Always looking for great teachers

To get the best candidate experience, please consider applying for a maximum of 3 roles within 12 months to ensure you are not duplicating efforts.

Even when we don't have an open position, we are always keen to get to know talented and committed teachers who are interested in working with us.

Sending your cover letter and CV through this on-going post, doesn't exclude the need for constantly looking at our website and applying to specific vacancies. However, we will always take a look at this database when we open a position.  

Check below to understand what we look for in our teachers. And if you feel you have the skills and the cultural fit to work at St Paul's, we would love to receive your application.  

In your cover letter, please indicate which area you would be more interested in (Pre-Prep, Prep, or, for Senior School (11+) subject specialism).

About us:

St. Paul's was founded in 1926 and was the first school in South America to receive accreditation from the UK government as a British School Oversees. Fully coeducational, with about 1,000 pupils, aged from 3 to 18, it is a school with history and tradition, but which embraces innovation, contemporary values and the latest in digital learning. We are a world-class school, and an international member of HMC and IAPS, and a member of COBIS and the LAHC. We are proud of our local, national and international reputation and we constantly strive to improve the opportunities for our pupils and staff. Our recent BSO inspection judged us as a leading British School overseas, and you can download the report from our website. Our exceptional facilities place teaching and learning at the heart of the school.

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More details about the school can be found at

What is our Teacher's main Role?

Our teachers promote excellence in teaching and learning for the children at St Paul's by encouraging curiosity, independence and engagement through developing a safe, happy, supportive and stimulating environment, ensuring playful, exploratory and language-rich experiences so that children of all ages are challenged to reach their full potential.

Overall Responsibilities

• Plan broad and balanced learning experiences, creating and selecting appropriate resources in order to support pupils progress and develop children's sense of curiosity and wonder about the world;

• Identify and monitor individual abilities, interests and needs, promoting differentiation in order to support every child's full development;
  

• Ensure pupil progress by making use of formative and summative assessment to inform planning so that pupils are successful in their learning;

• Ensure a safe and effective learning environment is maintained by using the school's behavior policy consistently in order to set clear and high expectations of pupil behaviour;
  

• Promote positive relationships through modeling and collaborating across the school community to ensure a respectful, safe and secure environment;

• Support children's language development and communication skills by modelling consistent and proficient use of English in order to provide effective immersion into the language;

• Support children's exploratory experiences and independence both indoors and outdoors by planning activities and enriching the provision in order to develop a stimulating learning environment;

• Care for pupils' social, emotional and physical well-being, by creating a safe and positive culture within the classroom in order to make children secure to learn, take risks and make mistakes;

• Report any safeguarding issues that arise following the school safeguarding policy in order for each child to feel safe in the school environment;

• Collaborate and contribute towards the school vision by participating in whole-staff meetings, year group planning sessions, supporting colleagues and sharing resources and best practice with the aim of participating actively and working well within a team.

• Manage class assistants effectively by establishing a strong partnership and coaching them when necessary in order to have a positive impact on pupil progress using the school`s review process;
  

• Communicate effectively with parents by establishing a positive partnership, reporting on individual pupil's progress, well-being and other relevant issues in order to ensure all parts involved are informed and working towards the same goals.

Our benefits

• Health insurance

• Dental plan

• Pension plan

• Onsite lunches

• Food card

• Transportation tickets

Safeguarding

The school is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share in this commitment. The offer of the role would be made subject to receipt of satisfactory references, proof of relevant qualifications, identification checks and other safeguarding checks (including Internet and Social Media profiles and exposure), an overseas check if appropriate and a pre-placement medical assessment. Proof of entitlement to work in Brazil is also required where necessary.

Equality, Diversity and Inclusion

St Paul's is committed to equality, diversity and inclusion. We recognise the value of diverse environments and strive to promote a culture in which all pupils, staff and members of the school community are welcomed and supported to fulfil their potential, regardless of their background or personal characteristics. We oppose all forms of unlawful and unfair treatment, embarrassment, discrimination, bullying and harassment.

• To have a relevant university degree qualification 

• To have a certified teaching qualification, e.g. either a PGCE from the UK or Pedagogia or Licenciatura from a Brazilian university 

• To have knowledge of Office 365 

• To have knowledge and experience of the appropriate national curricula for your age range (English and Brazilian) 

• To have good communication skills 

• To form positive professional relationships (with staff, parents, pupils) 

• To be pro-active, flexible, resilient and collaborative  

• To be a team worker 

• To have a love of working with children; to genuinely care about their welfare and progress as individuals 

• To be committed to professional development

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