Job Description: Teacher Secondary

Position: English Facilitator

Role Summary

The English Facilitator is responsible for creating an engaging learning environment that develops students' reading, writing, speaking, and listening skills. The facilitator will plan and deliver effective lessons, assess student progress, and encourage critical thinking and communication skills among secondary-level students.

Key Responsibilities

• Plan, prepare, and deliver English language and literature lessons aligned with the curriculum.
• Facilitate interactive and student-centred learning experiences.
• Develop students' reading comprehension, grammar, vocabulary, writing, and communication skills.
• Assess and monitor student progress through assignments, projects, tests, and classroom activities.
• Provide constructive feedback to students and parents.
• Maintain accurate academic records and reports.
• Integrate technology and innovative teaching strategies into classroom instruction.
• Encourage participation in debates, public speaking, creative writing, and literary activities.
• Create a positive, inclusive, and disciplined classroom environment.
• Collaborate with colleagues on curriculum planning and school activities.
• Participate in staff meetings, professional development programs, and school events.

Required Qualifications

• Bachelor's or Master's degree in English, English Literature, Education, or a related field.
• B.Ed. or equivalent teaching qualification (preferred).
• Strong command of spoken and written English.
• Knowledge of secondary school curriculum and assessment practices.

Skills & Competencies

• Excellent communication and presentation skills.
• Classroom management abilities.
• Creativity in lesson planning and instructional delivery.
• Strong interpersonal and mentoring skills.
• Proficiency in educational technology and digital learning tools.
• Ability to motivate and engage adolescent learners.

Experience

• 3–5 years of teaching experience at the secondary level (preferred).
• Experience with activity-based and competency-based learning approaches is desirable.

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