The ADvTECH Schools Division leads the private sector in the field of education, contributing meaningfully towards the sustainable development of human capacity in South Africa.

• To establish and further extend students’ basic foundations and to guide them toward developing abstract thought and successfully completing independent work across all the areas of their various curricula.
• To build and maintain relationships with students, parents and colleagues to foster positive interaction and promote student retention.
• To implement and maintain a diverse and inclusive learning environment and culture that embraces future-focused education. One in which students are motivated, inspired and challenged. Uses a range of relevant and recognised approaches to maximise the personal, physical and emotional development of every student in a safe and holistic environment.
• To demonstrate strength of character, integrity and professionalism at all times. To communicate and collaborate with all members of the learning community in a positive, respectful, and open-minded way.
• To continually undertake personal inquiry, reflection and action to inform their practice and understanding of teaching and learning and remain abreast of global education trends.

• Keeps abreast of future focussed educational trends in the Intersen Phase, academics intentionally incorporating them into teaching and learning practices aligned with Crawford Pillars
• Implements the school curriculum and other teaching strategies in planning for challenging, engaging, inspiring, relevant and differentiated learning locally and globally
• Plans, prepares and delivers lesson to meet the needs of individuals or groups of students to enable them to progress incrementally as part of personalised learning journey
• Enriches teaching and learning by including frequent use of technology and additional learning resources as well as engaging and stimulating teaching practices.
• Prepares and/or ensures classrooms are appropriately set up in accordance with lesson plans and 21ST Century learning practices aligned with future focused skills.
• Ensures effective academic and emotional support to enhance teaching and learning.
• Collaborates, plans , liaises and reflects with different members of the learning community.
• Assist with additional offerings, duties, extra-murals and events taking place at the school
• Participates in, embeds and applies professional development tools, strategies and pedagogical approaches.
• Shows an ongoing commitment to “lifelong learning” and remains informed on current relevant practice and is readily available to attend appropriate development/training.

• Assesses and records students progress continuously and systematically and keeps records up to date in a mark book/ personal file, STASY, forming an in depth knowledge of each student in the class.
• Meets academic standards as defined by Central Academics and Crawford International Academic strategy.
• Assesses and monitors student performance and progress, using data driven decision making and defines next steps in the personalised learning journey. Integrates this information into future planning.
• Undertakes, teaching and learning assessment of students as required by Academics Department as well as Crawford International assessment expectations.
• Completes various reports for parents, Principals and/or Academics Department throughout the year (STASY, Inquiry Units, Other)
• Participates in the moderation and standardisation process, of formal assessments. Participate in team marking, clusters and IEB moderation as required.

• Manages student behaviour in the classroom by establishing rules, essential agreements and procedures as expected behaviours.
• Promotes personal, social, physical and emotional well-being of individual students, groups of students, through mentorship program.
• Provides guidance and advice to students and parents.
• Identifies students who may have barriers to learning and inform the appropriate people to initiate the next steps to support individual progress.
• Provides information and contact details of experts who can further assist and provide support to students if all other avenues have been exhausted with little success.
• Informs relevant staff and parents regarding the support being offered and the action plan to be followed.

• Knows and demonstrates the Crawford International mission statement and embracing Crawford International DNA.
• Acts as a role model with regard to work ethic, attitude and professionalism, Embracing the Crawford DNA
• Continually contributes to the sustainability and effective operation and management of the school.
• Assists with additional offerings, duties and extra murals, assemblies and other events taking place across Crawford International. Attends and supports a range of school activities and events.
• Promotes the ethos of the school and Brand both internally and externally and is readily available to market the school at Open Days, exhibitions etc
• Contributes to the professional development of new teachers and student teachers/ interns as required.
• Submits articles for newsletters or School magazine/ yearbook, social media or other as requested.
• Monitors student multiform and maintains agreed expectations with respect to the Crawford International code of conduct.

• Adheres with the requirements of the timetable and ensures its effective implementation in their classes.
• Plans for excursions by obtaining all the relevant approvals and liaises with service providers, as necessary.
• Keeps and maintains the Crawford International learning space as dynamic learning environment.
• Where applicable, conduct inventory activities of consumables and equipment to monitor usage and ensure availability as required. Repair and replacement
• Advises Principal and management team if substitution is required and assists with substitution as requested.

• Actively observes and supervises children in playing and activity areas as appropriate.
• Applies medical support , as a first-aid trained staff member, as prescribed or as/ when the medical condition/ situation requires action ensuring that any incidents are duly reported to Management and parents via the stipulated channels.
• Observes and scrutinises the classroom and playing areas for dangerous / hazardous objects or circumstances, removes/ tapes off hazards where possible and immediately reports safety issues to the school leadership team.
• Continuously creates awareness of personal safety and social issues amongst students,

• Demonstrated planning and organisation skills with superior detail orientation.
• Exceptional interpersonal skills with excellent written and verbal abilities and professional presentation skills
• A proven track record of managing professional relationships with maturity and high EQ
• The incumbent must present themselves professionally and in alignment with the brand message.
• Professional time management is a minimum requirement of the role.
• Demonstrated evidence of the ability to think critically and problem solve appropriately.
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• Commercial Aptitude - Understanding the bigger picture and all the facets incorporated into leading a school.
• Strategic Thinking - Ability to create strategic plans that sets the school up for a sustainable future.
• Execution - Understanding how to translate strategic plans into day-to-day executable activities.
• Customer Orientation - Patience and understanding of what parents and students want and need, and how best to facilitate these.
• Collaborative Relationships - Respect for peers and the ability to build collaborative partnerships with other senior leaders, vendors, suppliers and customers.
• Decision Making - Ability to make data-rich, informed decisions, and proactively taking advantage of opportunities as they arise.
• Capability Building - Ability to coach and provide feedback and guidance. The ability to actively develop others and have difficult conversations as needed.
• Performance Leadership - Unites people behind a strong vision and leads the team in executing on goals and achieving stretch objectives.
• Interpersonal Effectiveness - Aware of how their actions impact others’. Ability to influence others and build relationships 

• Degree (NQF level 6) and PGCE or B.Ed (Intermediate/ Intersen or Senior Phase or Foundation Phase)
• Willingness to be a generalist rather than a specialist when teaching
• Honours degree with specialisation in an educational sphere or subject specific area
• IB PYP Training
• Police Clearance
• Valid SACE certificate
• Valid Driver’s Licence

• Strategies and tools to support delivery of Global Competencies, Inquiry-based Learning and Computer and Digital Literacy

• 3-5 years Teaching Experience.
• 1 year Teaching internship (at Principal’s discretion)