Teacher of Spanish in combination with another subject

St Augustine College is seeking to employ a full-time Teacher of Spanish (in combination with another subject) for the scholastic year 2026 / 2027 on an indefinite basis.

By the closing date and time of this call for application, applicants must be:

1. Proficient in the English language;
2. Proficient in Maltese and;
3. In possession of a B.Ed, MTL or equivalent at MQF level 6 or higher in the subject area; and / or
4. In possession of a recognised, relevant qualification at MQF level 6 (subject to a minimum of 180 ECTS / ECVET credits or equivalent), and a recognised qualification in pedagogy at MQF level 6 (subject to a minimum of 60 ECTS / ECVET credits or the equivalent of which a minimum of 180 ECTS / ECVET should comprise teaching practice / relevant school experience) as per attached Appendix A
5. In possession of a recognised, relevant qualification at MQF level 6 (subject to a minimum of 180 ECTS / ECVET credits or equivalent) in any subject area and an A' level (MQF level 4) in main teaching subject (together with another A' level).
6. A professional comparable qualification in the subject / area applied for;
7. Teaching experience will be considered an asset.
8. Orientation and training on school systems and procedures will be given to the successful applicants.

At St Augustine College, we have a commitment to personal and professional development, a child protection policy, and a zero-tolerance approach to child abuse and harm

The duties and responsibilities of a Teacher shall include the following:

Overall Functions

• To teach and educate students according to guidelines provided by the National Curriculum Framework under the overall guidance of the competent education authority;

• To teach and educate students according to the educational needs, abilities and attainment potential of individual students entrusted to his/her care by the Head of School

Main Responsibilities

• Planning, preparing and delivering lessons to all students in the class;

• Teaching according to the educational needs, abilities and achievement of the individual students and groups of students;

• Adopting and working towards the implementation of the school development plan;

• Assigning work, correcting and marking work carried out by his/her students;

• Assessing, recording and reporting on the development, progress, attainment and behaviour of one’s students;

• Providing or contributing to oral and written assessments, reports and references relating to individual students or groups of students;

• Participating in arrangements within an agreed national framework for the appraisal of students’ performance;

• Promoting the general progress and well-being of individual students, groups of students or class entrusted to him/her;

• Providing guidance and advice to students on educational and social matters and on their further education and future careers; providing information on sources of more expert advice;

• Communicating, consulting and co-operating with other members of the school staff, including those having posts of special responsibility and parents/guardians to ensure the best interest of students;

• Reviewing and evaluating one’s own teaching and learning strategies, methodologies and programme/s in line with the National Curriculum Framework guidelines;

• Advising and co-operating with the Rector, the Head of School, Deputy Heads, Heads of Department, etc, and other teachers in the preparation and development of courses of study, teaching materials, teaching programmes, methods of teaching and assessment and pastoral care arrangements;

• Ensuring high standards of professional practice and quality of teaching and learning of the subject/s. Through effective dialogue, participating in reciprocal peer review and observation of class teaching practice

• Participating in training courses as well as in continuing professional development (CPD) opportunities, and taking part in action research exercises;

• Maintaining good order and discipline amongst students under one’s care and safeguarding their health and safety at all times;

• Participating in staff, group or other meetings related to the school curriculum or pastoral care arrangements, for the better organization and administration of the school;

• Contributing to the professional development of new teachers and student teachers according to arrangements agreed with the Head of School;

• Providing the necessary information and advice to the designated personnel in the College and to provide all the necessary information regarding requisitions and arrangements in connection with the teaching of the subject/s assigned to him/her;

• Ensuring the safe custody and optimum use of equipment normally used by oneself during lessons and sees to its regular servicing and maintenance;

• Participating in school assemblies;

• Registering and monitoring the attendance of students under one’s care;

• Sharing in any possible and reasonable way in the effective management, organisation, order and discipline of the school;

• Nurtures a culture where teachers view themselves essentially as facilitators of learning and reflective practitioners;

• Participating in and contributing to MAPS and IEP conferences and reviews of officially statemented students and collaborating with parents, SLT, Inclusion Coordinators and other professionals/stakeholders working with the student;

• Together with the Learning Support Educators, developing and implementing the Individual Educational Programme (IEP) of students with Individual Educational Needs and participating in IEP and Individual Transition Plan (ITP) meetings;

• Ensuring that schemes and forecast of work carried out in class are handed to the LSE in good time so that the necessary adaptations and resources are made for use with students with individual educational needs in class;

• Regularly discussing, monitoring the work being carried out by the LSE in class;

• Liaising and collaborating with specialist teachers/resource persons and other professionals working with statemented students;

• Making use of audiovisual technological devices/aides and other adaptations during the delivery of the lessons;

• Teachers shall be expected to teach students of different levels of achievement;

• Encouraging participation in EU projects and other projects in accordance with the SDP targets and as agreed with the Senior Leadership Team.