Primary Teacher

Role & responsibilities

As a Primary Teacher at Uday, you will be responsible for guiding a class of children through the Grades 15 curriculum, creating a learning environment that supports their academic, emotional, social, and creative development.

This role calls for more than the ability to deliver lessons. It requires an educator who is curious about children, thoughtful about the process of learning, and willing to take ownership of the educational experiences they create.

You will translate the curriculum into meaningful learning experiences, observe and respond to the needs of individual children, build strong relationships with families, and contribute to the ongoing development of the school.

At Uday, teachers are not merely implementers of a prescribed curriculum. They are active participants in shaping it, bringing their own thinking, creativity, research, and understanding of children to the classroom while remaining aligned with the school's educational philosophy and shared purpose.

The Primary Teacher will report to the Academic Coordinator and work collaboratively with colleagues and school leadership to support children's development and the school's educational objectives.

Key Responsibilities

1. Curriculum Design and Teaching

• Plan and facilitate developmentally appropriate learning experiences for Grades 15, integrating academic learning with artistic, practical, and experiential approaches.
• Research, develop, and adapt lesson plans that bring the curriculum alive and engage children meaningfully.
• Bring creativity, independent thinking, and personal initiative to curriculum development while working within the school's educational framework.
• Connect learning to children's experiences, questions, interests, and understanding of the world.
• Balance the development of foundational academic skills with imagination, movement, artistic expression, practical work, and social learning.
• Reflect on the effectiveness of teaching approaches and make thoughtful adjustments based on children's responses and progress.

2. Understanding and Supporting Each Child

• Observe children closely to understand their developmental needs, individual strengths, challenges, interests, and ways of learning.
• Create a classroom environment in which children feel safe, respected, included, and encouraged to participate.
• Support children with varying abilities and learning needs, seeking guidance and collaborating with colleagues when additional support is required.
• Encourage children to gradually take responsibility for their learning, behaviour, relationships, and actions.
• Respond to challenging situations with patience, discernment, and an understanding of the child, while maintaining appropriate boundaries.
• Uphold what is in the child's best interest, even when doing so requires difficult conversations or decisions.

3. Classroom Environment and Relationships

• Create and maintain a purposeful, welcoming, aesthetically considered classroom that supports learning, curiosity, independence, and a sense of belonging.
• Establish healthy rhythms, routines, and boundaries that help children develop security, responsibility, and self-discipline.
• Model respectful communication, emotional awareness, integrity, and care in everyday interactions.
• Build a classroom culture where children learn to listen, cooperate, resolve differences, and recognise their responsibility towards the community.
• Work collaboratively with colleagues to ensure consistency and continuity in children's educational experiences.

4. Parent Partnership and Community Engagement

• Build open, respectful, and constructive relationships with parents, recognising the importance of a shared understanding of each child's development.
• Participate in parent-teacher conferences, parent education sessions, orientations, open houses, and school events.
• Communicate children's progress, strengths, and areas requiring support with clarity, sensitivity, and honesty.
• Prepare relevant reports and documentation for parent meetings and other discussions.

5. Observation, Assessment, and Documentation

• Maintain accurate records of children's learning, development, participation, and progress.
• Use observation, classroom work, conversations, and appropriate assessments to develop a rounded understanding of each child.
• Participate in review meetings and collaborate with colleagues to plan appropriate support and learning opportunities.

6. Personal and Professional Development

• Participate actively in required training, teacher development sessions, meetings, and collaborative planning.
• Engage in regular self-reflection, examining one's own assumptions, responses, emotions, and practices.
• Remain open to feedback, new ideas, and different perspectives, with a willingness to learn, unlearn, and evolve.
• Take initiative in acquiring new skills, researching educational approaches, and deepening one's understanding of child development.
• Contribute to a culture of shared learning in which teachers support, challenge, and learn from one another.

7. Contribution to the Growth of Uday

• Participate actively in the school's continued growth and development, contributing ideas, perspectives, and thoughtful feedback.
• Help strengthen a community in which the well-being of children, the growth of educators, and the school's larger purpose remain interconnected.

Preferred candidate profile

We are looking for an educator who brings both competence and character to the role.

• At least one year of teaching experience, with a genuine passion for working with children.
• A teaching qualification and a sound understanding of classroom practices and child development.
• Waldorf training or familiarity with Waldorf education is preferred, but not mandatory. An openness to learning and engaging deeply with the school's educational philosophy is essential.
• The ability to research, think independently, and create thoughtful, engaging lesson plans.
• Creativity and initiative in translating curriculum objectives into meaningful learning experiences.
• Strong written and verbal communication skills in both English and Hindi.
• A willingness to take responsibility, work collaboratively, and follow through on commitments.
• An open mind, intellectual curiosity, and a genuine willingness to learn and unlearn.
• A commitment to personal growth through reflection on one's thoughts, feelings, emotions, and actions