Job Openings at Crawford International

Job Description

• 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.

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

• IEB teaching experience and matric marking
• First Aid 

go to method of application »

Job Description

• We are looking for a suitably qualified and passionate female Intern to join our school on a Fixed Term basis.

An ideal candidate will:

• Have excellent interpersonal, leadership and communication skills.
• Be inspirational, knowledgeable, and caring.
• Be a professional and respectful role-model.
• Be self-motivated, organised, and innovative.
• Be able to work collaboratively.

Requirements:

• Matric.
• Registered for a relevant Teaching degree.
• Clear criminal checks.
• SACE 
• Police clearance

go to method of application »

Job Description

• 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.

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)
   

go to method of application »

Duties

• Educators in the FET phase will be responsible for planning, organising and implementing appropriate instructional programs in a high school environment that guide and encourage students to develop and fulfil their academic potential and prepare them for life after graduation.

They will need to:

• deliver future-focused education in which students are motivated, inspired and challenged
• demonstrate strength of character, integrity and professionalism at all times
• develop and maintain constructive and ongoing partnerships with colleagues, parents, guardians and members of the community
• 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
• In addition, experience in career guidance and counselling within a school environment will be advantageous, particularly in supporting students with subject choice, career exploration and post-school pathway planning.
• The successful candidate should demonstrate a strong understanding of the Life Orientation curriculum within the FET Phase, including the academic, personal development and future-readiness components that support students as they prepare for life beyond school.
• Experience within an IEB school environment and familiarity with the IEB Life Orientation assessment framework will be advantageous.
• Educators with experience supporting students with tertiary pathway planning and career readiness are encouraged to apply.

Qualifications & Experience

• a degree (NQF level 7) and PGCE or B.Ed (FET) with a specialization in the subjects to be taught
• Experience teaching Life Orientation in the FET Phase (Grades 10–12) will be advantageous
• Experience in career counselling or student pathway guidance will be advantageous
• Experience as an IEB marker for Life Orientation would be advantageous
• SACE certification and a police clearance are requirements
• 5 - 10 years Teaching Experience
• 5 - 10 years Specialist subject teaching
• Computer and digital literacy
• First Aid

Attributes & Competencies

• A lifelong learner who continually undertakes personal inquiry, reflection and action to inform their practice and understanding of teaching & learning and remains abreast of global education trends
• 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
• Professional time management is a minimum requirement of the role
• Demonstrated evidence of the ability to think critically and problem solve appropriately
   

go to method of application »

Key Purpose Statement

• This position forms part of the Crawford International academics support structure for the schools in the brand group.
• The position is to support the Brand Head of Academics in their role of leading the brand towards a future focused offering as Crawford International.
• The position also works in alignment with the academic strategy for the ADvTECH Group that is under the custodianship of the Academic Centre of Excellence (ACE).

Key Responsibilities

Analysis, monitoring and collation of data (across all schools) (ADvLEARN, MAP, SIMS, Other) to support the ACE and Crawford International focus in Data Driven Instruction.

• Analyse and collate data needed at Brand Office or ACE. This includes, ADvLEARN, MAP assessments, Guided Readers, Purple Mash, Summative, Formative and other Academic data.
• Collect, collate, interpret and feedback data forwarded by schools as requested.
• Attend training sessions / meetings specific to DDI and to advise next steps for Brand and schools to address and follow.
• To advise Brand Head of Academics/ Brand / Schools on current and relevant data.
• Together with Brand Head of Academics, meet with school leadership to advise on next steps and targets needing to be addressed and achieved.
• Assessment Practices: Standardize and oversee assessment practices to ensure alignment with school and academic goals.
• Reading Practices Monitoring: Monitor reading programmes (Guided Readers/Time to Read) and practices within schools to ensure improvement in students' reading abilities.
• Coordination of Professional Development, training and support around data collation, interpretation, and actions that fully align with the Crawford International academic strategy

Coordination, Tracking and Support of the schools Learning Management Systems (MS Teams and Toddle) and the Crawford International online learning offering, including SIRIUS courses.
LMS:

• Monitoring of training provided at schools
• Coordination of file structures and set up
• Tracking of resources uploaded to LMS as staff
• Tracking of resources uploaded to LMS for students
• Tracking training and implementation of Blended Learning (Pedagogical Practices)
• Monitoring of use and implementing of Blended Learning across all schools
• Possible personal learning sessions for staff needing support on either LMS
• Seeking and understanding further use of the LMS to promote blended and future focused learning
• Monitoring, tracking and professional development for staff

Tracking and supporting the implementation of the ADvTECH RDI & WESSA Framework and the Crawford International Luminosity Programme.

• Tracking of each school’s implementation of the ADvTECH RDI and WESSA Framework using the current tracking documents created
• Identifying any need for support or other conversations required to support staff in their RDI conversations
• Coordination of Professional Development, training and support around RDI and Luminosity that fully align with the Crawford International academic strategy
• Sharing of Best Practice
• Tracking of each school’s implementation of Luminosity using the current tracking documents created
• Identifying any need for support or other conversations required to support staff in Crawford International Professional Development offering
• Sharing of any great ideas shared by schools in their Crawford International Professional Development offering

Reviewing and developing Academic and Brand policies and pedagogical practices

• Collating and checking policies currently in place for Pre-primary and Preparatory
• Determining if updates are needed or policies are redundant
• Assist with rewriting of policies where required
• Coordinating the rewriting of polices if required
• Supporting the dissemination of policies
• Follow up with schools communicating policies to staff
• Tracking of reference to - and use of policies
• Meeting with Academic Deputies for Preprimary and Preparatory to ensure policies and pedagogical practices are being implemented, delivered, extended on and embedded across all subjects, and all teaching and learning.
• Possibly supporting or hosting parent information sessions to detail policies or pedagogical practices expected across our Crawford International Schools.

Competencies/Skills/Requirements

• Curriculum: The Academic Development Coordinator will provide academic support for Pre-primary and Preparatory schools, focusing on Inquiry-Based Learning (IBL).
• Campus Engagement: Conduct regular campus visits to provide direct support and ensure the proper implementation of curriculum and policies.
• Aftercare: Oversee the delivery of aftercare by supervising processes, providing structured guidance, and offering expert advice.
• Mentorship: Mentor and provide ongoing support to new deputy principals to enhance leadership skills.
• Workshops & Training: Organize and conduct workshops on various academic subjects and applications, ensuring continuous teacher development.
• Excellent communication skills, both written and verbal
• Effective interpersonal and relationship building skills
• Good mentorship and coaching ability with desire to develop students in becoming global influences
• Adaptable, managing change and ambiguity with ease
• Focus on quality
• Sound problem solving ability
• Outstanding ability to track, record and report data and details
• Able to interpret and draft a plan of action in response to data

Qualification

• A recognised Degree and/or Diploma and/or 4-year post-matric Teaching Qualification. An Honours, Masters or further Degree.

Experience

• 5 years’ minimum experience in the same and/or similar type of position and environment.

go to method of application »

Job Description

• 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.

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 

go to method of application »

Job Description

• 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.

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

• IEB teaching experience and matric marking 
   

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Job Description

• 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.

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)

go to method of application »

Job Description
Duties:

• Operating printing machines, copiers, and finishing equipment.
• Printing, scanning, copying, and binding documents.
• Preparing print jobs according to instructions (size, colour, paper type, quantity).
• Monitoring print quality and ensuring no errors before distribution.
• Reporting of issues relating to all photocopies in the school.
• Replacing toner, paper, and basic machine maintenance.
• Keeping record of print jobs and stock usage.
• Assisting teachers and staff with printing requests.
• Ensuring deadlines relating to print jobs, printing and collation of assessments are met.
• Basic computer skills: Microsoft Word, Excel, email, PDF, Outlook.
• Previous experience in printing, administration, or office support.

Competencies

• Extremely strong computer skills;
• Need strong interpersonal, organisational and communication skills and ability to liaise with people at all levels;
• Good typing, and administrative skills;
• Able to work accurately under pressure;
• Strong organisational skills;
• Enthusiastic, energetic and creative;

Qualification

• Matric

Experience:

• General administration experience in a similar environment. Experience with printing and related tasks. Experience with MS Office. Excellent verbal and written English and communication skills.