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ADvTECH leads the private sector in the fields of education and resourcing, contributing meaningfully towards the sustainable development of human capacity in South Africa through the provision of education, training, skills development and career placement services. Our purpose is to ignite a life-long passion for continuous learning and personal career dev...
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Job Purpose:
- The supervisor role will be required to observe student teachers that are studying the PGCE qualification at The IIE.
- The supervisor is required to visit a student teacher twice at a particular school. One observation will be for one lesson in the Senior Phase (Grade 7-9) and the other for Further Education in Training (Grade 10-12).
- The supervisor is required to provide developmental feedback and support the student teacher through an 8-week school based work integrated learning.
Competencies:
- Communication Skills
- Organisational Skills
- Effective Classroom Management
Minimum Education Requirements:
- A minimum of a 4-year BEd degree OR a three year Bachelor’s Degree (i.e., BSC, BCom, BA) + a PGCE.
- An Honours (NQF8) and or a master’s degree (NQF9) in Education or a related field.
Minimum Work Experience Requirements:
- A minimum of 5 years teaching experience in the associated phase (isenior phase or further education and training phase) in which they will supervise students.
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Duties
- Senior Phase Educators will plan, deliver and assess a rigorous and relevant academic programme to all students in the classes assigned in order to maximize the emotional, social and intellectual wellbeing of all students in their care. They will guide students, in important decisions on subject choices and create an encouraging learning environment which stimulates and inspires students and helps them to realize their full potential.
They will need :-
- to deliver future focused education in which students are motivated, inspired and challenged;
- to demonstrate strength of character, integrity and professionalism, at all times
- to develop and maintain constructive and ongoing partnerships with colleagues, parents, guardians and members of the community
- to communicate and collaborate with all members of the learning community in a positive, respectful and open-minded way
They will be accountable for the following specific areas of performance :-
- Academic Delivery
- Academic Assessment & Reporting
- Student Behaviour Management
- School Brand Ambassadorship
- Administration
- Health & Safety
Qualifications & Experience
- a Degree (NQF level 7) and PGCE or B. Education (Senior Phase or FET) and possibly a specialized degree if teaching into a specialist subject
- SACE certification and a police clearance are requirements
- 2-5 years Teaching Experience
- 2-5 years Specialist subject teaching, if applicable
- Computer and digital literacy
- First Aid
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Duties and Responsibilities:
Lecturing
- Lecture on Management specific programmes (must lecture on an IIE qualification) across various modes of delivery where relevant.
- Marking of assessments and feedback to students in subjects lectured. May be required to internally moderate assessments scripts that fall within their subject fields, where necessary across IIE sites of delivery.
Lecturer Development and Support
- Assist in lecturer development and support processes and procedures. This may include conducting peer reviews, facilitating workshops and one-on-one consultations.
Student Development & Support
- Championing/leading and managing academic development and support for a specific programme and its students.
- Tracking student success and implementing support interventions where required.
Research & Scholarship
- The incumbent is required to promote a culture of scholarship within their practice, discipline and campus/team and is also required to contribute towards IIE Varsity College achieving its annual research output targets.
Competencies Required:
- Superior communication (written and verbal) and organisational skills.
- Demonstrated ability to manage work and self proactively.
- Able to demonstrate a proven track record of effective teaching in subject area based on a reflective practice.
- Able to demonstrate the ability to manage relationships with managers and staff effectively in terms of motivation, quality and performance.
- Passion for Customer Service.
- Experience in the use of technology to enhance learning is an added advantage.
Minimum Qualifications Requirements:
Ideal:
Alternatively:
- South African 5 or 4-year law degree (LLB)
- Having been admitted as an attorney of the High Court of South Africa is preferable.
- Foreign legal qualifications will be considered on a case-by-case basis under exceptional circumstances.
Minimum Work Experience Requirements:
- Minimum of 2-3 years Teaching and Learning experience at a tertiary level would be preferable.
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Responsibilities will include:
- To lead as a member of the management team of the School;
- Co-ordination of the academic and timetabling programmes;
- To conduct parent interviews and respond to parental needs;
- To implement and maintain the Code of Conduct;
- Events co-ordination and management;
- Marketing, Public Relations and Advertising management;
- Student discipline;
- To develop Student Leadership
- Co-ordinate outreach programmes;
- Financial management and control;
- Driving and managing innovation, research, development and implementation of initiatives;
- Provide academic leadership and guidance;
- Project management.
Competencies required:
- An open and creative outlook to education;
- Ability to motivate and deal empathetically at all levels;
- Excellent interpersonal skills with colleagues, students and parents;
- Energetic, self-motivated and able to use own initiative
- Excellent organisational and administrative skills;
- Good communication skills;
- Conflict management skills;
- Computer literacy is imperative;
- Must be a team player;
- SACE Registration.
Requirement:
- Minimum requirement is a recognised Degree and/or 4-year post-matric Teaching Qualification.
Experience:
- Minimum 5 years Teaching and Management experience in the same or similar type of position in a similar environment
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Duties & Responsibilities:
- Presenting content in a classroom environment (contact sessions).
- Arranging for consultations with students.
- Results analysis at a modular level.
- Marking assessments and providing constructive feedback
- Employing interventions for at-risk students
- Integrating and promoting the effective use of technology in teaching and learning to enhance student engagement and academic outcomes.
- Engaging in professional development and contributing to departmental and institutional initiatives.
Competencies Required:
- Communication Skills
- Organisational Skills
- Effective Classroom Management
- Open to Development
Minimum Qualification Requirements:
- A minimum of a B.Ed. Honour’s degre OR
- Postgraduate Diploma in Education (at NQF level 8 And:
- The undergraduate qualification or postgraduate qualification must include a focus on Foundation Phase and/or Early Childhood Teaching.
Minimum Work Experience Requirements:
- Minimum of 3 years school teaching experience in the Foundation Phase required.
- Tertiary Lecturing Experience (Ideal).
- Teaching experience does not include experience gained during Teaching practice / Work Integrated Learning / Intern work or being a Teaching assistant.
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Duties & Responsibilities:
- Presenting content in a classroom environment (contact sessions).
- Arranging for consultations with students.
- Results analysis at a modular level.
- Marking assessments and providing constructive feedback
- Employing interventions for at-risk students
- Integrating and promoting the effective use of technology in teaching and learning to enhance student engagement and academic outcomes.
- Engaging in professional development and contributing to departmental and institutional initiatives.
Competencies Required:
- Communication Skills
- Organisational Skills
- Effective Classroom Management
- Open to Development
Minimum Qualification Requirements:
- B.Ed. Honours degree, or
- Postgraduate Diploma in Education (at NQF level 8), or
- Humanities/Arts/Social Sciences Honours degree. The undergraduate or postgraduate qualification must include a module on Teaching and Learning/Pedagogy and the undergraduate qualification or postgraduate qualification must include Social Sciences or component subjects like History and Geography to at least NQF level 6 (usually the 2nd year of study).
Minimum Work Experience Requirements:
- Teaching/lecturing experience in Social Sciences (or component subjects – e.g. History and Geography) in the Intermediate Phase/Senior Phase/Further Education and Training band/Higher Education band is required.
- Teaching experience does not include experience gained during Teaching practice / Work Integrated Learning / Intern work or being a Teaching assistant.
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Duties:
Lecturing
- Lecture on programmes (must lecture on an IIE qualification) across various modes of delivery where relevant
- Marking of assessments and feedback to students in subjects lectured. May be required to internally moderate assessments scripts that fall within their subject fields, where necessary across IIE sites of delivery
Lecturer Development and Support
- Assist in lecturer development and support processes and procedures. This may include conducting peer reviews, facilitating workshops and one-on-one consultations
Student Development & Support
- Championing/leading and managing academic development and support for a specific programme and its students
- Tracking student success and implementing support interventions where required
Research & Scholarship
- The incumbent is required to promote a culture of scholarship within their practice, discipline and campus/team and is also required to contribute towards IIE MSA achieving its annual research output targets
Competencies Required:
- Superior communication (written and verbal) and organisational skills
- Demonstrated ability to manage work and self proactively
- Able to demonstrate a proven track record of effective teaching in subject area based on a reflective practice
- Able to demonstrate the ability to manage relationships with managers and staff effectively in terms of motivation, quality and performance
- Passion for Customer Service
- Experience in the use of technology to enhance learning is an added advantage
Minimum Qualification Requirements:
- Masters in Information Technology or Computer Science or any related field (NQF level 9) preferable.
Minimum Work Experience Requirements:
- Minimum of 3 years Teaching and Learning experience (preferably in teaching environment)
- Lecturing experience in programming.
- Lecturing experience in databases and/or programming.
- Work experience as a software developer/ application developer/ programmer.
- Work experience as a software developer/ application developer/ mobile programmer.
Experience in one or more of the following technologies:
- NET (C#, .NET Core, ASP.net MVC, Blazor, UWP)
- JavaScript (React, Angular, etc.)
- Cloud Development (Azure, AWS, etc.)
- Mobile Application Development (Android/iOS)
- Database Systems (SQL, Oracle, NoSQL, Firebase, MongoDB, etc.)
- Operating Systems (Windows/Linux)
- Application and Development Security
- Advanced Management Of Networks
- Principles o UI and UX design
- User interface and Design
- Computer Networks
- Mobile App Scripting
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Duties and Responsibilities:
SIS System Set-up & Semester Planning
- Responsible for mapping the students to their respective assessment events per module, per intake year and per assessment event. Liasing with the Admission Officers to ensure that students that have cancelled or where pre-requisites have not been met, are unmapped from the assessment events or where modules have been added for students, that the students are mapped accordingly.
- Responsible for using the National Assessment Schedule to create a Results Tracker for each semester which includes the tracking of ICE submissions and the tracking of the detainment job. Ensure that the Results tracker is updated with any changes to assessment due dates throughout the semester.
- Responsible for running the detainment job per module and per intake year on SIS once all the cumulative formative results have been captured.
Management of Results Capture Sheets
- Responsible for creating manual Result Capture Sheets for Replacement Tests, Exams Sitting 2, Exam Sitting 3 and Discontinuation exams which involves checking the Grade Roster report on SIS for supplementary exam entry. Assessment Officers are responsible for the checking of student applications/approved concessions on the Student Hub, thereafter the RA is informed to send these for marking.
- Tracking the NQP registered students and ensuring that a separate Result Capture Sheet is generated for these students.
- Always ensure that the Result Capture Sheets (RCS) are updated should results change due to lecturers amending marks, the plagiarism policy and remarks etc. RCS need to be signed and dated as per the Assessment Strategy and Policy. Ensure that the RCS are saved electronically and filed accordingly and are readily available for audit purposes.
Results Management (Formative)
- Checking that the results indicated on the assessment scripts or the Grade Centre on Learn match that of what has been captured on the SIS by the lecturers. Capturing and publishing of all results on SIS as per the Assessment Strategy and Policy and ensuring that results are processed as per the SIS HTGs issued.
- Responsible for updating and managing the Results Tracker throughout the semester, to ensure the markings deadlines are adhered to and managed according to the timelines. Liaising with lecturers on due dates, outstanding results, marking extensions and any mark/marking errors picked up. Escalation of late marking to the Programme Manager, Deputy Head Ops/Head Ops/Head Academics. Identifying and flagging at risk lecturers prior to the marking cycles and informing the Programme Managers of any issues experienced.
- Manage the capture and release of any additional formative sittings (replacement sitting) marks under manage marks moderation.
- Liaising with the Admissions and Finance team on students that are not registered and where results therefore cannot be processed on SIS.
- Responding to Customer Relations Officers (CRO's) timeously on student result queries and ensuring that the CROs are updated on progress and resolution of these queries.
- Liaising with lecturer to collect their marked formative scripts to return and provide feedback to the students. Ensure that lecturer have made the marked online formative assessments available to view on Learn.
- Responsible for checking that the ICE results captured by the lecturers on the SIS have been captured correctly by the lecturer.
- Responsible for checking that all formative assessments, including ICE have been processed & published on SIS prior to running the detainment job. Work systematically with the CASS tracker to ensure that all results for CASS modules are released timeously.
- Responsible for capturing and updating the Academic team's plagiarism tracker (if applicable) and in turn are responsible for updating the results both on SIS and the RCS. Should a student's CASS mark change post the CASS release deadline, the RA is responsible for informing the respective Assessment Officers to ensure the student is issued a permission slip.
- Checking assessment concessions on the Student Hub in collaboration with the Assessment Centre and liaising with the Student Hub on any concessions that have not been actioned. Understanding the assessment Strategy and policy and capturing results accordingly and correctly.
Results Management (Summative)
- Checking that the results indicated on the summative assessment scripts or the Grade Centre on Learn match that of what has been captured on SIS by the lecturers. Capturing and publishing of all summative results on SIS as per the assessment strategy and policy and ensuring that results are processed as per the SIS HTGs issued.
- Responsible for updating and managing the Results Tracker to ensure that summative assessment release dates are met and that students receive their overall final results timeously.
- Liaising with lecturers on due dates and ensuring that moderation deadlines are met. Escalation of late marking to the Programme Manager, Deputy Head Ops/Head Ops/Head Academics. Identifying and flagging at risk lecturers prior to the marking cycle and informing the Programme Managers of any issues experienced.
- Manage the capture and release of any additional summative sittings (supp/discon/special sitting) marks under manage marks moderation.
- Responding to Customer Relations Officers (CROs) timeously on student result queries and ensuring that the CROs are updated on progress and resolution of these queries.
- Keeping channels of communication open with the Capacity Planning & Scheduling Centre and keeping track of any lecturers that have resigned. Proactively liaise with the Programme Managers to identify replacement markers for any lecturers that resign or require marking assistance.
- Should any additional re-write opportunity be approved by the Central Academic Team, the RA's need to capture the results correctly on SIS as per the Assessment Strategy and Policy.
- Responsible for managing the processing of endorsements using the Admission trackers and tracking the corresponding SLP results and in turn processing the corresponding endorsements on SIS.
- Checking assessment concessions on the Student Hub and liaising with the Student Hub on any concessions that have not been actioned. Understanding the Assessment Strategy and Policy and processing ES1, ES2, ES3 and Discontinuation results accordingly and correctly.
- Responsible for compiling ES2, ES3 and Discontinuation billing list which must be submitted to the Finance Department at the end of each Semester by use of a finance/ops tracker.
- Responsible for the generation and publishing of all Report Cards and Academic Transcripts, this includes the re-generation of report cards and transcripts post mark changes.
- Verifies scripts received against the marks captured on the mark sheet for the Online Centre and submits the mark sheet to the Online Centre for processing on the academic system thereafter.
- Flag any system related issues that impact the processing of results that in turn will negatively impact on the students' experience and find alternative solutions to mitigate the impact. Works closely with the regional BAC in troubleshooting and resolving any system related issues that impact the processing of results.
Moderation (External & Internal)
- Supports the Programme Manager or Teaching and Learning Manager on campus in accessing scripts required for the internal moderation and decentralised marking process.
- Responsible for populating the External Moderation Tracking Grid indicating the lecturers that need to be externally moderated. Identifying the lecturers that are shared between campuses and determining which campus will be responsible for uploading the moderation for these shared lecturers. Updates the External Moderation Tracking Grid accurately and timeously.
- Scanning the necessary sample of scripts and uploading them on to the moderation tracking system and assigning this to the relevant Central Academic Team (CAT) member.
- Completes the Moderation Control Sheet (MCS) to be included with every set of External moderation.
- Ensures that the Moderation Control Sheet (MCS) and scripts/ Portfolios of Evidence (POE's) are attached and assigned to the relevant Central Academic Team (CAT) member. The Head of Programme (HOP) outcome is actioned correctly as per the release instruction on the MCS at campus level and in compliance with the assessment strategy and policy.
Managing of Script Viewing & Remarks
- Identifies and co-ordinates script viewing requests made on The Student Hub report and informs the Academic department to arrange a viewing appointment with the student. Arrange with the Academic staff member to collect and sign for the respective scrip before the script viewing appointment.
- Identifies and co-ordinates re-mark requests made on The Student Hub and checks that payment has been made in respect of the request. Tracks the remark on the Campus Remark Tracker and co-ordinates the remark with an appropriate marker thereafter.
- Follows up on the re-mark process to ensure that it happens within the allotted time.
- Ensures that the correct outcome is applied once the remark has been completed and returned to the Results Centre as per the Assessment Strategy and Policy.
- Flags any marking discrepancies or concerns with the Programme Manager or Head Academic for the campus.
Metro file & Managing of Secure Onsite Storage Facility
- All uncollected formative assessments must be retained as per the Assessment Strategy and Policy and must be destroyed in line with The Protection of Personal Information Act (POPIA).
- Responsible for the archiving of summative scripts and Portfolios of Evidence (POE's) for on and off site storage in line with the Assessment Strategy & Policy. Labelling metro file boxes in a structured and organised manner and completing the Metro file storage box form accordingly. Arrange for Metro file to collect boxes.
- Responsible for completing and updating the Internal Assessment Storage form.
- Responsible for keeping the Secure Online Storage Facility neat, tidy and organised.
Team Support & General
- Assists with campus specific projects/events (e.g. Graduation, Open Day etc.).
- Collaborates with all departments on campus to facilitate optimal performance within the Results Centre and to ensure a high quality student experience.
- Complies with The Protection of Personal Information Act (POPIA) legislation relevant to the Results Centre.
Competencies Required:
- Advanced Interpersonal and Communications skills
- Computer and System Proficiency
- Planning & Time Management Skills
- Results Driven and able to handle pressure
- Highly Ethical
- Systematic with an Eye for Detail
- Advanced Administrative and Organisational skills
Minimum Education Requirements:
- Minimum of a National Diploma/Advanced Certificate (NQF Level 6)
- Advanced Diploma or Degree is advantageous
Minimum Work Experience Requirements:
- Minimum of 2 years administrative experience
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Duties and Responsibilities:
Media Relations
- Identifying, building and maintaining strong media relationships within the community and region in which the campus is located.
- Output of monthly (targeted number) media releases and caption stories for internal and external use, in order to reach annual campus PR exposure/publicity target.
- Building and maintaining relationships with the local media.
- Networking with media at campus events.
- Liaise with the National office in any crisis management situations (PR/media).
Brand Identity
- Understand the Brand identity and ensure that it is consistently applied to all campus elements including: posters. flyers and campus look and feel as well as to ensure that all campus communication is geared towards maintaining a positive Brand reputation.
Management of PR related Service Providers
- Identifying and selecting campus service providers which will provide services for the PR portfolio. This includes and not limited to: photographers, printers, sound technicians etc.
- Brief campus photographers and liaise with other campus staff to ensure an even spread of sport, social, academic, cultural and community engagement events are effectively photographed.
- Manage the campus photography including supply national office, press and online media.
General Administration
- Compiling annual and monthly events calendars.
- Compiling reports after major events.
- Managing the campus PR budget.
- Compiling monthly PR reports.
Events Management
- Ensure the planning and implementation of comprehensive and balanced social events offering both on and off the campus, that will in turn positively impact on the marketing of the campus to prospective students.
- Provide accurate reporting of all social and cultural events within the time frames provided.
- Management of the internal advertising for all social and cultural events.
- Build relationships with third parties to ensure access to practical venues for all social events and to ensure sponsorship opportunities and prizes for such events.
Team Support
- Support the Student Experience team on specific projects as required.
- Supporting the Academic Operations Centres of Excellence with events, example: graduation.
- Offer support related to public relations to other departments that may need it, when requested by a Senior Manager.
Social Committee Management
- Recruitment and management of the Social Committee to encourage student participate to ensure students receive a full and well-rounded experience at IIE Varsity College.
Competencies Required:
- High level of administration, planning and organisational skills
- Computer literacy essential
- Customer service orientation, High levels of energy and self motivation
- Excellent interpersonal skills
- Must be confident and outgoing
- Shown ability to manage work and self proactively must be deadline driven
- Superior Presentation Skills
- Excellent command of the English language (both spoken and written)
Minimum Qualification Requirements:
- BA Degree in Corporate Communications, or PR/Marketing Degree or Diploma or equivalent.
Minimum Work Experience Requirements:
- Minimum of 3 years in any of the following: PR, Events Management, Social Media Management, Social Management and Media writing and liaison.
- Experience in managing a team of people / running a team / delegating tasks would be beneficial.
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Duties
- Senior Phase Educators will plan, deliver and assess a rigorous and relevant academic programme to all students in the classes assigned in order to maximize the emotional, social and intellectual wellbeing of all students in their care. They will guide students, in important decisions on subject choices and create an encouraging learning environment which stimulates and inspires students and helps them to realize their full potential.
They will need :-
- to deliver future focused education in which students are motivated, inspired and challenged;
- to demonstrate strength of character, integrity and professionalism, at all times
- to develop and maintain constructive and ongoing partnerships with colleagues, parents, guardians and members of the community
- to communicate and collaborate with all members of the learning community in a positive, respectful and open-minded way
They will be accountable for the following specific areas of performance :-
- Academic Delivery
- Academic Assessment & Reporting
- Student Behaviour Management
- School Brand Ambassadorship
- Administration
- Health & Safety
Qualifications & Experience
- a Degree (NQF level 7) and PGCE or B. Education (Senior Phase or FET) and possibly a specialized degree if teaching into a specialist subject
- SACE certification and a police clearance are requirements
- 2-5 years Teaching Experience
- 2-5 years Specialist subject teaching, if applicable
- Computer and digital literacy
- First Aid
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Position Overview:
- We are seeking a dedicated, visionary, and experienced Head of Department (Intermediate Phase) to join our leadership team.
- The successful candidate will play a key role in driving academic excellence, promoting innovation in teaching and learning, and supporting both learners and staff in the Intermediate Phase (Grades 4–6).
Key Responsibilities:
- Provide strong academic leadership and management of the Intermediate Phase team.
- Develop and implement strategies to support effective teaching and learning.
- Mentor and support Intermediate Phase teachers to ensure professional growth and alignment with the school’s vision.
- Monitor learner progress and implement interventions where necessary.
- Collaborate with the Senior Leadership Team to ensure a cohesive and consistent educational approach across all phases.
- Uphold and promote the school’s Christian ethos and values in all aspects of school life.
- Maintain effective communication with parents and foster positive relationships within the school community.
- Lead curriculum planning, assessment practices, and school-based events relevant to the Intermediate Phase.
Minimum Requirements:
- A recognized teaching qualification (B.Ed. or PGCE) with specialization in the Intermediate Phase.
- SACE registration.
- A minimum of 5 years of Intermediate Phase teaching experience, with at least 2 years in a leadership or management role.
- Proven track record of innovation in curriculum delivery and learner achievement.
- Strong interpersonal, organizational, and leadership skills.
- A deep personal commitment to Christ and the ability to lead within a faith-based educational setting.
- Proficiency in both English and Afrikaans is strongly recommended, in keeping with the school’s dual-medium approach.
Advantages:
- Experience with Inquiry-Based Learning and the integration of 21st-century skills.
- Familiarity with CAPS and private school curriculum enhancement.
- Experience in a parallel-medium or bilingual school environment.
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Key Purpose Statement
- To plan, implement and assess appropriate instructional programs in a high school environment that guide and encourage students to develop and fulfill their academic potential and prepare them for life.
- To build and maintain meaningful relationships with students, parents and peers to foster positive interaction and promote student retention.
- To create and maintain a learning environment and culture that embraces future focused education and one in which students are motivated, inspired and challenged. Uses a range of relevant and recognized approaches to maximize the personal, physical and psycho-social development of every student allowing them to experience a personalized learning journey.
- 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.
- As a life long learner to continually undertake personal inquiry, reflection and action to inform their practice and understanding of teaching and learning and remain abreast of trends in global education to ensure the provision of a locally and global education.
- To develop and encourage agency to empower students.
- To create opportunities inside and outside the classroom to allow students to master future focused skills.
Principal Accountabilities
Academic Delivery (40%)
- Keeps abreast of future focussed educational trends, 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.
- Sets tasks which challenge students, are time appropriate and sustain high levels of interest.
- 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 the effective and efficient deployment of classroom technology to enhance the teaching and learning taking place. Enriches the curriculum and teaching programme by making lessons more exciting through the usage of exciting and stimulating teaching practices and appropriate learning aids including technology.
- Identifies relevant enrichment and extension opportunities to support set curriculum content and creatively deliver it.
- Provides meaningful opportunities to develop skills to support content and application in relation to mindfulness and critical thinking and discernment.
- Collaborates, plans, liaises, and reflects with different members of the learning community as well as other teachers in the grade.
- Provides academic support to individuals or small groups of students as identified through ongoing formative and summative assessments. This support should be available to students until 16h00 or before school.
- Shows an ongoing commitment to “lifelong learning” and remains informed on current strategies, relevant practice, and appropriate pedagogical approaches, and is readily available to attend appropriate development/training.
Academic Assessment and Reporting (20%)
- Assesses and records students' progress continuously and systematically and keeps records up to date in 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.
- Provides feedback and 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.
Student Behaviour Management (15%)
- Manages student behaviour in the classroom by establishing rules, essential agreements, and procedures as expected behaviours.
- Maintains good philosophy of Crawfordology to guide expectations of behaviour.
- 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.
School Brand Ambassadorship (15%)
- 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
- 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 good reputation 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.
- Collaborate and Contributes to the Crawford International brand through active participation in activities and meetings to elevate the Crawford International division and strategy.
Administration (10%)
- Assists with plans for excursions by obtaining all the relevant approvals and liaises with service providers, where required.
- 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.
- Follows the annual and termly plans and advises if adjustments are required.
- Adhere to all processes and procedures pertaining to the efficient and effective operation of the school policies
Competencies
- Demonstrated planning and organisation skills with superior detail orientation
- Exceptional interpersonal skills with excellent written and verbal abilities and with 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.
It is expected that if Educators are interested in growing their management and leadership competence, they will become proficient in the following competencies:
- 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.
Qualification
- Bachelor’s degree (NQF 7) and PGCE/HDE or B.Education [FET/GET] with specialization in the subjects to be taught at the correct level
- Valid SACE certificate
- Police Clearance
Minimum Experience
- 3-5 years Teaching Experience.
- 3-5 years Subject Specialization
Desired Experience
- Familiarity with IB curriculum and enquiry-based approach to teaching and learning
- IEB teaching experience and matric marking
- First Aid
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Duties:
- Pre- Primary educators will be expected to create a learning experience to stimulate and grow individual talents and get children ready for formal schooling so as to maximize the personal, physical and psycho-social development of every child. They will need:
- to deliver future focused education in which students are motivated, inspired and challenged
- to demonstrate strength of character, integrity and professionalism, at all times
- to develop and maintain constructive and ongoing partnerships with colleagues, parents, guardians and members of the community
- to communicate and collaborate with all members of the learning community in a positive, respectful and open-minded way
They will be accountable for the following specific areas of performance:
- Academic Delivery
- Academic Assessment & Reporting
- Student Behaviour Management
- School Brand Ambassadorship
- Administration
- Health & Safety
Qualifications & Experience:
- a post matric certificate (NQF level 5) in ECD as a minimum or an undergraduate degree (NQF level 6) in ECD or B. Education (Foundation Phase)
- A PGCE would be necessary if the degree is deemed suitable viz Psychology
- SACE certification and a police clearance are requirements
- 2-5 years Teaching Experience
- Computer and digital literacy
- First Aid
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DESKTOP SUPPORT
- Answers, evaluates, and priorities logged requests for assistance from users requiring assistance with catalog of services requests.
- Logs and tracks calls using incident and problem management database provided through the service desk
- Handles problem recognition, research, isolation, resolution and follows up on routine user problems, referring more complex problems to the campus Senior ICT Support
SOFTWARE AND HARDWARE INSTALLATIONS AND SUPPORT
- Installs desktop and laptop computers for use on campus with the relevant authorised software and completes the relevant documentation.
- Installs hardware and peripheral components such as monitors, keyboards, printers, and disk drives.
- Sets up and support for boardrooms or for training use.
- Conducts regular testing of the video conferencing and information technology equipment and fixes any problems with this equipment.
INFORMATION TECHNOLOGY ADMINISTRATIVE FUNCTIONS
- Liaises with service providers on information technology equipment and repairs and maintenance thereof.
- Administers assets by updating the hardware and software asset register that includes asset disposal.
- Administers licensing in the software license bank.
- Maintains the information technology store room, server room and office by keeping it neat and tidy and free of any health and safety risks.
Qualifications
- Higher Certificate / Occupational Certificate Level 5 (NQF Level 5) / A+ / N +
- Internship for 6+ months
- Matric
COMPETENCIES REQUIRED
- Good interpersonal skills including willingness to assist, communication and following up
- Computer literacy and systems administration
- Time management, organisational skills, willing to work flexible hours
- Initiative and problem solving prowess
- Ability to cope in a pressured environment
- Driver's license and transport
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Key Purpose Statement
- To create a learning experience to stimulate and grow individual talents and get children ready for formal schooling
- To implement and maintain a learning environment and culture that embraces future focused education and one in which students are motivated, inspired and challenged. Uses a range of relevant and recognized approaches to maximize the personal, physical and psycho-social development of every child
- To demonstrate strength of character, integrity and professionalism at all times.
- To develop and maintain constructive and ongoing partnerships with colleagues, parents, guardians and members of the community. To communicate and collaborate with all members of the learning community in a positive, respectful and open-minded way
- As a life long learner 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
Principal Accountabilities
Academic Delivery (35%)
- Keeps abreast of future focused educational trends in the Pre-primary 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 engaging, inspiring, relevant and differentiated learning locally and globally.
- Enriches the curriculum and teaching programme by making lessons more exciting through the use of, stimulating and engaging teaching practices and appropriate learning aids including technology.
- Prepares and ensures that the learning environments are supportive of the lessons
- Ensures the effective and efficient deployment of classroom support in order to enhance the teaching and learning taking place in the classroom.
- Collaborates, plans, liaises and reflects with other members of the learning community, regularly.
- Assists with additional offerings, duties, extra murals and events taking place at the school.
- Provides children with tailored, diffentiated learning material and gives individual support where necessary.
- 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.
Academic Assessment and Reporting (20%)
- Assesses and records student’s progress (academic,social, emotional and other), continuously and systematically and keeps records up to date in the format required by the school, formulating 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.
- Provides feedback and reports for parents, Principals and/or Academics Department throughout the year( STASY, Inquiry Units, Other)
- Participates in discussions around moderation of assessments being completed
Student Behaviour Management (15%)
- 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 and across the entire school.
- Provides guidance and advice to students and parents/ guardians on educational and social matters pertaining to student’s well-being.
- Identifies students who may have barriers to learning and inform the appropriate people to initiate the next steps to support individual progress.
- Informs appropriate staff and parents regarding the support being offered and the action plan to be followed.
School Brand Ambassadorship (10%)
- 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 International DNA
- Contributes to the sustainability and effective operation and management of the school, continuously.
- Assists with additional offerings, duties and extra murals, assemblies, devotions, and other events taking place across Crawford International. Attends and supports a range of school activities and events.
- Promotes the good reputation 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 / interns and student teachers/ interns as required.
- Submits articles for newsletters or School magazine/ yearbook, social media or other as requested.
Administration (10%)
- Adheres with requirements of timetabling 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
- Prepares for and participates in Staff, Phase, and Grade meetings as required.
- Assist with compilation of budgets, annually and controlling of expenses thereafter.
- Advises Principal and management if substitution is required and assists with substitution as requested.
- Follows the annual and termly plans and advises if adjustments are required.
Health & Safety (10%)
- Actively observes and supervises children in playing and activity areas as appropriate.
- Applies medical support, as a first aid trained staff member, to as prescribed or as or 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.
- Creates awareness of personal safety and social issues amongst students, continuously.
Competencies
- 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.
It is expected that if Educators are interested in growing their management and leadership competence, they will become proficient in the following competencies:
- 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.
Minimum Qualification
- Post Matric Certificate (NQF level 5) in ECD for Grades 0000-000
- Degree (NQF level 6) in ECD or B. Education (Foundation Phase)
- PGCE for degrees deemed suitable for a Pre-Primary teacher viz. Psychology
- Valid SACE certificate
- Police Clearance
Desired Qualification
- Degree (NQF level 6) in ECD or B. Education (Foundation Phase)
Minimum Experience
- 2-5 years Teaching Experience.
- 1 year Teaching internship (at Principal’s discretion)
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Job Purpose:
- The role of a Lecturer is the delivery of training and education of students; student consultations; the establishment of a knowledge base of the discipline through academic research & development; whilst providing overall support to Academic department.
Duties & Responsibilities:
- Presenting content in a classroom environment (online or physical, as required)
- Arranging for consultations with students.
- Results analysis at a modular level.
- Marking assessments and providing constructive feedback
- Employing interventions for at-risk students.
Minimum Requirements:
Qualifications
- Honours degree, Bachelor’s degree or Advanced Diploma in Networking/ Computer Science/ IT Management/ Computing/ Computer and Information Sciences
- Post Graduate Diploma in Higher Education or Equivalent
Experience
- 1 to 3 years of industry-specific experience in area of specialisation
- 1 to 3 years lecturing experience.
- Solid understanding of the South African Further Education and Higher Education environment and regulatory framework
- Teaching-Learning theory
- Assessment methods and processes
- Teaching-Learning interventions
- Holistic lecturer and student support services
Key Competencies (Academic):
- Knowledge and understanding of the South African higher education systems and regulatory framework.
Knowledge and understanding of the Teaching and Learning theory and interventions.
- The ability to provide student support services.
- The ability to work with and learn more about digitalized academic platforms.
- The ability to cope with a frequently changing environment and to adapt to evolving situations.
- Ability to adhere to rules and strictly follow work regulations.
- Deadline orientated and can work well under pressure.
- Ability to manage time effectively.
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Job Purpose:
- To teach/lecture an agreed number of hours based on module Specialisation requirements.
- To engage and prepare students for assessments by tracking module pacers, identifying and supporting at-risk students, managing general student administrative support, and developing assessments by engaging with the Central Academic Team. Assisting the Programme Coordinator in tracking and analysing academic results to evaluate the performance of the module and to identify “at-risk modules.
Duties & Responsibilities:
- Deliver lectures and engage students based on module-specific requirements in line with module pacers.
- Manage resources including academic materials and consulting with the Information Centre
- Update the learning management system and provide feedback to students.
- Engage and prepare students for assessments, identify at-risk students, and develop assessments in accordance with Central Academic Team briefings.
- Monitor student engagement as well as assessment submission with relevant escalation.
- Attend and participate in academic meetings across all faculties.
- Reflect on, review, and analyse student module results.
- Support the monitoring of at-risk students in modules assigned to lectures.
- Academic Professional Development: complete a set number of academic professional development interventions per academic cycle (one year) that contribute to the improvement of the Brand’s Teaching-Learning practice and personal professional academic status.
Minimum Requirements:
Qualifications –
- BEd Honours specializing in Natural Science and Technology
- Undergraduate qualification or postgraduate qualification must include Natural Science and Technology (or component subjects i.e. Physical Science, Biology, Technology etc.) and Social Sciences (or component subjects – e.g. History and Geography)
Required Experience
- 1 or 2 years of experience in teaching and learning.
Key Competencies:
- Knowledge and understanding of the South African higher education systems and regulatory framework.
- Knowledge and understanding of the Teaching and Learning theory and
- The ability to provide student support
- The ability to work with and learn more about digitalized academic
- The ability to cope with a frequently changing environment and to adapt to evolving
- Ability to adhere to rules and strictly follow work
- Deadline-orientated and can work well under
- Ability to manage time
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Job Purpose:
- The Brand Ambassador is accountable for supporting the campus during the student registration cycle.
Duties & Responsibilities:
Outdoor Activations
- Collection and distribution of flyers to prospective students in allocated areas
- Set up and coordination of gazebos for distribution of marketing activities
- Interaction with prospective students at activation sites to deal with enquiries
- Maintain register of prospective students based on enquiries and submit to the campus
- Direct prospective students to relevant campus to complete the registration process
- Set up and coordinate mall activations and exhibitions
Administrations
- Scanning, photocopying and uploading of student registration documentation
- Loading of modules into the system
- Complete the payment receipt process of student registration payments
Student liaison and Orientation
- Contact prospective students to set up appointments for campus visits
- Contact students for application and registration payments
- Receive and deal with prospective student enquiries and direct to relevant department
- Ushering of prospective students to relevant departments during campus visit
- Direct students to relevant qualification sites during orientation
Minimum Requirements:
- NQF Level 4 Qualification – national senior certificate.
- NQF Level 5/6 Qualification in relevant field and a valid driver’s license will be advantageous.
- No experience required however, 1 year experience will be an advantage
- The individual must be able to work outside of normal working hours and be willing to undertake physical work of active nature outdoors
Key Competencies
- Knowledge and understanding of the South African higher education systems and regulatory framework.
- Ability to manage time effectively.
- Attention to detail.
- Customer service orientated.
- Ability to effectively cope with change.
- Deadline orientated and can work well under pressure.
- Be able to work in a team environment.
- Effective communication skills
Method of Application
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