There are two children, a boy and a girl, age thirteen. They are in the same class at a small independent school near their home. The children are following an Anglo-American curriculum, which, as with all such schools, has a distinctly European flavour. Indeed, while the language of instruction is English, Math is taught in German, and the standards are more akin those of IGCSE or the demands of a good American private school.

The children’s mother tongue is German and they have been fluent in English since they were four. Their spoken English is excellent but it is evident that they are being taught English by non-native speakers and this shows in their writing. The children have recently started French and in two years time will start Latin. In addition to these languages, the children are keen to learn Spanish, and Italian or Russian are also of interest. It is clear that they are mature enough to appreciate the importance of a broad education that embraces other cultures.

Although university is still some years away, the children are mindful of their academic ambitions. They would like to attend an excellent college in the US and in due course will need to begin preparation for their PSAT and SAT.

Both the children are delightful. They are bright, attentive and polite, and will be a genuine pleasure for a capable and multi-skilled Tutor. They both prefer teachers who are calm and patient, people who genuinely care about their students, kind people who are knowledgeable, positive, encouraging, yet firm. The children have a mild manner and they prefer teachers who maintain the same composure even if their students need time to grasp concepts. The boy has a good sense of humor, and the girl enjoys the company of lively educators. Both children have a purpose and manner about them that belies their age.

Because the children are at the same school and in the same class, they are taking the same subjects this year: English Literature, French, History, Maths (taught in German), Physics, Chemistry, Biology and Geography. Both children are doing well across the subject range and used to working with Tutors for a few hours during the week. As they progress through school and the academic demands increase, it will become increasingly impractical for local Tutors to be arranged in a flexible way that accommodates a busy extra-curricular life. For example, the boy loves fencing, soccer and tennis while the girl enjoys ballet and is learning piano. The children like fishing and swimming in the summer and skiing in the winter.

The Tutor’s role is multifaceted. The main responsibility is to ensure that the children’s homework is fully prepared each evening and that they never leave for school one day without understanding everything that has been covered the previous day. In addition to this, the Tutor will also need to be aware of what is going to be coming up next at school and prepare the children in advance, and this includes for any tests, projects or presentations. It will not be possible for the Tutor to consult with the children’s school at this level. The children are looking forward to working with their Tutor and will be forthcoming about their ongoing schoolwork.

As well as helping with homework, the Tutor should be able to contribute to the children’s range of interests, whether this is their sports, music, or any other activities that the Tutor suggests. The role would therefore suit a younger person, someone physically fit, energetic and lively, a broad and interesting person who has a wide range of interests they would love to share with the children.

It is essential that the Tutor speaks and writes impeccable English, has excellent French, and at least one other of Spanish, Italian or Russian. It would be an advantage, but is by no means essential, if the Tutor also had some German.

One of the main reasons for having a Tutor full time is the flexibility it affords. With a full time Tutor who can support all the school subjects and help teach languages and music it will possible for the tutoring to be arranged around everything else. Clearly this will mean that the Tutor will need to be well-organised at all times and be ready to accommodate the family’s fluid schedule, calmly and with good grace even if it inconveniences them.

Perhaps one or two evenings a week the Tutor should expect to stay with the children while their mother is away. On these occasions it will mean that she/he will not finish until around 10pm.

The family has a high level of security and the Tutor will need to be aware of the constraints this can mean. For example, while it is no problem arranging excursions that meet with their mother’s approval, the children and the Tutor will always be driven and accompanied by one (or more) of the family’s security personnel. Naturally this means that the Tutor will need to be especially discreet about their role, mindful of their responsibilities in this regard. Having said that, although the security is evident it is not oppressive.

The children’s mother has good English and is keen to improve. Up to three mornings a week, for up to two hours at a time, she would like to work with the Tutor, especially regarding her vocabulary and pronunciation.

The Tutor will typically work from Sunday-Thursday from 2pm until 8pm. Dinner is usually from 8pm-9pm and the Tutor will sometimes be invited to join the family; on other occasions she/he can eat with the other household staff, or make her/his own arrangements.

No more than two nights per week on average the Tutor may be asked to stay in the house with the children while their mother is away. On these occasions the Tutor will finish around 10pm.

Up to two hours a day for three days a week the Tutor will work with the children’s mother.

The Tutor is entitled to a minimum of nine weeks (45 working days) paid vacation per annum. The dates for this will be at times convenient for the Client, and are likely to follow the general pattern of the school terms and holidays.

Furnished accommodation is provided for the Tutor in a small apartment a couple of minutes walk from the family home, but not on the grounds. There is a small kitchen in the apartment.

If the Tutor is asked to accompany the family when they travel, the Client will cover her/his full expenses.

The Tutor must be a non-smoker. It is inappropriate for the private life of the Tutor to be known about by or in any way to affect the Client. Equally, the Tutor should not have to be told what would constitute proper attire or standards of personal presentation or behaviour for a role of this nature.

The position starts in September and will be for at least 12 months in the first instance. Due to the constraints involved in recruiting at this time of the year, the Client has asked that a short-term Tutor cover the period from September until the long term Tutor is appointed from January 2013 if the ideal Tutor cannot be ready to start in September 2012.