DP/BTEC Business Teacher

Teaching at AIA is:

1.       based on inquiry.

2.       focused on conceptual understanding. 

3.       developed in local and global contexts.

4.       focused on effective teamwork and collaboration.

5.       differentiated to meet the needs of all learners.

6.       informed by assessment (formative and summative).

Hence the teacher’s responsibilities are to:

·         Use many forms of inquiry (ex: open, structured and guided) to develop students’ curiosity, and the skills needed to enable them to construct their own understanding and become autonomous lifelong learners.

·         Teach conceptual knowledge within and beyond subject areas to support learners understand complex and big ideas. Carefully craft questions, wonderings and provocations to promote conceptual understanding while connecting content, skills and concepts. 

·         Plan contextualized/ real-life learning experiences for learners to process new information by connecting it to their own experience (local context) and to the world (global context) around them and to develop international mindedness.

·         Plan collaboratively, intentionally and continuously to facilitate interactive and collaborative learning experiences which encourage effective dialogue and feedback and are based on data to adaptively meet students' needs.

·         Plan with colleagues for student differences by building self-esteem, valuing prior knowledge, scaffolding and extending the learning of all students and providing meaningful, respectful and challenging work. 

·         Plan, organize and implement, with learners and colleagues, ongoing assessment to monitor, document, measure and report on learning. Use “Assessment as and for Learning” data as feedback to modify teaching and learning.

·         Teach with the approaches to learning skills in mind by identifying the skills and dispositions they are planning to teach. Explicitly teach the strategies and techniques used by the learners to process information and promote transfer of these skills and self-regulation.

·         Effectively integrate technology to enhance students learning experiences. Reflect on why and how they are using technology and ensure digital integrity.  

·         Support and reinforce students’ language development by activating prior understanding and building background knowledge, scaffolding language learning, extending language and affirming identity.

·         Plan to empower learners to internalize sustainability principles and navigate intricate systems, enabling them to initiate or advocate for actions that revive and sustain ecosystem well-being while promoting fairness, and envisioning a more sustainable future.

·         Actively engage in professional inquiry (PLC, action research, workshops, study groups, critical friends, data teams…) with the aim of continually reflecting upon practices and improving learning for all students.

·         Reflect by examining beliefs about professional duties in order to conduct self with integrity and transparency, connect and build learning communities, and respect and promote organizational, local and global cultures.