Lasallian Training Programme (LTP) - Trainee Teachers (X5)

St. Joseph’s Institution International is seeking dedicatedand passionate individuals to join our community through the Lasallian TrainingProgramme (LTP) – Trainee Teachers. We are currently offering one available position for each of the following academic subjects: Biology,Business/Economics, Environmental Systems and Societies, Geography, and Mathematics.

This structured programme will commence in June 2027

Child Safeguarding Statement

Aligned with the recommendations of the InternationalTaskforce on Child Protection, we hold ourselves to a high standard ofeffective recruiting practices with specific attention to child protection. Weare committed to safeguarding and promoting the welfare of students in itscare. As an employer, the school expects all staff and volunteers to share thiscommitment. All post holders are appointed subject to satisfactory CriminalRecords Checks, Social Media Checks, Civil Litigation Checks, Global SanctionsChecks, and Reference Checks with past employers. All long-listed candidatesare also required to complete and sign an Information and Declaration Form,which includes a declaration of any previous disciplinary issues or criminalconvictions.

Primary Responsibility:

The Teacher Intern will be immersed in a work-based learningenvironment at SJI International, focusing on developing professionalknowledge, skills, and judgment related to effective teaching and learning.This internship is designed to provide a breadth and variety of experience tomeet the professional Teachers’ Standards identified in current UK Governmentlegislation, consistently and over a sustained period. The intern will besupported by an appropriately qualified Teaching & Learning mentor from SJIInternational.

• Lesson Planning and Preparation:
• Ensure lesson planning is thorough and detailed, with adaptations for diverse learners and their needs.
• Ensure lessons are relevant within a sequence, reinforcing previously taught concepts, addressing misconceptions, and building upon next steps in learning.
• Plan appropriately for assessment.
• Utilize a range of approaches to support learning, including modelling, scaffolding, and providing feedback to students.

• Classroom Management and Student Interaction:
• Set clear and high expectations based on shared values.
• Build relationships and establish mutual trust in a safe and secure environment.
• Use positive reinforcement and developmentally appropriate resources and strategies.
• Ensure pupils contribute appropriately and are motivated to participate.

• Pedagogy and Instructional Strategies:
• Build upon students’ prior knowledge to consolidate learning, address misconceptions, and introduce new material in steps linking to previous learning.
• Explicitly teach metacognitive strategies linked to subject knowledge.
• Utilize effective questioning, group work, modelling, and scaffolding to support pupil learning.
• Adapt teaching to meet the needs of all learners, including providing targeted support to pupils.

• Subject Knowledge and Curriculum:
• Demonstrate secure knowledge of the subject, explicitly teaching pupils the necessary knowledge and skills.
• Carefully sequence teaching to ensure pupils' learning by linking ideas to existing knowledge and ensuring pupils master foundational concepts before moving on to new material.

• Assessment:
• Prepare and plan for appropriate assessment, ensuring clarity of its use.
• Use assessment to inform decisions, including support for pupils and adapted planning.
• Provide high-quality feedback (written or verbal) that is clear, accurate, and provides specific guidance on how to improve.
• Implement strategies to ensure pupils use feedback to monitor and regulate their own learning.

• Professional Behaviours:
• Lead and support additional adults in the classroom to promote effective outcomes.
• Role model professional behaviours to fulfil wider responsibilities.

• Individual Student Needs:
• Identify how the school addresses the particular educational needs of individual students.
• Explore how student learning is developed over a short period and what could be done to enhance its development.
• This may include examining support for students with special educational needs, disengaged students, able and talented students, or behaviour improvement strategies.
• Engage with and critically evaluate teaching and learning beyond whole-class planning.

Assessment:

• The intern’s progress will be assessed through a robust profile of evidence of teaching standards and observed teaching.
• The LTP Coordinator will record the intern’s progress in the eight core areas (which underpin the Teachers’ Standards) through lesson observations, plans, reflections, and pupil observations during the two teaching experience blocks.
• The LTP Coordinator and collaborating T&L Mentors will provide feedback and engage the intern in reflective practice based on observations, professional debate, and learning from educational research.
• Judgments on the intern’s development and understanding will be made halfway through and at the end of each practicum.

Requirements

• Bachelor’s degree in related discipline

Disclaimer

The above statements are intended to describe the generalnature and level of work being performed by people assigned to hisclassification. They are not to be construed as an exhaustive list of allresponsibilities, duties and skills required of personnel so classified. Allpersonnel may be required to perform duties outside of their normalresponsibilities from time to time, as needed.

Please visit our website athttps://www.sji-international.com.sg/about/careers for more details.

Interested parties please apply via mycareersfuture orJobStreet.

Only Singaporeans or Permanent Reidents need apply.

We regret that only shortlisted candidates will be notified.