Upper Primary Homeroom Teacher - Maternity Cover

Our Mission
We are a community of learners determined to make the world - or our corner of it- a better, kinder place. We reflect our values in everything we do so that we make the most of opportunities and challenges in a spirit of enthusiastic inquiry.

Our Vision
We help every student turn learning into action, creating opportunities for students to stretch themselves further and achieve more than they believe possible.

The position is a full time teaching role to cover a 6 months maternity leave (from January 2027 until the end of June 2027). The Upper Primary Homeroom Teacher is responsible for cultivating a passion for inquiry among students and for working collaboratively with Primary School colleagues to develop engaging and inspirational learning experiences. The successful candidate will be expected to use the Primary Years Programme (PYP) curriculum framework to work with students with a diverse range of talents and abilities. In addition, all teachers participate in our after-school activities and sports programme.

Areas of Responsibility

The Upper Primary Homeroom Teacher is expected to:

While working with ISZL Students

• Cultivate a learning environment that values students as key drivers of their learning
• Use a variety of different teaching strategies and resources to create learning experiences that offer multiple access points and opportunities for students to apply their understanding in meaningful ways
• Effectively manage the interplay between emotional wellbeing, motivation and cognition as vital aspects of learning
• Design learning that allows for students to inquire into diverse viewpoints, address misconceptions, and solve problems together in respectful, equitable ways
• Work collaboratively with the grade level representatives of the Learning support and EAL teams to ensure that all students are appropriately supported in the classroom
• Provide regular formative and summative feedback to enable both students and teachers to receive guidance that is actionable
• Participate in Personal Development Week (experiential education trip) and our after-school clubs and activities programme

While working with ISZL Colleagues

• Collaborate with colleagues to ensure grade level and school-wide philosophical alignment
• Collaborate within grade level teams to review, develop and refine the units of inquiry in order to maximise and enhance student learning
• Participate in grade level, divisional and schoolwide meetings
• Engage with colleagues reflectively to deepen practice and learn from each other through regular meetings, lesson observations and professional development opportunities
• Contribute to the smooth running of the school through performing regular duties and being familiar with school policies

While working with ISZL Parents and External Community

• Value parents as a true partner in the learning process
• Provide regular and appropriate contact with parents to share feedback on academic performance, social integration and general progress
• Display student work to showcase their learning and accomplishments
• Engage collaboratively with parents at information evenings and for individual conferences

Professional Responsibilities

• Commit to ongoing growth and improvement 
• Commit to collaboration with colleagues, students, and parents
• Provide regular and appropriate communication to parents on academic progress and student well-being
• Contribute to opportunities for the development of the school through mission-aligned projects and sharing with a variety of audiences (eg. colleagues, parents, board members)
• Commit to expanding options for students through offering an after-school activity or coaching
• Provide regular and appropriate contact with school administration to share information on progress, curriculum, the results of assessment, and overall learning environment

Learning Design   

• Design for learning based on agreed student learning outcomes in the context of a coherent school-wide, division-appropriate and subject-specific programme
• Focus learning design on conceptual understanding and “big ideas” of the discipline
• Involve students in planning for their own learning 
• Design for learning that builds on students’ previous knowledge and experience, working towards school learning objectives
• Integrate technology into planning to create, adapt and personalise learning experiences
• Integrate the diversity of student profiles (eg. cultural heritage, linguistic profiles, learning strengths) into learning plans

Learning Facilitation  

• Cultivate a relational environment where students feel safe and motivated to stretch themselves
• Amplify positive learning behaviours, holding students accountable to excellent and ethical behaviour and work
• Use a variety of different teaching strategies and resources to cater to a variety of learning situations and styles
• Where appropriate, empower students to feel responsible and to take action
• Involve students actively in their learning
• Pursue, where appropriate, open-ended inquiry and real-life investigations
• Utilise media and technology to support access, engagement, and demonstration of learning 

Assessment

• Take into account that planning, teaching, and assessing are interconnected processes
• Design assessment to benefit student learning in a timely, specific way
• Offer regular, written, formative feedback on student progress
• Use a range and balance of assessment strategies
• Be transparent about reasons, criteria, and methods for assessment
• Utilise formative assessment to improve learning  
• Actively involve students in the assessment process
• Assess the level of students’ current experience and understanding before embarking on new learning

Required and Preferred Qualifications

• The candidate should hold a recognised teaching qualification or certification.
• Candidates with knowledge of the PYP curriculum framework and experience teaching within a pedagogy of inquiry-based learning are preferred.
• Minimum 3 years relevant teaching experience.
• International experience is preferred.
• An EU/EEA/CH passport or a right to work in Switzerland is required - we are unable to apply for working visas for passports outside of these countries for this role.

What we offer

• Paid insurance benefits (accident insurance + long-term sickness)
• Generous pension fund contributions 
• Professional development opportunities
• Tuition discount
• Social events
• A modern, dynamic and collaborative work environment
• Open communication

Key ISZL Reference Documents

• Guiding Statements
• Professional Standards
• Teaching Standards
• Learning Principles
• Inclusion Policy
• Visit the Employment section of ISZL’s website for more information

ISZL is an equal-opportunity employer

As such, ISZL agrees to support, respect, and seek inclusion with regard to the safety and care of all community members, including potential members looking to join our school. This includes but is not limited to: age; disabilities; ethnicity; gender; gender expression; gender identity; health needs; languages spoken; marital status; mental health; national origin; political affiliation; race; religion; sex; sexual orientation, and any additional characteristic protected under Swiss law.

ISZL endeavours to understand and protect the civil and human rights of all individuals, striving to maintain a high level of multicultural awareness and knowledge about all applicable laws and statutes related to non-discrimination and inclusion.

Child Protection

ISZL is committed to using the International Task Force on Child Protection screening and assessment practices for schools in all hiring processes. ISZL takes seriously its responsibility for safeguarding our students against abuse and neglect. All staff and other adults associated with ISZL are expected to share this commitment and to immediately report any concerns regarding a student’s safety or well-being.