IBDP & IGCSE Maths Teacher with AI Knowledge

Position: Full-time (1 position)

Location: Kolkata

Experience: 5–7 years

Job Description

The Secondary Subject Teacher designs and delivers engaging, appropriately challenging learning experiences in mathematics. Following Cambridge and IBDP frameworks and guidelines, the teacher provides inquiry-driven, concept-based instruction aligned with subject guides and school values. The role collaborates with subject colleagues, the librarian, student support team and coordinators to support student learning, maintain assessment standards and foster students’ holistic development.

Primary Responsibilities

Curriculum and Learning Design

• Collaborate to plan, design and deliver learning experiences aligned with Cambridge and IBDP frameworks, curriculum standards and unit planners.
• Use inquiry-based, concept-driven, interdisciplinary and subject-specific teaching practices.
• Differentiate instruction for learners with diverse needs.
• Integrate appropriate technology, resources and materials into teaching and learning.
• Contribute to curriculum review, updates and innovation, ensuring alignment with international benchmarks.
• Foster critical thinking, academic integrity and independent learning.

Assessment and Documentation

• Use formative, summative and student-reflection assessments in line with school policy.
• Monitor and report student progress using trackers, portfolios and formal reports.
• Analyse student performance data to inform teaching strategies and interventions.
• Provide constructive feedback that supports student reflection and progress.
• Apply assessment strategies aligned with IB and Cambridge criteria, and follow relevant documentation, reporting and moderation procedures.

Collaboration and Professional Practice

• Work across grade levels to improve student learning; co-plan and co-teach where appropriate.
• Participate in subject, grade-level and whole-school meetings and professional learning communities.
• Mentor and support colleagues in effective subject-specific teaching practices.
• Maintain professional relationships with colleagues, students and parents, demonstrating the school’s values and ethos.
• Contribute to collaborative school development and cross-disciplinary initiatives.

Student Wellbeing and Supervision

• Help maintain a physically and emotionally safe learning environment.
• Serve as a homeroom advisor, supporting pastoral care and parent communication.
• Supervise students during classes, breaks, lunch, co-curricular activities, trips and school events.
• Support positive behaviour in line with school policies and contribute to students’ social, emotional and ethical development.
• Promote inclusion, equity and diversity in the classroom.

Family and Community Engagement

• Build respectful partnerships with parents to support student learning and wellbeing.
• Communicate with parents through conferences, meetings and written updates.
• Support home–school connections by sharing student work and involving families in the learning journey.
• Participate in parent workshops, school events and community-building initiatives.
• Contribute to community programmes, co-curricular events and service-learning initiatives.

Professional Development and School Contribution

• Stay current with educational research, best practices and developments in the subject area.
• Attend professional learning, workshops, conferences and training as required.
• Reflect on professional practice through the school’s appraisal process.
• Contribute to school events, initiatives and co-curricular activities as needed.
• Take part in relevant IB or Cambridge examiner training, accreditation or authorization processes.
• Contribute to school start-up, enrichment or programme-establishment initiatives.

Key Interfaces

Internal: Head of School, Whole School Principal, Secondary Principal and Programme Coordinators

External: Parents

Key Competencies

Behavioural: Student-centred mindset; collaboration and teamwork; reflective practice; effective communication; adaptability and innovation; professional integrity; cultural sensitivity and inclusivity; commitment to equity, diversity and international-mindedness; continuous learning; and commitment to whole-school and cross-disciplinary initiatives.

Functional: Curriculum design and implementation; pedagogical expertise; learning technology integration; classroom management; student mentorship and pastoral care; professional development; assessment literacy and data-informed instruction; alignment with IB and Cambridge frameworks; and commitment to academic excellence and student achievement in external examinations. For IBDP teachers, relevant responsibilities may include supervising the Extended Essay, Internal Assessment, CAS or TOK.

Qualifications and Experience

• Bachelor’s degree in Education or the relevant subject area, with a teaching qualification (B.Ed. or equivalent).
• Master’s degree in Education or the relevant subject area.
• Recognised teacher certification or qualification meeting national or international teaching standards.
• At least five years of successful secondary-level teaching experience in IGCSE and/or IBDP programmes.
• Demonstrated ability to plan lessons, assess learning outcomes and manage a classroom effectively.

Preferred: Additional Cambridge or IB (IBDP) training; training in inquiry-based, concept-driven or interdisciplinary pedagogy; experience with data-informed instruction, differentiated learning and educational technology; curriculum design, student mentorship or pastoral care experience; a record of student achievement in external examinations; experience supervising Extended Essay, Internal Assessment, CAS or TOK; participation in accreditation, authorization or programme development; teacher mentoring or professional learning community leadership; or experience in international school or start-up settings. Examiner, IBEN or Cambridge examiner experience or certification is also an advantage.