Aquatics Instructor (Female)

Objective:

An aquatics instructor is expected to demonstrate the quality of teaching and instruction that has been set as the standard for aquatics education at YISS. Teachers/instructors at YISS should model professionalism by consistently displaying high standards of preparation for learning and teaching and student management. They should also have an ability to build and maintain positive relationships with students, parents, and colleagues, which is an essential quality needed to be successful at YISS.

Qualifications:

• Lifeguard Certification (incl. CPR/AED for Professional Rescuer, First Aid) (can be validated prior to 1st day of hiring)
• WSI (Water Safety Instructor) or ASCA (Level 2) or equivalent (can be validated prior to 1st day of hiring)
• State/provincial teaching credential or Korean coaching license (생활체육지도 사)
• Fluent in English Language
• Experience working with swimming curriculum preferred

Duties and Responsibilities:

Professional Knowledge

1. Content Knowledge

• Promotes student learning through mastery of the subject material by utilizing valid teaching techniques to achieve curriculum goals within the framework of the schools philosophy.
• Understands the central concepts and strategies for the content they are responsible to teach and is able to create meaningful interactions between the content and their students.

2. Instructional Design and Implementation

• Follow prescribed scope and sequence.
• Integrate biblical principles and the Christian philosophy of education throughout the curriculum.
• Plans, organizes, implements, and evaluates using a variety of instructional strategies aligned with stated curricular goals and meeting the diverse needs of students; to include the use of technology, development of children's critical thinking skills, and problem solving.

3. Assessment

• Assesses the academic progress of students in conjunction with the PE teacher on a regular basis and provides reports as required.
• In conjunction with the PE teacher, identifies the needs of students through diagnostic procedures in the subject areas where appropriate and relate instructional objectives to these needs.
• Understands and implements a variety of assessment strategies, both formative and summative, to ensure the continual academic, social, intellectual and spiritual development of the child.

4. Classroom Management

• Creates a learning environment of respect and manages a clean and educationally stimulating environment.
• Manages proper discipline in the classroom and on the school premises utilizing a teacher-made discipline plan consistent with and supportive of the school-wide discipline plan.
• Manages student records as required by the school and stated in the faculty handbook.
• Monitors locker rooms using the locker room standards.
• Creates, cultivates, and manages an actively engaged learning environment that encourages positive interaction with curriculum and peers through effective use of individual and group motivation techniques.

Professional Growth

1. Professional Development

• Maintains state/provincial teaching credentials.
• Completes the ACSI Christian Philosophy of Education requirement.
• Participates in prescribed, collaborative, and personal professional development opportunities.
• Actively participates in the collaborative learning community at the school and seeks out opportunities to grow professionally.

2. Self-Assessment

• Completes prescribed reflective activities.
• Develops healthy patterns of self-reflection and assessment.
• Models reflective practice by continually evaluating his/her craft as an educator, its impact on the student and parents, as well as impact on the school as a whole.

Community Interactions

1. Communication

• Communicates with parents, students, and other professional staff regarding student progress (behavioral and academic).
• Develops and maintains rapport with faculty, staff, students and parents by treating others with friendliness, dignity and consideration.
• Follow all guidelines for confidentiality.
• Effectively uses verbal and non-verbal communication to foster active inquiry, to manage conflict, build and maintain relationships, and to facilitate the academic and spiritual goals of the school.

2. Mission Mindedness

• Supervises co-curricular activities, organizations, and outings as assigned.
• Attends and participates in devotions, teachers meetings, evening programs if involving the teachers students or as requested by the administration, and other meetings as assigned.
• Models Christs teachings through interpersonal skills, respectful relationships and a willingness to learn and interact with others of different faith traditions.
• Meets everyday stress with emotional stability, objectivity, and optimism.
• Fosters relationships with parents, students, staff, and the community that support the academic and spiritual aspects of the schools ministry in both in-class and out-of-class environments.

3. Community Responsibilities

• Follows school policies, procedures, rules, regulations, guidelines and the provisions of the contract and as outlined in the Faculty and Staff Handbook, and other school publications.
• Performs assigned supervisory duties and responsibilities (before school, break, lunch, after school, etc.) and informs the proper administrator in advance if unable to fulfill any assigned duty.
• Prepares adequate information and materials for a substitute teacher.
• Maintains and submit on time regular and accurate grades and other records.
• Cooperate with YISS administration in implementing all policies, procedures, and directives governing the operation of the school.
• Safeguards the interests and mission of the school.
• Respectfully submits to and demonstrates cooperativeness to constituted authority.
• Demonstrates timeliness in submissions for deadlines, willingness to be proactive in his/her responsibilities, and sensitivity to living and working in a community that relies upon each other for effective ministry.

All employees and associates are required to adhere to a Safeguarding Code of Conduct that contains expectations about their relationships with children, social media use, and the use of children's photographs and identifying information.