the well-being and safety of students in the classroom.
• Following school policies and procedures related to health and safety.

MILEPOST 1 AND 2 LEADER

INTERNATIONAL PRIMARY CURRICULUM

YEAR 4 CLASS TEACHER

My main roles were:

• Plan, prepare and use schemes of work, lesson plans and instructional materials that facilitate systematic and active learning in classroom environment
• Manage student behaviour in and out of classroom by providing rules that should be observed in class and ensuring students understand why it's important to follow them
• Encourage and monitor progress of individual students and use this information to adjust teaching strategies to cater for each student learning needs
• Communicate necessary information and feedback regularly to students, colleagues and parents regarding student progress and student needs
• Was open to positive criticism, observation and feedback from colleagues and other professionals in school to help improve and make necessary changes to become a better teacher
• Maintain a positive and effective learning environment by preparing inclusive lessons that cater to a wide range of student's abilities and interests
• Setting of realistic and challenging academic standards of student performance
• I learned to work and take advantage of the rich multi-cultural diversity at Oshwal Academy Mombasa
• Handle learners from different cultural backgrounds with respect and appreciation
• Receive and provided feedback to teachers as a result of careful monitoring and evaluation of the learning activities undertaken and appraisals
• Prepared English language and International Primary Curriculum schemes of work, topic maps and lessons plans in year 4
• Used appropriate methods and teaching aids to attain lessons objectives
• Arranged test materials and assessed learner's progress through regular assessment test and reports
• Helped pupils to be responsible for their own belongings, encouraged pupils to improve their independence and reinforced school's core value of 'responsibility' through practise
• Maintained discipline amongst pupils at all times by using different behaviour intervention strategies, one of which was good-to-be green programme implemented in class
• Made educational aids and learning displays for classroom to show case learner's work through classroom board displays
• Promptly attended training sessions, courses, and staff meetings
• Diligently attended to children's general welfare, including basic first aid, personal needs and personal hygiene
• Supported emmerging learners by providing extra time to them, offered clarification, and assisted them to effectively manage their time more appropriately.

My main roles were:

• Developed, motivated and led all staff to achieve school-set professional standards
• Ensured all policies were kept up-to-date and worked closely with teachers and trustees
• Ensured that all responsibilities delegated by head teacher were carried out
• Ensured that school premises were fit for purpose and taken well care of
• Led in design and implementation of curriculum which inspired and engaged all pupils
• Ensured consistent and continuous school-wide focus on pupil assessment and achievement, using appropriate data and benchmarks to set, monitor and evaluate individual pupil progress
• Work to provide information on all aspects of school, its progress and intended development, and promotions within wider community
• Active team member within school programme.

My main roles were:

My role as a class teacher extended beyond delivering lessons in class; it involved creating a nurturing and inclusive learning environment, fostering positive relationships, and contributing to the holistic development of each student.

My main roles were:

Curriculum Delivery: Planned and delivered lessons in accordance with the curriculum, ensuring that the content was engaging and met the learning needs of students.

Facilitation of Learning: Created a supportive and interactive learning environment where students felt encouraged to participate and ask questions.

Discipline: established and enforced classroom rules and expectations to maintain a positive and respectful learning atmosphere.

Behavioural Management: Addressed behavioural issues promptly and implemented strategies to promote positive behaviour among students.

Testing and Grading: Designed and administered assessments to evaluate students' understanding of the material and provided constructive feedback.

Progress Monitoring: Kept track of individual student progress and identified areas where additional support was needed.

Differentiation: Recognised and address diverse learning needs by employing differentiated instruction to accommodate various learning styles and abilities.

Counselling: Provided guidance and support to students facing academic or personal challenges.

Parental Involvement: Communicated regularly with parents or guardians and updated them on their child's progress, behaviour, and any school-related concerns.

Collaboration: Worked with other teachers, staff, and administrators to ensure a cohesive and collaborative educational experience.

Student Guidance: Acted as a mentor to students, offering guidance on academic and personal matters.

Role Model: Demonstrated positive values and behaviours to serve as a role model to my students.

Continual Learning: Stayed informed about educational trends, new teaching methodologies, pedagogies and undergo professional development to enhance teaching skills.

Reflective Practise: Engaged in self-reflection and seek feedback to continuously improve teaching methods.

Support for Challenges: Assisted students during challenging situations, such as personal crises or academic difficulties.

Referral: Identified and referred students to appropriate support services when needed.

Community Engagement: Fostered positive relationships with the community to enhance the overall educational experience.

My main roles were:

• Performed the teacher role in the most effective manner
• Performed those administrative duties associated with their teaching
• Advised and assisted students to develop their educational programmes and made them aware of the facilities the Institute provides
• I was responsible for my own professional development
• Determined and implemented a pastoral care programme for the pupils.
• Assessed submitted class assignments, determined grades, and reviewed work with struggling students to boost success chances.
• Collaborated with specialists to meet the needs of English as an Additional Language (EAL) and emerging students requiring extra support.
• Taught subject matter based on information compiled from textbooks, online sites, and other educational materials.
• Leveraged diverse learning strategies to prepare students for higher-level education requirements.
• Assessed student comprehension through regular quizzes, tests, and assignments.

My main roles were:

• Developed and fostered the appropriate skills and social abilities to enable the optimum development of children according to age, ability and aptitude
• Planning and delivering lessons, setting and marking assignments
• Working as a team member within the wider school staff and liaising with other relevant individuals, such as educational psychologists
• I liaised with parents and participated in meetings
• Organized and participated in extra-curricular activities for drama group
• Demonstrated communication and interpersonal skills by my professional interaction with students, parents, other teachers, administrators, and other school personnel
• I was available to students and parents for academic meetings according to system policies
• Facilitated home-school communication by such means as holding meetings, telephoning, and sending written communications.