Job Vacancy: Teachers
for Gems Cambridge International School – Nairobi
GEMS Cambridge
International School - Nairobi is a part of GEMS Education, an established
education provider and the largest K-12 education company in the world.
It employs over
10,000 education professionals, specialists and staff from 87 countries.
We are currently recruiting for qualified
teachers for the following:
I. Foundation Stage
II. General Primary
III. Secondary Teachers
specializing in: - English/Drama; Maths; Kiswahili; Physical Education;
Economic/Business
Studies/BTEC; French; History; ICT; Sciences (with the ability to teach A level
Psychology; Art; Learning Support e.t.c.
IV. Teaching
Assistants
We are seeking
individuals who are qualified to teach and assess assigned students according
to their
educational
needs and deliver the relevant curriculum, ensuring that each student achieves
academic success.
You will be
required to participate in, and lead where appropriate, the co-curricular and
extra-curricular programmes in the school and assist in the planning and
organising of school events and functions (eg inter-house competitions,
concerts, school plays, prize days, etc).
Skills & Experience:
Qualifications / Knowledge:
- Education/teaching degree OR first degree and teaching qualification/licence is essential.
- Ability to teach the IGCSE and/or A Level curriculum is essential for Secondary Teachers.
Skills:
- Skilled teacher with solid commitment to teaching and learning.
- Strong subject knowledge
- Ability to teach more than 1 subject is desirable.
- More than 1 language is desirable.
Experience:
- Minimum of two years’ teaching experience in an international curriculum required.
- Experience teaching the National Curriculum of England desirable.
Application Process
If you meet
these criteria and are enthusiastic about teaching and learning and have the
drive and passion to get the most from our students then we would very much
welcome your application.
Please email
your CV to info_cin@gemsedu.com by 28th February, 2014.
