Job Description

ISP Malaysia  - Tenby International School Setia Ecohill

SECONDARY EAL TEACHER

Purpose of Role

The EAL (English as an Additional Language) Teacher is responsible for the planning, delivery, and development of engaging and effective English language support across the Secondary School. The role focuses on helping students who are developing their English proficiency to build confidence in speaking, listening, reading, and writing, enabling them to access the wider curriculum and participate fully in school life. Through differentiated teaching, targeted support, and a supportive learning environment, the role aims to develop students’ communication skills, independence, and confidence in using English for academic and everyday purposes.

ISP 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. Wellbeing 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.

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.

Key Responsibilities

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.
• When teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• Demonstrate a clear understanding of appropriate EAL 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, emotional 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.
• Promote wellbeing strategies which enable children to thrive.

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.

Ø  Undertake any other reasonable requests by the Head of Secondary, Campus Principal or other line manager.

Qualifications and Experience 

• Bachelor’s Degree in Education, English, TESOL, Applied Linguistics, or a related field. A recognised teaching qualification such as PGCE, PGCEi, PGDT, CELTA, or equivalent is preferred. A Master’s degree in Education, TESOL, Applied Linguistics, or a related field would be an advantage.
• Minimum 2 years of teaching experience in EAL, ESL, English Language, or a related field, preferably within an international school setting.
• Demonstrated experience supporting students from diverse linguistic and cultural backgrounds and helping them develop their English language proficiency.
• Strong knowledge of EAL teaching strategies, language acquisition, differentiation, assessment, and curriculum planning.
• Experience in developing and delivering engaging lessons that support students’ speaking, listening, reading, and writing skills.
• A collaborative mindset, with the ability to inspire and support colleagues and students. 
• Ability to identify students’ language needs and provide appropriate targeted support to help them access the wider curriculum.
• Strong communication, interpersonal, and classroom management skills.
• A collaborative mindset, with the ability to work effectively with subject teachers, colleagues, and parents to support student progress.
• A genuine commitment to creating an inclusive and supportive learning environment that builds students’ confidence and independence in using English.

ISP Commitment to Safeguarding Principles

ISP 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.

ISP 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. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding

and Health & Safety 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.

Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.

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

ISP Commitment to Safeguarding Principles

ISP 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, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.