An able and experienced educator is required for a one year assignment starting July 2020 or as soon as possible thereafter. The role involves tutoring one boy, aged 10, in a full-time home school setting. The family are relocating to Montreal and need to ensure that the boy is up to speed with his French before he starts at his local primary. The role will suit an energetic, inspiring and knowledgeable Tutor with a passion for football (soccer), and a love of history.
The Tutor must have excellent French.
The student hails from a warm and supportive family. He is the youngest of four children; the older three are grown up, and so he is in many ways living as an only child. His family all love to read, and he is often engaged in conversations across a range of topics. They are kind and friendly people with a wide range of interests and an open, welcoming nature. As a result, the student is a bright and engaging child with a mischievous sense of humour and wit. He is intelligent, motivated, and keen to learn. He has a passion for medieval history and a delightfully inquisitive nature.
Like any given 10-year-old, the student enjoys sport. He plays rugby and is fanatical about football. He is gregarious, funny, bright and interested in the world around him. He enjoys dabbling with mechanics and engineering projects and enjoys playing with toys such as Lego and Fischer Technic.
The student currently attends school overseas. This school follows the British education model, and it seems to suit his learning style. For the last two years, he has also been working with a Tutor from Tutors International, which has been a great success. His grades are high, and he has proven himself to be a capable and engaged student. As the tutoring has taken place in addition to schooling, the student has enjoyed lessons which have been highly creative and inspiring – the Tutor and he have been anything but dull and desk-bound.
The family plan to move to Montreal in time for the spring, and the student will start his new school directly. However, as there is a change in both language and curriculum, the family would like to make the transition as smooth as possible for him and would like a Tutor to help guide the student over the first six months.
The student’s parents are well versed in education theory and are familiar with a range of education systems which include project-based learning, Think Global School, world learning and both the British and American curricula. They have three older daughters who have finished their studies at top US universities, but who, having followed traditional education routes, still seem to be undertaking their studies with a passion for achievement but struggle with self-definition. They have tried a different approach with their youngest child and having found a Tutor who helped them ignite a love of learning for its own sake, they are looking for someone similar, with a specialism, in the Canadian education system and with French language.
The family are not interested in hot-housing the student academically. Rather, they are looking for a Tutor/Mentor who can extend his interests outside of the classroom, broadening his horizons and helping to ensure that his academic foundations are solid. While in Uruguay, the student continued to attend his day school, and the Tutor/Mentor’s role was one of extension and exploration, involving a range of project-based learning experiences, often using their environment as the basis for these lessons. This kind of learning would be encouraged in Montreal, though it is recognised that the language element of this assignment may require a more formal approach to tuition on occasion. Regardless of the setting, the Tutor should use their skills and imagination to bring alive projects in such a way that the student does not realise he is learning.
The family have a number of properties across the Americas, and the Tutor should be prepared for some travel between the houses. At times when they are away from Montreal, the Tutor will be solely responsible for the student’s education, and accordingly they should ensure that he continues to work on the same material as his peers in Canada so that he may fit directly back in to school life when the family returns.
The Tutor will need to have a good sense of adventure and a can-do attitude. They will need to be either fluent in French or have it to a very good level. Strong Spanish would also be advantageous.
Quality of life is of the utmost importance to the family, and they are looking for the right Tutor to fit with their lifestyle as a family, not just with the student’s education needs. The Tutor should be prepared to get involved with the family in various projects where appropriate, and they should be happy to join the family for meals and conversations. The Tutor will likely spend time on the family farms, and it would be useful if they are comfortable around animals. The family have several horses, and the student himself seems to have a certain knack with the farm chickens.
This position requires an energetic, enthusiastic and interesting teacher who has experience working with bright children of primary age and beyond. The Tutor will be able to develop an educationally rich program of study which allows for project-based learning, aiming to bridge the gaps between a British and Canadian education. They should deliver an education that is very broad without increasing the depth of subject knowledge too far beyond what is age appropriate. This balance can be achieved by extending the number of subjects covered to include things like photography, astronomy and the classics, as well as giving the student a solid basis in subjects such as music and art alongside crafts such as cooking, knots and first aid. The student is interested in finding out how things work, so a Tutor who has a background in engineering will find themselves at an advantage.
The Tutor must be organized, self-reliant, and independent. They should be eloquent, able to explain concepts simply, and to inspire with their enthusiasm for any given subject. He or she should be a natural communicator with a kind and caring disposition, and a firm-but-fair approach to their work.
The Tutor/Mentor will typically work with the student for an average of 35 hours a week. This average is measured across the calendar year and the weighting of these hours will shift depending on the location of the family at any given time. Preparation time will be in addition. The timetable must be established with reference to the student’s extracurricular activities and any travel planned by the family, but it should also be flexible enough to accommodate unexpected changes.
The Tutor/Mentor is entitled to two consecutive days off per week but should not expect these to occur at weekends or to be regular in their timing. As far as possible the Client will try to give the Tutor/Mentor at least two weeks’ notice of when their ‘weekend’ break will be, but the Tutor must understand this is not always possible. The standard minimum 9 weeks (45 working days) of paid vacation allowance (pro-rated) applies to this contract, with these breaks being taken at times convenient to the Client.
Any untaken vacation allowance or untaken weekend days that have accrued will be compensated by payment in lieu at a pro-rated day rate.
The Tutor/Mentor will be provided with a furnished apartment within a reasonable distance from the family home in Montreal. The rent, utilities and Internet on this apartment will be arranged and paid for by the Client. The Client is not responsible for the Tutor/Mentor’s personal phone bills.
When travelling, accommodation will vary, with some locations requiring the Tutor to live-in with the family in a rented house, and other locations where the Tutor will have their own hotel room. The Client will always be mindful that the Tutor is a professional and should have appropriate privacy as far as possible.
A car will be made available for the Tutor when in Montreal. In all other locations, the Tutor will be reimbursed for all local public transport and any travels costs incurred while travelling with the family or be given the use of a car if need be. The Client is not responsible for the costs of personal travel when the Tutor is taking paid vacation beyond the requirements regarding flights to the Tutor’s place of normal residence as set out in the Terms.
The successful candidate will be able to offer more than the minimum requirements of this position and must have been raised in a socially appropriate background. He or she will not only be an excellent educator, but also a good role model: educated and polished, with excellent manners and personal values.
The Tutor will be physically fit and healthy, a non-smoker.
Start: July 2020
Duration: One year
Hours: 35 per week
Salary: $144,000 USD per annum
Vacation: 45 days per annum
As soon as possible
To start as soon as possible
Mainly working with a 9 year old boy
Experience with dyslexia required