TGT/PGT Social Science Educator

About the Role

Job Title: Educator

Reporting Manager: Head of Department / Coordinator / Cluster Head

Position Type: Full-Time

Duty Hours per week: 45 hours: Additional hours as and when required

Department: Academics

Introduction

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

As an Educator with AMES Kids/Pearls Academy, you are responsible for instructing learners on your subject/s and creating a well-rounded, comprehensive instructional program for all the learners entrusted to you. You will always ensure your learners' physical, emotional, and academic well-being. You will be creative in your planning & execution and collaborate with your colleagues to align and achieve the overall vision and mission of the School.

1. General Competencies & Responsibilities

• Communication Skills – Effectively convey ideas and foster open dialogue with students, parents, and colleagues.

• Content Mastery – Demonstrate deep subject knowledge and academic competence.

• Learning Environment Creation – Cultivate a safe, engaging, and inclusive classroom atmosphere.

• Professional Development – Continuously upgrade teaching skills through training and research.

• Digital Competency – Integrate technology for enhanced learning.

• Inclusion Measures – Adapt teaching for mixed-ability students, ensuring no child is left behind.

• Gender Sensitivity – Promote equal opportunities and respect for all genders.

• Ethics & Values – Instil sensitivity to the constitutional values of India and Islamic principles.

• Research Competency – Encourage inquiry-based learning and student-led research.

• Assessment Strategies – Apply assessment for, of, and as learning to track progress.

• Pedagogical Excellence – Use innovative teaching methods (e.g., experiential, project-based learning).

• Critical Thinking & Adaptability – Nurture problem-solving and flexibility in students through enquiry-based and student-centric learning.

• Stakeholder Satisfaction – Maintain a strong rapport with students, parents, and staff.

• Professional Conduct – Uphold ethical standards in and outside the classroom.

• Policy Awareness—Stay updated on the National Curriculum Framework, National Education Policy of India, affiliated board policies, and the School’s policies on curriculum and pedagogy and educational reforms.

2. Teaching & Learning

• Lesson Planning & Execution

  • Plan, prepare and deliver instructional activities which are content and age-appropriate

  • Create learning resources for engaging classroom activities

  • Integrate competencies, goals, and objectives into lesson plans

  • Create differentiated plans based on the skills, abilities and interests of learners

• Set high expectations which inspire, motivate and challenge learners

  • Establish a safe and stimulating environment for learners rooted in mutual respect

  • Set goals that stretch and challenge students of all backgrounds, abilities and dispositions

  • Demonstrate the positive attitudes, values, and behaviour expected consistently from the learners

  • Apply experiential, activity-based, and joyful learning approaches.

  • Develop 21st-century skills (critical thinking, creativity, collaboration, digital literacy).

  • Use concept maps, project-based learning, inquiry-based learning, and interdisciplinary methods.

  • Integrate life skills and leadership training into lessons.

1. Promote good progress and outcomes for learners

   1. Understand Maslow’s Hierarchy of Needs to support student well-being.

   2. Be accountable for learners' attainment, progress and outcomes

   3. Be aware of learners' capabilities and prior knowledge, and build on these to a higher benchmark

   4. Guide learners to reflect on their progress and their emerging needs

   5. Demonstrate knowledge and understanding of how learners learn and how this impacts their teaching

   6. Encourage learners to take a responsible and conscientious attitude to their work and studies

   7. Adhere to the POCSO Act (2012) guidelines for child safety.

   8. Promote health, counselling, and conflict resolution in classrooms.

   1. Demonstrate good subject and curriculum knowledge.

      1. Have a secure understanding of the relevant subject/s and curriculum areas, foster and maintain learners' interest in the subject and address misunderstandings.

      2. Demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of the scholarship/s

      3. Demonstrate an understanding of and take responsibility for promoting high literacy standards, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject

   1. Plan and teach well-structured lessons

      1. Impart knowledge and develop understanding through effective use of lesson time.

      2. Promote a love of learning and ignite learners' intellectual curiosity

      3. Set independent work and plan other out-of-class activities to consolidate and extend the knowledge and understanding learners have acquired

      4. Reflect systematically on the effectiveness of lessons and approaches to teaching

      5. Contribute to designing and providing an engaging curriculum within the relevant subject area/s

   1. Adapt teaching to respond to the strengths and needs of all learners

      1. Know when and how to differentiate appropriately, using approaches that enable learners to be taught effectively

      2. Have a secure understanding of how a range of factors can inhibit learners' learning ability and how best to overcome these

      3. Demonstrate an awareness of learners' physical, social and intellectual development and know how to adapt teaching to support learners' education at different stages of development

      4. Have a clear understanding of the needs of all learners, including those with special educational needs, those of high ability, those with English as an additional language, and those with disabilities, and be able to use and evaluate distinctive teaching approaches to engage and support them

   1. Make proper and productive use of the assessment.

      1. Know and understand how to assess the relevant subject and curriculum areas, including assessment requirements.

      2. Make use of formative and summative assessments to secure learners' progress.

      3. Use appropriate data to monitor progress, set targets, and plan subsequent lessons.

      4. Give learners regular feedback both orally and through accurate marking schemes, and encourage learners to respond to feedback.

      5. Provide feedback to assist the learners in achieving higher standards

      6. Set clear goals and rubrics with learners' pre-assessments and help learners reflect on their achievements post-assessments

   1. Make effective use of Technology to enhance teaching and learning experiences

      1. Combine traditional and digital resources to create a balanced learning experience

      2. Develop multimedia lessons using presentation tools, graphic design platforms, and audio/video editing software.

      3. Incorporate game-based learning elements (quizzes, leaderboards) to boost engagement and motivation.

      4. Use digital platforms to track student progress, analyse performance trends, and personalise instruction.

      5. Guide students in creating digital portfolios to showcase their work, reflections, and growth over time.

      6. Leverage digital tools for efficient grading, feedback, and plagiarism detection.

      7. Mentor students about digital citizenship, ethical online behaviour, and cybersecurity best practices.

   1. Manage behaviour effectively to ensure a good and safe learning environment

      1. According to the school's behaviour policy, it has clear rules and routines for classroom behaviour, and takes responsibility for promoting good and courteous behaviour both in classrooms and around the school

      2. Have high expectations of behaviour and establish a framework for discipline with various strategies, consistently using praise, sanctions, and rewards. Manage classes effectively using appropriate approaches to learners' needs to involve and motivate them

      3. Maintain good relationships with learners, exercise appropriate authority, and act decisively when necessary

2. Professional and personal conduct

   1. Professional Conduct

      1. Treating learners with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to the teacher’s professional position

      2. Develop effective professional relationships with colleagues, knowing how and when to draw advice and specialist support.

      3. Deploy support staff effectively.

      4. Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.

      5. Communicate effectively with parents concerning learners' achievements and well-being.

      6. Having the highest regard for the need to safeguard learners' well-being, according to statutory provisions

   1. Personal Conduct

      1. Make a positive contribution to the wider life and ethos of the school

      2. Showing tolerance and respect for the rights of others

      3. Supporting the principles of good citizenship, mutual respect, and tolerance to those with different faiths and beliefs

      4. Ensuring that personal beliefs are not expressed in ways that exploit learners' vulnerability or lead them to break the law

      5. Must adhere to the school's personal and professional ethos, policies, and practices

      6. Maintain high standards in their own attendance and punctuality