There are three children. In September 2011, the elder boy will be almost 9 and going into grade 3, the girl will be almost 7 and going into grade 1, and the younger boy will be 5 and going into kindergarten. The children currently attend an international school in Switzerland that has been doing a mixture of different content based mainly in the US and UK systems. In the autumn of 2012 the children will be starting school in America, but between now and then the family will be based in London and the children home-schooled so that they can be smoothly integrated into their new schools when they return to America.

The elder boy is a shy, quiet, gentle natured child who loves wildlife, dinosaurs and travel. He loves to please and is very kind. He has struggled with reading, and was recently assessed with a mild phonological processing problem that characterizes as mild dyslexia. The specialist who carried out the assessment is of the opinion that focused daily support following Orton-Gillingham, Lindamood Bell or Wilson will enable him to catch up the six to eighteen month reading deficit he currently has. Understandably, he is still a reluctant reader and so needs some inspiration to make it fun for him. He loves math and science experiments and has a great attention span when he is interested in a project. He attends judo twice weekly and loves to be outside. He is a good skier and enjoys swimming. He has a good sense of humor and loves to laugh. He is a hard worker and likes learning. Dinosaurs and the pre-historic world have fascinated the young man since early childhood and his favorite place on earth is the Natural History Museum in London. He has travelled extensively since he was a baby and loves to visit new places. He is somewhat of a loner, enjoying adult company more than other children. He is however very close to his younger siblings and eight cousins with whom he spends a lot of time.

The girl is an extrovert, very creative with strong opinions. She has really enjoyed her first proper year at school and enjoys reading and writing. She is very observant, sociable, and the definite leader of the family. She loves having fun and being outdoors. She enjoys swimming, dancing and riding her bike. She is somewhat of a tomboy and loves to invent games. Like her older brother, she really likes wildlife, in particular whales, and has tremendous enthusiasm and willingness for new things. She loves arts and crafts and can spend hours painting, drawing, playing with clay etc.ӬӬ

Although the younger boy has only been to nursery school, he is teaching himself to read and write. He seems very bright and academically inclined. He is stubborn and highly charming; older than his years, and very independent. He is the most adventurous of the three children and loves to explore. He loves swimming and being on the water. He has a sunny disposition, but needs to be challenged because things come easily to him. He is physically extremely adventurous, and a good swimmer and skier like his brother. He is chatty, precocious, and loves meeting new people. Like his siblings, he is used to moving and deals well with change.

There are two distinct parts to this job: the periods when the family are in London and the periods when they are travelling.

In London, the Tutors will work with all three children five days a week on average, typically Monday-Friday, from 8am-2pm with breaks as required. One of the Tutors will work with the two younger children, while the other works with the older boy. The children’s mother will look after the children in the afternoons while the Tutors do their preparation.

When the family are travelling, which will make up approximately a third of the teaching time during the contract period, the Client wishes to take just one of the Tutors with them — logistically it is easier. If the successful applicants are a married couple, the Client would be willing to take both Tutors. During this time, both Tutors will be paid, as per the “miscellaneous” section below, and the accommodation in London will continue to be available for the non-travelling Tutor.

The teaching time while away will continue the children’s education, but will necessarily need to have a more flexible timetable to take into account the particular circumstances of travelling and the local resources. In general, though, the travelling Tutor should expect to work with the younger children separately from the older boy, and this will mean an increase in the Tutor’s hours. The Tutor will therefore need to be well organised, flexible, and adaptable. Although the family will try to maintain a routine while travelling there may be occasions when plans are changed at short notice.

The successful candidates for this role will need familiarity with the highest standards of the best US private schools at all the children’s grade levels. One of the two teachers should also have experience with mild dyslexia-type symptoms and ideally have training in at least one of Orton-Gillingham, Lindamood Bell or Wilson. However, the situation does not warrant a specialist dyslexia teacher, and applications from candidates whose main emphasis is on the support side will not be considered. Teaching in the inspirational environments of Africa, Australia, New Zealand and the US offers able teachers unparalleled opportunities to illuminate the standard curriculum and enhance the learning experience.

While in London, the Tutors should expect to work an average of about 30 hours a week with the children, with preparation time in addition to this. The Tutors will be entitled to a minimum of 9 weeks paid vacation per annum as per the Terms, taken at times convenient to the Client. It is expected that the majority of this time off will be taken in the summer vacation period at the end of the contract term.

During periods of family travel, the London-based Tutor will continue in a resource and support role for the travelling Tutor, although with reduced workload. The travelling Tutor will have correspondingly greater workload during this period, since he or she will take on all three children.

There will be a good amount of travel in this job for one or other Tutor, but almost certainly not for both at the same time. Current plans are to be in Africa and Madagascar for about a month from late November in 2011, in Australia and New Zealand in February to April 2012, and occasional periods in the USA. These short trips will rarely exceed a week or two and will usually only involve one of the Tutors.

The Client will provide separate, furnished accommodation with Internet for the Tutors. This will be in a large house in London W1, which will also serve as the location of schoolrooms. The Client will be responsible for all bills on this property with the exception of any of the Tutors’ private phone calls.

While travelling, the Tutor will have his or her own accommodation, whether this may be a room in a hotel, an apartment, a berth on a yacht, or a cabin on a cruise ship.

The Tutors are responsible for their own meals in London. When travelling, the Client will be responsible for all the Tutor’s bed and board.

It is essential that the Tutors are non-smokers, people who are fit and lead a healthy lifestyle, and in so doing set the children a good example.

Neither Tutors International nor our Client will be in a position to provide a visa for someone that needs to be relocated full time to the UK, but given the frequency and duration of travel, this should not be necessary.

The Tutors will be responsible for arranging and financing their own health and travel insurance.

In London, the Tutors will each be entitled to draw the equivalent of £63,000 GBP per annum from Tutors International. When travelling with the family, a Tutor will be entitled to draw an equivalent of £70,000 GBP per annum. If one of the Tutors remains in London, then she or he will be entitled to draw the equivalent of £56,000 GBP per annum while the family is away.