International Schools Partnership Careers

A Great Learning Opportunity Awaits You in Malaysia 

Tenby International School, Tropicana Aman (TTA) is proud to be part of the International Schools Partnership (ISP) a fast-growing global schools’ group in six clusters across the world; Europe, Mexico & Central America, the Middle East, South America, Southeast Asia and the USA. Our regional cluster includes other Tenby schools across Malaysia. 

About Us 

Opening in 2018, TTA is on a purpose-built campus located in an attractive green setting in a suburban area of Tropicana Aman, just outside of Kuala Lumpur. With currently 500+ students on role, age 3 -16 across primary and secondary, our vibrant and dynamic school continues to grow and has already fostered a happy atmosphere and strong sense of community. 

Our primary school follows the National Curriculum for England, incorporating the International Primary Curriculum (IPC) thematic approach in teaching and learning activities. Learning in Early Years focuses on the Early Years Foundation Stage (EYFS) Development Matters before the children progress through Key Stages 1 and 2. In our secondary school the National Curriculum for England is delivered at Key Stage 1 leading up to IGCSE. We offer a wide range of IGCSE subjects and are an accredited centre for CAIE, Oxford AQA and Edexcel. 

We believe in fostering active engagement in learning, celebrating character strengths and developing authentic leadership skills. We enable students to become happy learners and develop into innovative thinkers, confident young adults, and life-long learners. Our students develop resilience, a growth mindset and deep character strengths that allow them to flourish in an ever-changing world. 

As a teacher you will be a valued member of our school community supported by our leadership team and other learning clusters and networks, both regionally and globally. The school has access to a global Learning Hub. 

We require an enthusiastic and energetic teacher with a growth mindset to create exciting and creative learning experiences in a vibrant environment. There is a possibility of additional leadership for suitably qualified and experienced candidates. 

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.   

General Expectations  

• Set high expectations which inspire, motivate and challenge pupils 
• Establish a safe and stimulating environment for pupils, rooted in mutual respect 
• Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions 
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.  

Pupil Progress  

• Promote good progress and outcomes by pupils 
• Be accountable for pupils’ attainment, progress and outcomes 
• Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these 
• Guide pupils to reflect on the progress they have made and their emerging needs 
• Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching 
• Encourage pupils to take a responsible and conscientious attitude to their own work and study.  

Curriculum  

• Demonstrate good subject and curriculum knowledge 
• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings 
• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship 
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English. 
• If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics 
• If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.  

Teaching and Learning  

• Plan and teach well-structured lessons 
• Impart knowledge and develop understanding through effective use of lesson time 
• Promote a love of learning and children’s intellectual curiosity 
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired 
• Reflect systematically on the effectiveness of lessons and approaches to teaching 
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).  

Meeting the Needs of all Pupils  

• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively 
• Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these 
• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development 
• Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.  

Assessment  

• Make accurate and productive use of assessment 
• Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements 
• Make use of formative and summative assessment to secure pupils’ progress 
• Use relevant data to monitor progress, set targets, and plan subsequent lessons 
• Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.  
• Report to parents in line with school guidelines.  

Behaviour and Safety  

• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy 
• Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly 
• Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them 
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.  

Wider professional responsibilities  

• Make a positive contribution to the wider life and ethos of the school 
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support 
• Deploy support staff effectively 
• Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues 
• Communicate effectively with parents with regard to pupils’ achievements and well-being in accordance with school guidelines. 
• Fulfill the working hours stated in the Employee contract.  
• Undertake any other reasonable requests by the Headteacher or other line manager. 

Tenby Principles 

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Well-being and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.  

Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others. 

Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community. 

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement. 

ISP Leadership Competencies  

You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do. 

1.Collaboration. Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues to solve problems and maximize opportunities. 

2.Learning & Getting Better. Continually demonstrates personal commitment and passion for learning and getting better using evidence and feedback; supporting others in their continual learning, development and growth. 

3.Innovation Leadership. Is good at creating an environment where ideas for learning initiatives and services are generated and is able to motivate and inspire others through the process of creation through to completion. 

4.Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs. 

5.Resilience. Can deal with setbacks and challenges calmly and effectively 

.6.Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families. 

7.Integrity & Ethical Management. Has the ability to work ethically and with integrity; helps others feel valued; upholds and models the ISP Vision, Purpose and Principles. 

8.Leading & Inspiring Others. Supports, encourages and inspires students, colleagues and teams so that they give their best. 

9.Understanding People. Is a very good judge of talent, can objectively articulate the strengths and motivations of people inside or outside the organisation. 

10.Influencing & Communication. Consistently informs, influences and inspires students, parents and colleagues through timely and effective communication. 

11.Agile. Responds and adapts to changing circumstances; manages and solves problems by providing solutions in a climate of ambiguity. 

12.Strategic, Commercial & Financial Awareness. Has the ability to apply understanding of the business and industry to improve effectiveness and profitability. 

13.Planning & Decision Making. Makes decisions on the best course of action and then plans, organises, prioritises and balances resources to achieve the desired outcome 

14.Diversity & Equity. Has the sensitivity, awareness and skill to understand the values, behaviours, attitudes and practices across cultures that supports all children and adults to learn and work effectively. 

Safer Recruitment 

The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years employment history. 

Tenby Commitment to Safeguarding Principles 

Tenby is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history. 

Interviews 

Initial interviews will be carried out face-to-face whenever possible. 

HOW TO APPLY 

The closing date is 30th November 2024 but interested candidates are strongly encouraged to submit their applications as soon as possible as interviews may be arranged before the deadline. 

Candidates are invited to send in a letter of application including the reasons for applying to Tenby Schools together with a comprehensive CV, a recent passport-size photograph and contact details of three referees (one of which must be from your current school) 

We follow safe recruitment practices which are aligned to the recommendations of the International Task Force on Child Protection. We hold ourselves to a high standard of effective recruiting practices with specific attention to child protection. All appointments are subject to an interview, identity checks, criminal record checks, and successful references. 

(Please check your Junk Folder for emails and add tenby.edu.my to your safe sender's list. Only applicants short-listed for an interview will be notified.)