Fine Arts and Applied Arts Teacher / Class Tutor

American International School Progress is one of the leading educational networks in Georgia, uniting three large campuses in Tbilisi, Kutaisi, and Batumi. Progress was founded in 2002 and is licensed with dual authorization: state and by the College Board, the highest council of American schools and colleges. Progress has also obtained American high school accreditation "Advanced" by the American school accrediting body. All of this gives Progress the official authority to teach integrated dual standards and curriculum and issue American high school certificates/diplomas in Georgia! At the same time, Georgian and foreign students have the opportunity to prepare for American pre-university programs and take AP subject exams during their school period, which are recognized as credits in international universities!

The school's main and continuous mission is to take care of students' successful future, their constant development in the learning process with the integration of Western standards, and to facilitate studying at American universities!

For more information about Progress, see: http://americanacademyprogress.edu.ge/

Position: Fine Arts and Applied Arts Teacher (Georgian-language and English-language programs) Position: Class Tutor (English-language)

Location: Tbilisi, Anna Politkovskaya str. N39. Schedule: Part-time for each position. Monthly remuneration: To be agreed.

Requirements: - Education: Higher (at least a bachelor's degree in the relevant field); - English language proficiency at C1 level is desirable, at least B2 level is required (for the English-language program); - Preference will be given to candidates with experience working in a school environment and with students.

Function and Responsibilities: - Ensuring the creation of a physically and psychologically safe environment based on the principles of equality; - Organizing a friendly and student-motivating environment in accordance with the principles of universal design; - Involving all students (including those with special educational needs) in the educational process; - Recognizing and respecting cultural diversity, democracy, justice, and the rule of law; - Using effective class management strategies; - Encouraging students' self-regulatory behavior; - Promoting the development of civic thinking in students; - Possessing and using effective communication strategies with students; - Providing students with opportunities for self-realization and self-expression; - Promoting the development of collaborative skills in students; - Knowing and using effective conflict prevention and resolution strategies; - Considering the basic principles of constructivism and differentiated approaches when planning the educational process; - Planning extracurricular activities considering students' interests and needs; - Using information and communication technologies when planning the educational process and considering the principles of digital citizenship; - Considering the principles of inclusive education when planning the educational process.

• At the beginning of the academic year, compiling a subject curriculum based on self-assessment;
• Conducting the educational process within each topic of the subject curriculum and reflecting on the implemented activities (self-assessment);
• Identifying professional needs and ensuring the dynamics of the subject curriculum development based on the results of self-assessment/evaluation and lesson observations;
• Completing a training course/courses recognized by the National Center for Teacher Professional Development within one academic year, as needed, in accordance with the established procedure - 20 contact hours;
• Using and modifying various curricula in the educational process, considering long-term and short-term learning objectives, as well as students' needs and interests;
• Using diverse interactive strategies to develop high-level thinking skills in students;
• Using approaches focused on developing metacognitive skills (planning, monitoring, evaluation) and mastering effective learning strategies in students;
• Using strategies focused on increasing each student's motivation;
• Implementing extracurricular activities (e.g., subject circles/clubs, sports, art events, etc.) considering students' interests and needs.

• Adapting and effectively using diverse resources available at school and outside, corresponding to the learning objective;
• Ensuring equal access and safe use of educational resources for students;
• Searching for or preparing educational resources, considering the learning objective and students' needs, while maintaining sustainable development principles;
• Focusing on basic assessment principles when evaluating students;
• Using assessment forms corresponding to the learning objective;
• Providing effective developmental assessment/feedback;
• Analyzing students' assessment results, considering inclusive education principles, and planning the educational process based on it;
• Using diverse assessment strategies/instruments for evaluating students' results.

• Establishing effective communication with students' parents/legal representatives to provide feedback on academic achievements and behavior and solve problems jointly;
• Encouraging students' parents/legal representatives to participate in school life;
• Collaborating with colleagues for self-development and mutual development to improve students' results;
• Involving students in activities that increase their sense of belonging to the school;