For more than 25 years since its establishment, The International School of Azerbaijan has been attracting excellent employees who share our passion for education and are willing and able to engage, empower, inspire our students and community both in the classroom and beyond. The school aims to prepare students to be independent, life-long learners and to acquire the problem-solving skills and knowledge necessary for educational success. TISA is an IB World School and currently we bring together over 90 teachers and administrators from 25 countries, offering highly competitive salaries and comprehensive benefits packages.
TISA is a workplace focusing on institutional diversity, employee professional development and staff collaboration. Employees are selected,recruited,developed and advanced on merit, irrespective of race, colour, religion, gender, age, national origin, sexual orientation, gender identity,marital status or disability.
TISA is committed to safeguarding our students, and all staff working at TISA undergo rigorous background checks and undertake Child Protection training which is refreshed every year. Every staff member, volunteers, invited coaches are provided with the induction on the TISA Child Protection (CP) Policy, and are required to sign the CP Statement to adhere to the Policy.
We recruit internationally by posting vacancies on the website of Search Associates and GRC (The Global Recruitment Collaborative) where international teachers can check for open positions. Besides, we publish information about all vacancies on our school website, and you can scroll down this page to see if we have new vacancies.
Secondary Math Teacher
We are looking for a IB DP AA HL/MYP Maths Teacher for 2024-25 school year to start in August 2024.
Qualified candidates are requested to fill in the Application Form placed on the TISA website at http://www.tisa.az/vacancies and send it to hr@tisa.az . Only shortlisted candidates will be contacted. The deadline for applications is 20th of May 2024.
Required characteristics:
- A university degree in Mathematics or Mathematics/Mechanics
- Teacher certification
- Ability to teach Mathematics at a high level
- Experience preparing students for external examinations
- Excellent English language knowledge (advanced high level)
Desired Characteristics
- Experience of working in an international school
- Experience of the International Baccalaureate Programme in both the Middle Years and Diploma Years
When exploring mathematics, the children work within the IBPYP framework and philosophy about learning mathematics while drawing from curriculum and best practices from NZ Maths.
In the PYP, mathematics is viewed primarily as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized. The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions. In the same way that students describe themselves as “authors” or “artists”, a school’s programme should also provide students with the opportunity to see themselves as “mathematicians”, where they enjoy and are enthusiastic when exploring and learning about mathematics.
Play and exploration have a vital role in the learning and application of mathematical knowledge, particularly for younger students. In a PYP learning environment, mathematics skills and activities need to occur in authentic settings. As educators, we need to provide a variety of areas and resources to allow students to encounter situations that will introduce and develop these skills. In this environment, students will be actively involved in a range of activities that can be free or directed. In planning the learning environment and experiences, teachers need to consider that young students may need to revisit areas and skills many times before understanding can be reached. Applying mathematical skills to real-world tasks supports students’ learning.
(IBO, Making the PYP Happen: A curriculum framework for primary education, 2009)
Whilst the role of inquiry is important, it is recognised that explicit and specific teaching of mathematical strategies, skills and concepts need to be obtained in order to progress in their mathematical understandings and make connections with the world around them.
In teaching mathematics in the ELC, teachers use a combination of anecdotal observations along with the Junior Assessment of Mathematics (NZ Maths) to assess the learning of each child and to plan for teaching.
To understand more about the Mathematical learning taking place in the ELC please take a look at the Early Years section of the NZ Maths website
