Early years: bilingual teacher

Expected Profile and Qualifications

• Degree in Pedagogy (required).
• Specialisation in Early Years Education, Literacy, Bilingualism, Language Acquisition or related field is desirable.
• Further training in contemporary pedagogical practice (e.g. inquiry-based learning, pedagogical documentation, socio-emotional development).
• Familiarity with national (BNCC) and international curriculum frameworks.
• A dedicated, committed and collaborative approach.
• A continuous-learning mindset.

English Proficiency and Certification

• Fluent English (minimum B2/C1 level or equivalent).
• A recognised international certification is desirable, such as:
• Cambridge (e.g. FCE, CAE, CPE)
• TOEFL
• IELTS
• Ability to use English pedagogically, with linguistic intentionality across learning contexts.

Expected Experience

• Previous experience in a school setting, ideally in bilingual schools or schools with an international curriculum.
• Experience with planning, formative assessment and the use of pedagogical data.
• Experience collaborating with coordination teams, multidisciplinary staff and families.
• Involvement in continuing professional development.
• Experience using educational platforms and institutional systems.

Key Responsibilities

Pedagogical Practice and Planning

• Prepare weekly lesson plans aligned with the BNCC, the institutional curriculum and international guidelines, in both English and Portuguese.
• Design play-based, inquiry-led, and interactive learning experiences.
• Ensure clear linguistic intentionality across bilingual activities.
• Systematically observe both structured learning tasks and free play, focusing on children's cognitive, linguistic, social and emotional development.
• Record evidence relating to learning profiles, social interaction, self-regulation, language, engagement and wellbeing.
• Analyse observational data to inform planning, pedagogical interventions and differentiation strategies.
• Plan targeted interventions based on observations, respecting each child's pace, interests and individual needs.
• Share relevant data with the coordination team and support staff, following institutional protocols.

Child Development and Language

• Foster bilingual acquisition through contextualised practice.
• Monitor pupils' overall development.
• Plan individualised pedagogical interventions.

Assessment, Documentation and Data

• Produce systematic records, portfolios and reports.
• Use data to inform pedagogical decision-making.
• Keep institutional systems up to date.

Institutional Commitment

• Take part in training sessions, pedagogical meetings and school projects.
• Follow protocols, internal policies and leadership guidance.
• Contribute to curriculum review processes.
• Act in line with the school's culture and values.

Relationship with Families

• Hold meetings, feedback sessions and formal communications.
• Report on progress, challenges and strategies in line with institutional policy.
• Lead both individual and group meetings.
• Share learning data with families.
• Follow communication protocols.

Ethics, Safety and Safeguarding

• Comply fully with child protection policies.
• Safeguard pupils' physical, social and emotional wellbeing.
• Report risk situations in line with school protocol.
• Ensure a safe environment at all times.
• Adhere to the code of conduct.